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Sample records for preschool kindergarten first-grade

  1. Is Kindergarten the New First Grade?

    Directory of Open Access Journals (Sweden)

    Daphna Bassok

    2016-01-01

    Full Text Available Recent accounts suggest that accountability pressures have trickled down into the early elementary grades and that kindergarten today is characterized by a heightened focus on academic skills and a reduction in opportunities for play. This paper compares public school kindergarten classrooms between 1998 and 2010 using two large, nationally representative data sets. We show substantial changes in each of the five dimensions considered: kindergarten teachers’ beliefs about school readiness, time spent on academic and nonacademic content, classroom organization, pedagogical approach, and use of standardized assessments. Kindergarten teachers in the later period held far higher academic expectations for children both prior to kindergarten entry and during the kindergarten year. They devoted more time to advanced literacy and math content, teacher-directed instruction, and assessment and substantially less time to art, music, science, and child-selected activities.

  2. Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade

    Science.gov (United States)

    Rinaldi, Claudia; Paez, Mariela

    2008-01-01

    This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a…

  3. The Development of Working Memory from Kindergarten to First Grade in Children with Different Decoding Skills

    Science.gov (United States)

    Nevo, Einat; Breznitz, Zvia

    2013-01-01

    This study investigated the development of working memory ability (measured by tasks assessing all four working memory components) from the end of kindergarten to the end of first grade--the first year reading is taught in school--and the relationship between working memory abilities in kindergarten and first grade and reading skills in first…

  4. The Development of Working Memory from Kindergarten to First Grade in Children with Different Decoding Skills

    Science.gov (United States)

    Nevo, Einat; Breznitz, Zvia

    2013-01-01

    This study investigated the development of working memory ability (measured by tasks assessing all four working memory components) from the end of kindergarten to the end of first grade--the first year reading is taught in school--and the relationship between working memory abilities in kindergarten and first grade and reading skills in first…

  5. Domain General Mediators of the Relation between Kindergarten Number Sense and First-Grade Mathematics Achievement

    Science.gov (United States)

    Hassinger-Das, Brenna; Jordan, Nancy C.; Glutting, Joseph; Irwin, Casey; Dyson, Nancy

    2013-01-01

    Domain general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that attention problems and executive functioning both were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance while executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. PMID:24237789

  6. Student Groupings and Instructional Strategies of Kindergarten and First-Grade Teachers.

    Science.gov (United States)

    Lawler, S. Dianne

    Examined were differences between 36 Tennessee kindergarten and first-grade teachers' us of student groupings and instructional time. Teachers were observed twice at the beginning of the school year and once again approximately 8 weeks later. Eight observers collected data using the Stallings Observation Instrument, a measure consisting of: (1) a…

  7. Eye and Hand Dominance in Kindergarten and First-Grade Children

    Science.gov (United States)

    Van Camp, Sarah S.; Bixby, Matilda B.

    1977-01-01

    This study attempted to gather baseline data on a randomly selected population of 353 kindergarten and first-grade children for consistency of response in hand dominance measures and eye dominance measures and for comparison by sex, race, maturity and socioeconomic status. (Author/SB)

  8. The development of working memory from kindergarten to first grade in children with different decoding skills.

    Science.gov (United States)

    Nevo, Einat; Breznitz, Zvia

    2013-02-01

    This study investigated the development of working memory ability (measured by tasks assessing all four working memory components) from the end of kindergarten to the end of first grade-the first year reading is taught in school-and the relationship between working memory abilities in kindergarten and first grade and reading skills in first grade. A sample of 97 children who participated in Nevo and Breznitz's earlier study [Journal of Experimental Child Psychology, 109 (2011) 73-90] were divided into two groups according to their decoding skills, resulting in 24 poor decoders and 73 typical decoders. The entire cohort improved significantly on all of the working memory measures from kindergarten to first grade, with the phonological complex memory at both time points showing the highest correlations with reading skills at first grade. However, there were differences found between the two decoding groups, with poor decoders exhibiting lower working memory abilities in most working memory measures, performing significantly lower on tests of all three reading skills (decoding, reading comprehension, and reading speed), and showing higher correlation coefficients between reading skills. Findings suggest that even before formal teaching of reading begins, it is important to reinforce working memory abilities in order to maximize future reading achievements.

  9. Examining Preschool and First Grade Teachers' Opinions on the Effects of School Readiness to Classroom Management

    Science.gov (United States)

    Akman, Berrin; Kükürtcü, Sevi Kent; Tarman, Ilknur; Sanli, Zeynep Seda

    2017-01-01

    The purpose of this research is to examine preschool and first grade teachers' opinions on the effects of school readiness to classroom management. The participants of this research consisted of the 18 preschool and 22 first grade teachers who work at public and private schools in the cities of Konya, Ankara and Kayseri in Turkey. Phenomenological…

  10. A longitudinal analysis of science teaching and learning in kindergarten and first-grade

    Science.gov (United States)

    Olgan, Refika

    This study attempted to determine how often science is taught in the early grades as well as the science topics taught in these grades. A related purpose of the study was to determine the relationship between science teaching and students' science achievement. In doing so, the analyses took into consideration the influence of gender, socioeconomic status (SES), and race/ethnicity on children's academic performance in science. By using the Early Childhood Longitudinal Study-Kindergarten class of 1998-99 (ECLS-K) kindergarten and first-grade data files, children's science Item Response Theory Scores (IRT) and Academic Rating Scores (ARS) were examined to measure the relationship between children's early science experiences in schools and their achievement on the "General Knowledge Assessment Battery". According to this study's findings science teaching and learning in kindergarten level is somewhat limited. Additionally, the science content taught in kindergarten is narrow. The results of cross-sectional and longitudinal multilevel analyses revealed that several student and school level factors can influence young children's science achievement in kindergarten and first-grade. Although there were inconsistent conclusions about male and female students' science achievement as assessed by direct and indirect assessment batteries, there was no association between children's science scores and their gender and the amount or degree of science practices in school. While results of the analyses clearly showed that socioeconomic status (SES) had the most influence on both kindergarten and first-grade children's science achievement, the findings related to the effects of different science practices on science achievement were inconsistent. The results showed that science instruction effects some children's science achievement more than others. The findings have important implications for policies governing the teaching of science in the early grades. A clear demand exist for

  11. Physical activity during school in urban minority kindergarten and first-grade students.

    Science.gov (United States)

    Reznik, Marina; Wylie-Rosett, Judith; Kim, Mimi; Ozuah, Philip O

    2013-01-01

    To determine if physical activity (PA) during the school day varied by school, grade level, gender, weight status, and physical education (PE) and recess participation among urban kindergarten and first-grade students. Cross-sectional study at 4 Bronx, NY, schools. Student PA was measured by a Yamax Digi-Walker pedometer, an objective and validated measure of PA in children. Each student wore a sealed pedometer during school for 5 consecutive days. Hierarchical models were fit to identify variables predictive of PA. A total of 916 had valid pedometer data (53% male, 70% Hispanic, mean age 5.98 years [SD 0.66], 45% overweight). PA varied by school (P < .0001). First-grade students took a significantly greater mean number of steps during school than kindergarten students. Overall, students took an average of 2479.7 (SD 961.8) steps/school day. PA did not differ by BMI status. Students took on average 724 more steps on PE days than on non-PE days and 490 more steps on days with outdoor recess than nonrecess days (P < .05 for both). Fewer than 1% of all students achieved lower cut points for previously published mean range of steps/school day for boys and girls. Multivariable analysis revealed higher grade level, participation in PE class, and outdoor recess as independent predictors of PA. PA levels were low in kindergarten and first-grade students. Future interventions incorporating classroom-based PA and outdoor recess may increase PA in resource-poor urban schools with limited PE facilities.

  12. Domain-general mediators of the relation between kindergarten number sense and first-grade mathematics achievement.

    Science.gov (United States)

    Hassinger-Das, Brenna; Jordan, Nancy C; Glutting, Joseph; Irwin, Casey; Dyson, Nancy

    2014-02-01

    Domain-general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that both attention problems and executive functioning were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance, whereas executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. Copyright © 2013 Elsevier Inc. All rights reserved.

  13. A Visual Narrative Inquiry into Children's Sense of Agency in Preschool and First Grade

    Science.gov (United States)

    Sairanen, Heidi; Kumpulainen, Kristiina

    2014-01-01

    This socioculturally framed case study focuses on children's sense of agency in educational settings. The study has two objectives: (a) to portray the modalities of children's sense of agency in preschool and first grade settings, and (b) to identify the sociocultural resources that mediate children's sense of agency in these two activity…

  14. The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry.

    Science.gov (United States)

    Ortiz, Miriam; Folsom, Jessica S; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M

    2012-01-01

    This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children.

  15. Strawberry Square. Thirty-Three Programs in Music Education for Children in Kindergarten and First Grade. Teacher's Guide.

    Science.gov (United States)

    Brown, Sheila; Griffin, Nancy

    This teacher's guide accompanies a series of television programs in music education for kindergarten and first-grade children. The story line of the programs centers around the revitalization of a once run down neighborhood called Strawberry Square where people had forgotten how to sing, dance, and live joyful lives. The program builds upon the…

  16. Curriculum-Based Measurement of Writing in Kindergarten and First Grade: An Investigation of Production and Qualitative Scores

    Science.gov (United States)

    Coker, David L., Jr.; Ritchey, Kristen D.

    2010-01-01

    Despite the growing body of research on writing assessment, little attention has been devoted to developing and validating measures for beginning writers. This study examined the technical adequacy of a Sentence Writing measure with 233 students in kindergarten and first grade. The reliability, validity, and sensitivity to growth were investigated…

  17. Digital Photography and Journals in a Kindergarten-First-Grade Classroom: Toward Meaningful Technology Integration in Early Childhood Education

    Science.gov (United States)

    Ching, Cynthia Carter; Wang, X. Christine; Shih, Mei-Li; Kedem, Yore

    2006-01-01

    To explore meaningful and effective technology integration in early childhood education, we investigated how kindergarten-first-grade students created and employed digital photography journals to support social and cognitive reflection. These students used a digital camera to document their daily school activities and created digital photo…

  18. Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.

    Science.gov (United States)

    Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk

    2014-08-01

    In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed.

  19. Associations between preschool language and first grade reading outcomes in bilingual children.

    Science.gov (United States)

    Davison, Megan Dunn; Hammer, Carol; Lawrence, Frank R

    2011-01-01

    It is well established that monolingual preschoolers' oral language development (vocabulary and oral comprehension) contributes to their later reading abilities; however, less is known about this relationship in bilingual populations where children are developing knowledge of two languages. It may be that children's abilities in one language do not contribute to their reading abilities in their other language or that children's experiences with either language assist them in developing a common underlying proficiency that they draw upon when learning to read. The purpose of this study was to investigate the relationship among bilingual children's receptive language development and reading outcomes in first grade. Eighty-one bilingual children who were attending Head Start participated in the study. Growth curve models were used to examine the relationship between children's language abilities during two years in Head Start and reading outcomes at the end of first grade. Children's growth in both English and Spanish receptive vocabulary and oral comprehension predicted their English and Spanish reading abilities at the end of first grade within languages. Associations were also observed between languages with growth in English receptive language predicting Spanish reading comprehension and growth in Spanish receptive language predicting English reading comprehension.

  20. Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). User's Manual for the ECLS-K:2011 Kindergarten-First Grade Data File and Electronic Codebook, Public Version. NCES 2015-078

    Science.gov (United States)

    Tourangeau, Karen; Nord, Christine; Lê, Thanh; Wallner-Allen, Kathleen; Hagedorn, Mary C.; Leggitt, John; Najarian, Michelle

    2015-01-01

    This manual provides guidance and documentation for users of the longitudinal kindergarten-first grade (K-1) data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It mainly provides information specific to the first-grade rounds of data collection. Data for the ECLS-K:2011 are released in both a…

  1. Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind

    Directory of Open Access Journals (Sweden)

    Melia E. Repko-Erwin

    2017-09-01

    Full Text Available Since the passage of No Child Left Behind (NCLB in 2001, public schools in the United States have witnessed an influx of reforms intended to elevate students’ academic standing in a global economy. The unprecedented federal involvement in education resulting from the passage of NCLB has propelled a nationwide movement to standardize instruction, raise achievement levels, and hold schools accountable for improved student outcomes. The kindergarten classroom has not been immune to these efforts. This critical review of literature published within the years 2001-2016 synthesizes empirical and theoretical research centered on US kindergarten post-NCLB. Connecting NCLB’s increased emphasis on standards and accountability to issues of kindergarten readiness, the role of academics, play, and developmental appropriateness in kindergarten, and changes in kindergarten literacy instruction, the author examines the complicated nature of teaching and learning in kindergarten in the wake of NCLB, with implications for research, policy, and practice.

  2. 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…

  3. Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

    Science.gov (United States)

    Curran, F. Chris; Kellogg, Ann T.

    2016-01-01

    Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 that…

  4. Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

    Science.gov (United States)

    Curran, F. Chris; Kellogg, Ann T.

    2016-01-01

    Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 that…

  5. Predicting Reading, Spelling, and Mathematical Skills: A Longitudinal Study From Kindergarten Through First Grade.

    Science.gov (United States)

    Pinto, Giuliana; Bigozzi, Lucia; Tarchi, Christian; Vezzani, Claudio; Accorti Gamannossi, Beatrice

    2016-04-01

    This two-year longitudinal study contributes to the debate between the school readiness and emergent literacy approaches, individuating early markers for reading, spelling, and mathematical skills. Two hundred and two Italian children participated in this study (M age = 5.6years, SD = 0.3). In kindergarten, a wide range of children's domain-general and domain-specific skills were assessed through standardized tests. In primary school, children's reading, spelling, and mathematical competences were assessed through standardized tests. Results showed that domain-specific predictors contribute to the explanation of reading, spelling, and mathematical performances more than domain-general predictors do. Each primary school skill is mainly predicted by their respective domain-specific kindergarten skill, although some cross-domain relations exist, for example, phonological awareness contributing to both reading and mathematical performances. © The Author(s) 2016.

  6. Representational Practices by the Numbers: How kindergarten and first-grade students create, evaluate, and modify their science representations

    Science.gov (United States)

    Danish, Joshua Adam; Phelps, David

    2011-10-01

    A productive approach to studying the role of representations in supporting students' learning of science content is to examine their actions from a practice perspective. The current study examines kindergarten and first-grade students' representational practices across a consistent context-the creation of storyboards-both before and after a curricular intervention in order to highlight those aspects of their practices that changed regardless of a superficially similar task. Analysis of the students' storyboards reveals considerable improvement in the number of included features after the intervention. Analysis of the students' practices as they changed over time is also presented by examining the students' discourse, with a focus on their discussions of the science content and the representations themselves. We demonstrate an increase in accuracy and relevance of the features being discussed, as well as an increase in requesting and providing assessments of students' representations, particularly between students and their peers.

  7. Relation of self-concept in kindergarten and first grade to school adjustment.

    Science.gov (United States)

    Zafiropoulou, Maria; Sotiriou, Apostolos; Mitsiouli, Vasiliki

    2007-06-01

    The present aim was to investigate changes in self-concept and self-concept stability during children's transition from kindergarten to primary school, and the relationship between children's self-concept and their adjustment to elementary school. 346 children took part in this 2-yr. longitudinal study. The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children was used to assess children's self-concept. Children's school adjustment was assessed using the schools' academic, behavioral, and social-emotional procedures. Children's self-concept appeared relatively stable and the decline in scores appeared to be practically unimportant. Analysis showed that children's school adjustment mainly affects the academic dimension of self-concept.

  8. Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study.

    Science.gov (United States)

    Petersen, Douglas B; Allen, Melissa M; Spencer, Trina D

    2016-01-01

    The purpose of this study was to examine and compare the classification accuracy of early static prereading measures and early dynamic assessment reading measures administered to 600 kindergarten students. At the beginning of kindergarten, all of the participants were administered two commonly used static prereading measures. The participants were then administered either a dynamic assessment featuring an onset-rime decoding strategy or a dynamic assessment featuring a sound-by-sound strategy. At the end of first grade, those same participants' reading ability was assessed using multiple reading measures. Results indicated that the dynamic assessments yielded significantly higher classification accuracy over the static measures, but that the classification accuracy of the two dynamic assessments did not differ significantly. Sensitivity for the static measures was less than 80%, and specificity ranged from 33% to 51%. The sensitivity and specificity for the dynamic assessments was greater than 80% for all children, with the exception of specificity for the Hispanic children, which was at or greater than 70%. Results also indicated that the combination of static and dynamic measures did not improve the classification accuracy over the dynamic assessments alone. Dynamic assessment appears to be a promising approach to classifying young children at risk for future reading difficulty.

  9. Behavioral Regulation, Visual Spatial Maturity in Kindergarten, and the Relationship of School Adaptation in the First Grade for a Sample of Turkish Children.

    Science.gov (United States)

    Özer, Serap

    2016-04-01

    Behavioral regulation has recently become an important variable in research looking at kindergarten and first-grade achievement of children in private and public schools. The purpose of this study was to examine a measure of behavioral regulation, the Head Toes Knees Shoulders Task, and to evaluate its relationship with visual spatial maturity at the end of kindergarten. Later, in first grade, teachers were asked to rate the children (N = 82) in terms of academic and behavioral adaptation. Behavioral regulation and visual spatial maturity were significantly different between the two school types, but ratings by the teachers in the first grade were affected by children's visual spatial maturity rather than by behavioral regulation. Socioeducational opportunities provided by the two types of schools may be more important to school adaptation than behavioral regulation.

  10. Preschool Predictors of Kindergarten Language Outcomes

    Directory of Open Access Journals (Sweden)

    Anne Walk

    2015-01-01

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

  11. Associations between Preschool Language and First Grade Reading Outcomes in Bilingual Children

    Science.gov (United States)

    Davison, Megan Dunn; Hammer, Carol; Lawrence, Frank R.

    2011-01-01

    It is well established that monolingual preschoolers’ oral language development (vocabulary and oral comprehension) contributes to their later reading abilities; however, less is known about this relationship in bilingual populations where children are developing knowledge of two languages. It may be that children’s abilities in one language do not contribute to their reading abilities in their other language or that children’s experiences with either language assist them in developing a common underlying proficiency that they draw upon when learning to read. The purpose of this study was to investigate the relationship among bilingual children’s receptive language development and reading outcomes in first grade. Eighty-one bilingual children who were attending Head Start participated in the study. Growth curve models were used to examine the relationship between children’s language abilities during two years in Head Start and reading outcomes at the end of first grade. Children’s growth in both English and Spanish receptive vocabulary and oral comprehension predicted their English and Spanish reading abilities at the end of first grade within languages. Associations were also observed between languages with growth in English receptive language predicting Spanish reading comprehension and growth in Spanish receptive language predicting English reading comprehension. PMID:21477813

  12. Finnish Preschool and First-Grade Children's Use of Media at Home

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    Riitta-Liisa Korkeamäki

    2012-01-01

    Full Text Available We investigated Finnish children’s use of print and electronic media in the home and their literacy development. Questionnaire data from 857 parents of preschoolers (collected in 2006 and 2007 and first graders (2008 showed that homes were well equipped with electronic media including Internet access in almost every home, although only a third of the children used the Internet. Television, print media, and videos/DVDs were more commonly used than computers. Most first graders but few preschoolers had mobile phones. Most parents read bedtime stories, had a sizable number of children’s books, and library visits were common. Boys´ and girls’ skills in reading did not differ at the beginning of their preschool year. But girls showed more interest in writing while boys played more console and computer-based games. Most first graders were reading early in the school year, suggesting that electronic media are not harmful but may even support literacy development.

  13. Into the Looking Glass: Literacy Acquisition and Mirror Invariance in Preschool and First-Grade Children.

    Science.gov (United States)

    Fernandes, Tânia; Leite, Isabel; Kolinsky, Régine

    2016-11-01

    At what point in reading development does literacy impact object recognition and orientation processing? Is it specific to mirror images? To answer these questions, forty-six 5- to 7-year-old preschoolers and first graders performed two same-different tasks differing in the matching criterion-orientation-based versus shape-based (orientation independent)-on geometric shapes and letters. On orientation-based judgments, first graders outperformed preschoolers who had the strongest difficulty with mirrored pairs. On shape-based judgments, first graders were slower for mirrored than identical pairs, and even slower than preschoolers. This mirror cost emerged with letter knowledge. Only first graders presented worse shape-based judgments for mirrored and rotated pairs of reversible (e.g., b-d; b-q) than nonreversible (e.g., e-ә) letters, indicating readers' difficulty in ignoring orientation contrasts relevant to letters.

  14. The Impact of Preschool Education on Social Growth and Creativity Amount of First Grade Students in Nain County

    Directory of Open Access Journals (Sweden)

    Fahimeh Paydar Ardakani

    2016-12-01

    Full Text Available In order to investigate the impact of preschool education on social growth and creativity amount of boys and girls first grade students in schools of Nain County in 2015-16 school year, a sample of 221 people of county schools based on Krejcie and Morgan Table (1970, with the population identified, including 103 boys and 118 girls, according to the variable teaching situation, 169 people trained and 52 untrained were extracted by cluster and purposeful sampling among the target population. Instruments used in this study has been included Social Maturity Scale of Weiland (1953 and a questionnaire for student creativity of Abedi (2010. Collected data after the organization through statistical software (spss and multivariate analysis of variance (MANOVA were analyzed. The results of the data analysis showed that: 1- The main effect of the gender variable is significant at less than 0.01, in other words, there is a significant difference between the mean scores of boys and girls in first grade social growth and components of creativity including mobile and expansions. 2- The main effect of group is significant at less than 0.01, in other words, there is a significant difference between the mean scores of two groups of trained and untrained social growth and components of creativity including fluids, expansion, innovation and flexibility. 3- The interactive effects of gender and social growth variables and creativity amount is not significant. Based on the above results, it is recommended, pre-school education programs tailored to the gender of students considered and educational facilities and low-cost, convenience and quality for pre-school learning placed at the disposal of citizens with young children and has provided the grounds for compulsory education and this period is considered the duration of the state education system.

  15. The Predictive Validity of a Computer-Adaptive Assessment of Kindergarten and First-Grade Reading Skills

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    Clemens, Nathan H.; Hagan-Burke, Shanna; Luo, Wen; Cerda, Carissa; Blakely, Alane; Frosch, Jennifer; Gamez-Patience, Brenda; Jones, Meredith

    2015-01-01

    This study examined the predictive validity of a computer-adaptive assessment for measuring kindergarten reading skills using the STAR Early Literacy (SEL) test. The findings showed that the results of SEL assessments administered during the fall, winter, and spring of kindergarten were moderate and statistically significant predictors of year-end…

  16. Preschool predictors of social competence in first grade. A prospective community study

    OpenAIRE

    Zahl, Tonje

    2013-01-01

    Background: Developing a well-adept social competence in preschool years is considered important and seems to play a pivotal role in later social functioning like school readiness and academic competence. Due to the individual development in children, establishing potential early markers of early social problems has been difficult. Although parent, peer, and contextual factors may be important to children’s development of social competence, the present study addressed the range of individual ...

  17. Effects of Semantic Intergration Training on the Recall of Pictograph Sentences by Children in Kindergarten and First Grade.

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    Ryan, Ellen Bouchard; And Others

    1984-01-01

    The effects of semantic integration training on reading comprehension and recall were examined using a pictograph sentence memory task. Thirty kindergarteners and 30 first graders received individual testing and treatment with one of three training methods. Performance difference of the sentence enaction, sentence control, and practice control…

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

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    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…

  19. Cognitive self-regulation and social functioning among French children: A longitudinal study from kindergarten to first grade.

    Science.gov (United States)

    Hubert, Blandine; Guimard, Philippe; Florin, Agnès

    2017-03-01

    This study adds to the body of research examining the links between two components of cognitive self-regulation (inhibitory control and verbal working memory) and social functioning (social integration, social problem solving, and prosocial skills) and focuses on children's sex as a moderator of the association between cognitive self-regulation and social functioning. The participants (N = 131) were French schoolchildren followed from kindergarten (Mage = 68.36 months, SD = 3.33 months) through Grade 1. Using hierarchical regression analyses, three major findings were revealed: (1) inhibitory control was a better predictor than verbal working memory of prosocial skills assessed by peers using the sociometric technique as well as by teachers using questionnaires, after controlling for sex, mother's education, and verbal and non-verbal IQ; (2) the prosocial skills assessed by teachers in kindergarten contributed more to explaining the prosocial skills and peer acceptance assessed in Grade 1 than cognitive self-regulation; and (3) sex did not moderate the relationship between cognitive self-regulation and social functioning. These results suggest that developing strong cognitive self-regulation, especially inhibitory control and prosocial skills, in young children schooled in France could be beneficial for their social development. © 2017 The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

  20. Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

    Science.gov (United States)

    Moskowitz, Beverly; Paoletti, Andrew; Brusilovskiy, Eugene; Zylstra, Sheryl Eckberg; Murray, Tammy

    2015-01-01

    We determined whether a widely used assessment of visual–motor skills, the Beery–Buktenica Developmental Test of Visual–Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest–posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) = 1.19, p = .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. PMID:26114468

  1. Preschool Predictors of Kindergarten Language Outcomes

    OpenAIRE

    Anne Walk; Hisako Matsuo; Alex Giovanoni

    2015-01-01

    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 c...

  2. Preschool Predictors of Kindergarten Language Outcomes

    Science.gov (United States)

    Walk, Anne; Matsuo, Hisako; Giovanoni, Alex

    2015-01-01

    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…

  3. 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,…

  4. Kindergarten Readiness and Preschools: Teachers' and Parents' Beliefs within and across Programs

    Science.gov (United States)

    Hatcher, Beth; Nuner, Joyce; Paulsel, Jean

    2012-01-01

    This qualitative interview-based study compares beliefs about kindergarten readiness and about the roles of preschools in readiness among parents and preschool teachers in three early childhood programs in the northeastern and southwestern United States. Interviews focused on beliefs concerning meanings of kindergarten readiness and the role of…

  5. Preschool Teachers' Approaches to Science: A Comparison of a Chinese and a Norwegian Kindergarten

    Science.gov (United States)

    Hammer, Anne Synnøve Ekrene; He, Min

    2016-01-01

    This comparative study examines the way in which preschool teachers support children's science learning in a Chinese and a Norwegian kindergarten. The study takes an ethnographic approach. Preschool teachers from one kindergarten in Shanghai and one in Bergen were asked to videotape educational activities that focused on science in their…

  6. Developmental Test of Visual-Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

    Science.gov (United States)

    Pfeiffer, Beth; Moskowitz, Beverly; Paoletti, Andrew; Brusilovskiy, Eugene; Zylstra, Sheryl Eckberg; Murray, Tammy

    2015-01-01

    We determined whether a widely used assessment of visual-motor skills, the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest-posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202)=1.19, p=.23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. Copyright © 2015 by the American Occupational Therapy Association, Inc.

  7. Nutritional status of preschool children attending kindergartens in Kosovo.

    Science.gov (United States)

    Rysha, Agim; Gjergji, Tahire M; Ploeger, Angelika

    2017-06-02

    There is very limited data on malnutrition of preschool children in Kosovo. The main objective of the study is to provide a nutritional status profile of preschool children attending kindergartens in Kosovo. Cross-sectional study of children aged 12-59 months (n = 352 children) and children aged 60-83 months (n = 134) enrolled in public and private kindergartens of Kosovo. Anthropometric measurements used for this study are weight and height of the preschoolers (12-83 months). A measuring board was used for measuring the length/height of children younger than 2 years, while digital weight and height scale Seca 763 was used for measuring of preschool children taller than 110 and Seca 213 was used for measuring the height for children who were shorter than 110 cm. Statistical analyses of underweight and overweight trends across sex and age groups as well as between children from public and private kindergartens were carried out. Qualitative variables were tested with a chi-square test. The differences between groups were assessed with a Student t test for normally distributed variables and a Mann-Whitney test for abnormally distributed numerical variables. The mean z-scores for weight-for-age, height-for-age, weight-for-height, and BMI-for-age largely fell within 0.0 and 1.0. The percentage of stunted children is 3%, whereas child wasting is 1.9%. The overall percentage of obese children is 2.3%; furthermore, 8.9% are overweight and 27.3% have a possible risk of being overweight. The incidence of children underweight is slightly decreasing. The prevalence of overweight and obese children in sample chosen is evident.

  8. Intervention effects on kindergarten and first-grade teachers' classroom food practices and food-related beliefs in American Indian reservation schools.

    Science.gov (United States)

    Arcan, Chrisa; Hannan, Peter J; Himes, John H; Fulkerson, Jayne A; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

    2013-08-01

    Prevalence of obesity among American Indian children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers' classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial that took place on the Pine Ridge American Indian reservation (fall 2005 to spring 2008). Kindergarten and first-grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (P=0.0005) and fast-food rewards (P=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (P=0.019), that it would be acceptable to sell unhealthy foods as part of school fundraising (P=0.006), and that it would not make sense to limit students' food choices in school (P=0.035). School-based interventions involving teacher training can result in positive changes in teachers' classroom food practices and beliefs about the influence of the school food environment in schools serving American Indian children on reservations.

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

    Directory of Open Access Journals (Sweden)

    Meghan E. McGrady

    2010-01-01

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

  10. Inhibitory Control in Preschool Predicts Early Math Skills in First Grade: Evidence from an Ethnically Diverse Sample

    Science.gov (United States)

    Ng, Florrie Fei-Yin; Tamis-LeMonda, Catherine; Yoshikawa, Hirokazu; Sze, Irene Nga-Lam

    2015-01-01

    Preschoolers' inhibitory control and early math skills were concurrently and longitudinally examined in 255 Chinese, African American, Dominican, and Mexican 4-year-olds in the United States. Inhibitory control at age 4, assessed with a peg-tapping task, was associated with early math skills at age 4 and predicted growth in such skills from age 4…

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

    OpenAIRE

    2013-01-01

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

  12. Family-School Communication in Preschool and Kindergarten in the Context of a Relationship-Enhancing Intervention

    Science.gov (United States)

    Rimm-Kaufman, Sara E.; Pianta, Robert C.

    2005-01-01

    The present study is a longitudinal examination of family-school communication in preschool and kindergarten. Preschool and kindergarten teachers and family workers of 75 children from families with low SES logged the frequency and characteristics of family-school communication, resulting in over 22,000 contacts. Data were collected during a…

  13. Profiles of Kindergarten Classroom and Elementary School Contexts: Associations with the First-Grade Outcomes of Children Transitioning from Head Start

    Science.gov (United States)

    Lee, Phyllis; Bierman, Karen L.

    2016-01-01

    Poor-quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school…

  14. Second Language Acquisition at the Early Childhood Level: A 5-Year Longitudinal Case Study of Pre-Kindergarten through First-Grade Students

    Science.gov (United States)

    Billak, Bonnie

    2013-01-01

    This 5-year longitudinal study investigated the English language acquisition and development of students in pre-Kindergarten through Grade 1 at a U.S.-accredited international school. Of the 1,509 students tested, the overwhelming majority were nonnative English speakers. The data provide valuable insight into the rate of second language…

  15. Second Language Acquisition at the Early Childhood Level: A 5-Year Longitudinal Case Study of Pre-Kindergarten through First-Grade Students

    Science.gov (United States)

    Billak, Bonnie

    2013-01-01

    This 5-year longitudinal study investigated the English language acquisition and development of students in pre-Kindergarten through Grade 1 at a U.S.-accredited international school. Of the 1,509 students tested, the overwhelming majority were nonnative English speakers. The data provide valuable insight into the rate of second language…

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

    Science.gov (United States)

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

    2015-06-01

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

  17. Parent Perspectives on How a Child-Centered Preschool Experience Shapes Children's Navigation of Kindergarten

    Science.gov (United States)

    Recchia, Susan; Bentley, Dana Frantz

    2013-01-01

    The authors used qualitative case study methodology to explore parents' perceptions of their children's readiness for kindergarten. The authors interviewed parents, focusing on their children's experiences during their transition from a child-centered, play-based preschool setting guided by an emergent curriculum into a range of diverse…

  18. Children's Affective Orientations in Preschool and Their Initial Adjustment to Kindergarten

    Science.gov (United States)

    Daniels, Denise H.

    2014-01-01

    Children's prior attitudes toward school may be an important entry factor to consider in their initial adjustment to kindergarten. This short-term longitudinal study examined children's affective orientations and other school-related perceptions and approaches to learning in late preschool and then 1 to 2 months after entry into…

  19. 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…

  20. Identifying Young Gifted Children Using the Gifted Rating Scales–Preschool/Kindergarten Form

    Science.gov (United States)

    Pfeiffer, Steven I.; Petscher, Yaacov

    2015-01-01

    This article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales–Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness. An examination of the standardization sample using diagnostic efficiency statistics provides support for the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales identifying intellectual giftedness, irrespective of the IQ cut score used to demarcate giftedness. The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the GRS-P as a gifted screening tool. PMID:26347054

  1. Identifying Young Gifted Children Using the Gifted Rating Scales-Preschool/Kindergarten Form.

    Science.gov (United States)

    Pfeiffer, Steven I; Petscher, Yaacov

    2008-01-01

    This article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness. An examination of the standardization sample using diagnostic efficiency statistics provides support for the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales identifying intellectual giftedness, irrespective of the IQ cut score used to demarcate giftedness. The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the GRS-P as a gifted screening tool.

  2. Reinforcement Behavior Therapy by Kindergarten Teachers on Preschool Children’s Aggression: A Randomized Controlled Trial

    Directory of Open Access Journals (Sweden)

    Shahrzad Yektatalab

    2016-01-01

    Full Text Available Background: Aggression is a kind of behavior that causes damage or harm to others. The prevalence of aggression is 8–20% in 3–6 years old children. The present study aimed to assess the effect of training kindergarten teachers regarding reinforcement behavior therapy on preschoolers’ aggression. Methods: In this cluster randomized control trial, 14 out of 35 kindergarten and preschool centers of Mohr city, Iran, were chosen using random cluster sampling and then randomly assigned to an intervention and a control group. All 370 kindergarten and preschool children in 14 kindergarten were assessed by preschoolers’ aggression questionnaire and 60 children who obtained a minimum aggression score of 117.48 for girls and 125.77 for boys were randomly selected. The teachers in the intervention group participated in 4 educational sessions on behavior therapy and then practiced this technique under the supervision of the researcher for two months. Preschoolers’ aggression questionnaire was computed in both intervention and control groups before and after a two-month period. Results: The results demonstrated a significant statistical difference in the total aggression score (P=0.01, verbal (P=0.02 and physical (P=0.01 aggression subscales scores in the intervention group in comparison to the control group after the intervention. But the scores of relational aggression (P=0.09 and impulsive anger (P=0.08 subscales were not statistically different in the intervention group compared to the controls. Conclusion: This study highlighted the importance of teaching reinforcement behavior therapy by kindergarten teachers in decreasing verbal and physical aggression in preschoolers.

  3. View of parents on the teamwork between the pre-school teacher and primary-school teacher in the first grade of primary school.

    OpenAIRE

    Jakša, Ivana

    2015-01-01

    For this diploma thesis, I have researched teamwork in education and its psychological and other dimensions. The style of teaching in the first grade of primary school was substantially changed with the introduction of the nine-year programme and the inclusion of childcare workers in the teaching process. Teamwork became the statutory approach. Individual teaching was replaced with work in tandem, which includes team planning, team teaching and team evaluation. In my research, I was intereste...

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

    NARCIS (Netherlands)

    De Haan, Annika K E|info:eu-repo/dai/nl/313715726; Elbers, Ed; Leseman, Paul P M|info:eu-repo/dai/nl/070760810

    2014-01-01

    The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool (n = 8) and kindergarten (n = 8) classrooms revealed that

  5. Teacher-and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills

    Science.gov (United States)

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

    2014-01-01

    The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed in…

  6. Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities.

    Science.gov (United States)

    Dickinson, David K; Porche, Michelle V

    2011-01-01

    Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age=9; 7), with effects mediated by kindergarten child language measures (mean age=5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary.

  7. Social behavior and sociometric status of pre-school children attending kindergartens

    Directory of Open Access Journals (Sweden)

    Maja Zupančič

    2001-06-01

    Full Text Available The measures of temporal reliability and criterion validity of the Slovenian version of Social Competence and Behavior Evaluation Scale – Preschool Edition (SV-P are presented and discussed in the present contribution. Test-retest reliability indexes of the basic and composite scales were obtained with a sample of 39 children assessed in a two-month interval, while the temporal stability coefficients were obtained with an independent sample of 48 children evaluated after a six-month interval. All of the temporal reliability measures were proven sufficiently high. Sociometric indicators of a child's popularity and peer rejection were chosen as an external criterion to verify the concurrent validity of the SV-P. All of the children attending the same kindergarten groups as the target children (N=54 participated in a sociometric test. It was implemented in a form of combined nomination and paired-comparison technique using a group photo of the children in a kindergarten group. The results of the composite scales of SV-P – Social Competence, Internalizing Problems, Externalizing Problems and Genaral Adaptation – were related to the children's sociometric positions within the kindergarten group in the expected directions and to a satisfactory degree. In addition, the results obtained by the sociometric procedure with a sample of 210 children were analysed. They highlight the proportions of kindergarten children classified into different sociometric statuses - popular, neglected, rejected, controversial and average – and suggest that during the early childhood the children clearly prefer their same-sex peers.

  8. Five Years Old Preschool Children's Motor-Verbal Skills:A Follow-up into the First-grade

    Directory of Open Access Journals (Sweden)

    Azade Mirzaei

    2009-12-01

    Full Text Available "n Objective : "n "nThe major objective of this study was to determine the means and 95% confidence interval of normal 6 years old children's motor-verbal skills. Based on the results of this study we could develop a measure to diagnose abnormal motor skills. In addition, in this follow-up study, we compared the first-graders' motor-verbal skills to their own skills one year earlier. "nMethod: In this follow-up study, the development of motor-verbal skills was studied in 220 normal readers in the first-grade after 1 year. We administered naming speed test and word and phrase repetition to assess motor-verbal skills. Data were analyzed by descriptive statistic and paired t-test. "nResults: The mean of the 6 years old first-graders' speed naming was 87 words per 100 second. In addition, means and standard deviations of word and phrase repetition were 8.41(2.92 and 6.51(1.73 respectively. In addition,, paired t-test showed a significant difference between naming speed, word and phrase repetition first-grade and 5 years old children score(naming speed: t=10.95, p<0.001, word repetition: t= 14.23, p<0.001, phrase repetition: t=12.11, p<0.001 . Conclusion:In general, 5 years old children's motor-verbal skills significantly improved after one year. Furthermore, the results of this study provide the norm for speech and language pathologists and other professionals. It is important to note that if 5 years old children's motor-verbal skills are under this norm, it will be anticipated that they are at the risk of literacy problem and dyslexia.

  9. Urinary screening program to detect renal disease in preschool and kindergarten children.

    Science.gov (United States)

    Arbus, G S

    1977-05-21

    In an attempt to detect major structural problems of the urinary tract in the early stages 12 006 preschool and kindergarten children (aged 2 to 6 years) were screened for urinary tract infection. Two cases of renal scarring--unilateral in one child and bilateral in the other--were found. It was often difficult to obtain a urine sample and many cultures yielded false-positive results. In terms of cost and effort expended in relation to the low yield of major nephrologic problems, there appears to be no justification at present for routine screening for urinary tract infection in this age group.

  10. Achievement Gap in Reading Is Present as Early as First Grade and Persists through Adolescence.

    Science.gov (United States)

    Ferrer, Emilio; Shaywitz, Bennett A; Holahan, John M; Marchione, Karen E; Michaels, Reissa; Shaywitz, Sally E

    2015-11-01

    To determine if differences between dyslexic and typical readers in their reading scores and verbal IQ are evident as early as first grade and whether the trajectory of these differences increases or decreases from childhood to adolescence. The subjects were the 414 participants comprising the Connecticut Longitudinal Study, a sample survey cohort, assessed yearly from 1st to 12th grade on measures of reading and IQ. Statistical analysis employed longitudinal models based on growth curves and multiple groups. As early as first grade, compared with typical readers, dyslexic readers had lower reading scores and verbal IQ, and their trajectories over time never converge with those of typical readers. These data demonstrate that such differences are not so much a function of increasing disparities over time but instead because of differences already present in first grade between typical and dyslexic readers. The achievement gap between typical and dyslexic readers is evident as early as first grade, and this gap persists into adolescence. These findings provide strong evidence and impetus for early identification of and intervention for young children at risk for dyslexia. Implementing effective reading programs as early as kindergarten or even preschool offers the potential to close the achievement gap. Copyright © 2015 Elsevier Inc. All rights reserved.

  11. Preschool Cognitive and Language Skills Predicting Kindergarten and Grade 1 Reading and Spelling: A Cross-Linguistic Comparison

    Science.gov (United States)

    Furnes, Bjarte; Samuelsson, Stefan

    2009-01-01

    The importance of cognitive and language skills on reading and spelling development were investigated in a cross-linguistic longitudinal study of 737 English-speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge…

  12. Evidence of Alphabetic Knowledge in Writing: Connections to Letter and Word Identification Skills in Preschool and Kindergarten

    Science.gov (United States)

    Molfese, Victoria J.; Beswick, Jennifer L.; Jacobi-Vessels, Jill L.; Armstrong, Natalie E.; Culver, Brittany L.; White, Jamie M.; Ferguson, Melissa C.; Rudasill, Kathleen Moritz; Molfese, Dennis L.

    2011-01-01

    The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing were compared to determine if scores based on multiple components (i.e., letter formation,…

  13. Prevalence of Enterobius vermicularis amongst kindergartens and preschool children in Mazandaran Province, North of Iran.

    Science.gov (United States)

    Afrakhteh, Narges; Marhaba, Zahra; Mahdavi, Seif Ali; Garoosian, Sahar; Mirnezhad, Reyhaneh; Vakili, Mahsa Eshkevar; Shahraj, Haniye Ahmadi; Javadian, Behzad; Rezaei, Rozita; Moosazadeh, Mahmood

    2016-12-01

    Enterobiasis (oxyuriasis) is probably the most common helminth, which infects humans. Amongst different age groups, prevalence of Enterobius vermicularis in children is high compared to adults. Oxyuriasis is one of the most significant parasitic diseases of children. This nematode in children can result in loss of appetite, insomnia, grinding of the teeth, restlessness, endometritis, abdominal cramps, diarrhea and etc. Due to important complications of this parasite, the objective of the current study was to determine the prevalence of enterobiasis in kindergarten and preschool children of Amol, Mazandaran Province, North of Iran. A total number of 462 children from 32 kindergartens of Amol were examined for the prevalence of E. vermicularis infection, 2013. Adhesive cello-tape anal swab method was trained to parents for sampling. In addition, a questionnaire was designed and filled out to collect demographic information for each individual. Data were analyzed using Chi square test and multivariate logistic regression for each risk factor. The overall prevalence of E. vermicularis infection was 7.1 % (33). Although infection with E. vermicularis in girls 7.9 % was higher compared to boys 6.3 %, there was no significant difference between gender and age (p > 0.05) whereas binary logistic regression showed significant difference between enterobiasis and age (p children is relatively high and still is an important health problem and should not be underestimated due to being highly contagious infection. Therefore, educational programs and mass treatment should be carried out in order to reduce infection incidence in this area and regular parasitological test and attention to personal hygiene in kindergarten and preschool is of great importance.

  14. Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis.

    Science.gov (United States)

    Sullivan, Amanda L; Field, Samuel

    2013-04-01

    The purpose of this study was to examine the average treatment effect of preschool special education services on children's kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study-Birth Cohort, we examined the effectiveness of preschool special education services by comparing reading and math outcomes for children who received special education services at preschool-age to a propensity-score-weighted sample of children who did not receive these services. Results indicated that the receipt of these special education services had a statistically significant moderate negative effect on children's kindergarten skills in both reading (d=-0.21) and mathematics (d=-0.29). These findings have implications for the implementation and evaluation of services for young children experiencing developmental delays or disabilities. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  15. Evaluation of the Early Admission to First Grade Program.

    Science.gov (United States)

    Hebbeler, Kathleen; And Others

    This report presents findings from the first year of a pilot program permitting kindergarten age students to enter school at the first grade level (K-1 program for 5-year-olds). The purposes of the study were: (1) to compare the academic and social behavior of the early admissions (EA) students with that of the regular first graders; (2) to…

  16. RELIABILITY OF THE GERMAN LANGUAGE VERSION OF THE PRESCHOOL AND KINDERGARTEN BEHAVIOR SCALES SECOND EDITION

    Directory of Open Access Journals (Sweden)

    Aida Al Awmleh

    2013-01-01

    Full Text Available The purpose of this study was to examine the reliability and validity of the English and German language versions of the behavior rating scale, Preschool and Kindergarten Behavior Scales, Second Edition (PKBS-2 and make a comparison between them. Data were collected from (37 preschool-age children using both the English and German versions. Internal consistency, testing and retesting, alternate [language] versions and standard error of measurement were used to evaluate the reliability of the German-English (PKBS-2 versions. The alpha and split-half coefficients for the German (PKBS-2 total scores range from 0.94 to 0.96. After three weeks, bivariate Pearson correlations indicate that the resulting coefficients of stability are significant at the (0.001 level and the test-retest reliabilities for problem behavior scores are higher than social skills scores in both the German and English versions. The reliability coefficients for social skills were 0.63 for the 3-week retest in the English version and 0.61 for the retest in German; the coefficients for problem behavior were 0.83 using the English version and 0.81 in German.

  17. Prospective Associations between Children's Preschool Emotional and Behavioral Problems and Kindergarten Classroom Engagement, and the Role of Gender

    Science.gov (United States)

    Searle, Amelia K.; Sawyer, Michael G.; Miller-Lewis, Lauren R.; Baghurst, Peter A.

    2014-01-01

    This 1-year prospective study aimed to examine associations between children's preschool emotional and behavioral problems and their kindergarten classroom engagement, and to identify any gender differences in this association. In preschool, parents and teachers completed questionnaires assessing aspects of children's (n = 575) emotional…

  18. The Gifted Rating Scales-Preschool/Kindergarten Form: An Analysis of the Standardization Sample Based on Age, Gender, and Race.

    Science.gov (United States)

    Pfeiffer, Steven L; Petscher, Yaacov; Jarosewich, Tania

    This study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal structure of the scale; no age differences across the 3-year age span 4:0-6:11; gender differences on only one of the five scales; artistic talent; and small but statistically significant race/ethnicity differences with Asian Americans rated, on average, 1.5 scale-score points higher than whites and Native Americans and 7 points higher than African American and Hispanic students. The present findings provide support for the GRS-P as a valid screening test for giftedness.

  19. VOCABULARY DEVELOPMENT OF KINDERGARTEN STUDENTS OF APPLE TREE PRE-SCHOOL SAMARINDA BY USING FLASHCARDS

    Directory of Open Access Journals (Sweden)

    Nadia Mustika Rachmita

    2016-12-01

    Full Text Available Abstract:This present study aimed to investigate 14 kindergarten students of Apple Tree pre-school Samarinda with various ability toward their English vocabularies development by flashcards. A Class Action Research was applied in this study. The data was collected through observation checklist, sequence of cycles and interview transcript. Then, building on the analysis of the collected data, it further discusses the vocabulary development of YL and provides suggestions for TEYL. This study revealed that; (1 most of the students developed their English vocabularies gradually by flashcards. (2 These result indicated that TEYL especially kindergarten students by using flashcards could give significant vocabularies development in learning process. Flashcards is one of the simplest and effective teaching materials for teaching YL vocabulary due to the fact that flashcards are categorized based on themes with full colored pictures which attractive for YL. As this study showed the students were engaged with the topics given since the teachers used flashcards to teach English vocabulary. It was difficult to make engagement with YL in English teaching and learning because YL have different mood, self-motivation, and self-confidence which influenced to the willingness in grasping the lesson. Finally, through this based-picture learning, the students indicated that their progress in vocabulary development although this phenomena was commonly happened in TEFL for YL that lead to teaching method done by English teachers who are required to do more innovation toward their teaching method, to develop sufficient knowledge and to use proper teaching media.        

  20. Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade

    Science.gov (United States)

    Paez, Mariela; Rinaldi, Claudia

    2006-01-01

    This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered…

  1. Kindergarten games and preschool children sex education%幼儿园游戏与幼儿性教育

    Institute of Scientific and Technical Information of China (English)

    沈明泓; 安静

    2013-01-01

    幼儿阶段是性教育的最佳时期,幼儿期所接受的有关性问题的准则和观念,是成年后的性心理基础.但是,由于幼儿性教育的内容涉及广泛,既包括性生理教育还包括性别角色期待、性别角色认同、人际交往态度与能力以及性道德的教育,又是建构幼儿健康的人格的教育.在幼儿性教育中采用什么样的教学方法才能完成这么许多的教育目标呢?这给幼儿园的性教育工作提出了一个很大的难题.那么,如何解决这一难题呢?笔者试图从“幼儿园游戏”这一角度来破解幼儿性教育这一难题.%Preschool years are the optimal period to conduct sex education.The sex perceptions held by children could be the basis of their adult psychosexuality.However,the content on sex education for preschool children includes not only sexual physiology,gender role expectation,gender role identity,attitude and ability on interpersonal communication,but also contains the education of their healthy personality.As a result,what could be the best practice in achieving so many education goals of sex education for preschool children? It presents a challenge to the kindergarten education.In the paper,the author addressed the problem from the perspective of the kindergarten games.

  2. Applying the Intervention Mapping protocol to develop a kindergarten-based, family-involved intervention to increase European preschool children's physical activity levels: the ToyBox-study.

    Science.gov (United States)

    De Craemer, M; De Decker, E; De Bourdeaudhuij, I; Verloigne, M; Duvinage, K; Koletzko, B; Ibrügger, S; Kreichauf, S; Grammatikaki, E; Moreno, L; Iotova, V; Socha, P; Szott, K; Manios, Y; Cardon, G

    2014-08-01

    Although sufficient physical activity is beneficial for preschoolers' health, activity levels in most preschoolers are low. As preschoolers spend a considerable amount of time at home and at kindergarten, interventions should target both environments to increase their activity levels. The aim of the current paper was to describe the six different steps of the Intervention Mapping protocol towards the systematic development and implementation of the physical activity component of the ToyBox-intervention. This intervention is a kindergarten-based, family-involved intervention implemented across six European countries. Based on the results of literature reviews and focus groups with parents/caregivers and kindergarten teachers, matrices of change objectives were created. Then, theory-based methods and practical strategies were selected to develop intervention materials at three different levels: (i) individual level (preschoolers); (ii) interpersonal level (parents/caregivers) and (iii) organizational level (teachers). This resulted in a standardized intervention with room for local and cultural adaptations in each participating country. Although the Intervention Mapping protocol is a time-consuming process, using this systematic approach may lead to an increase in intervention effectiveness. The presented matrices of change objectives are useful for future programme planners to develop and implement an intervention based on the Intervention Mapping protocol to increase physical activity levels in preschoolers. © 2014 World Obesity.

  3. Do We Need Positive Psychology in Croatian Kindergartens? The Implementation Possibilities Evaluated by Preschool Teachers

    Science.gov (United States)

    Tatalovic Vorkapic, Sanja; Vujcic, Lidija

    2013-01-01

    Constant changes in a modern world and scientific knowledge from the growing field of Positive Psychology appear to make a previously unheeded contribution to preschool teacher competences. The aim of this study was to explore preschool teachers' opinions concerning the need for positive psychology knowledge and its implementation. A nine-item…

  4. Preschool Age Children, Divorce and Adjustment: A Case Study in Greek Kindergarten

    Science.gov (United States)

    Babalis, Thomas; Xanthakou, Yiota; Papa, Christina; Tsolou, Olympia

    2011-01-01

    Introduction: The aim of this research, which was carried out in 2010, is the comparative study of the psychosocial adjustment of preschool children from divorced and nuclear families in the nursery school. Method: The sample of the study consisted of 60 students (mean age = 5.21), 30 preschool children of divorced parents and 30 preschool…

  5. Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

    Science.gov (United States)

    Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis

    2014-01-01

    This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in…

  6. Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

    Science.gov (United States)

    Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis

    2014-01-01

    This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in…

  7. Predictive Validity of Three Preschool Developmental Assessment Instruments for the Academic Performance of Kindergarten Students.

    Science.gov (United States)

    Wenner, George

    The predictive validity of an original Piagetian instrument (the Piagetian Task Instrument) was compared with that of two frequently used published screening tests for children entering kindergarten: (1) the Brigance K-1 Screen, and (2) the Merrill Language Screening Test. The relative contribution of each test was determined when they were…

  8. Prevention through Activity in Kindergarten Trial (PAKT: A cluster randomised controlled trial to assess the effects of an activity intervention in preschool children

    Directory of Open Access Journals (Sweden)

    Lenz Dorothea

    2010-07-01

    Full Text Available Abstract Background Physical activity and motor skills acquisition are of high importance for health-related prevention and a normal development in childhood. However, few intervention studies exist in preschool children focussing on an increase in physical activity and motor skills. Proof of positive effects is available but not consistent. Methods/Design The design, curriculum, and evaluation strategy of a cluster randomised intervention study in preschool children are described in this manuscript. In the Prevention through Activity in Kindergarten Trial (PAKT, 41 of 131 kindergartens of Wuerzburg and Kitzingen, Germany, were randomised into an intervention and a control group by a random number table stratified for the location of the kindergarten in an urban (more than 20.000 inhabitants or rural area. The aims of the intervention were to increase physical activity and motor skills in the participating children, and to reduce health risk factors as well as media use. The intervention was designed to involve children, parents and teachers, and lasted one academic year. It contained daily 30-min sessions of physical education in kindergarten based on a holistic pedagogic approach termed the "early psychomotor education". The sessions were instructed by kindergarten teachers under regular supervision by the research team. Parents were actively involved by physical activity homework cards. The kindergarten teachers were trained in workshops and during the supervision. Assessments were performed at baseline, 3-5 months into the intervention, at the end of the intervention and 2-4 months after the intervention. The primary outcomes of the study are increases in physical activity (accelerometry and in motor skills performance (composite score of obstacle course, standing long jump, balancing on one foot, jumping sidewise to and fro between baseline and the two assessments during the intervention. Secondary outcomes include decreases in body

  9. Prevention through Activity in Kindergarten Trial (PAKT): a cluster randomised controlled trial to assess the effects of an activity intervention in preschool children.

    Science.gov (United States)

    Roth, Kristina; Mauer, Sonja; Obinger, Matthias; Ruf, Katharina C; Graf, Christine; Kriemler, Susi; Lenz, Dorothea; Lehmacher, Walter; Hebestreit, Helge

    2010-07-12

    Physical activity and motor skills acquisition are of high importance for health-related prevention and a normal development in childhood. However, few intervention studies exist in preschool children focussing on an increase in physical activity and motor skills. Proof of positive effects is available but not consistent. The design, curriculum, and evaluation strategy of a cluster randomised intervention study in preschool children are described in this manuscript. In the Prevention through Activity in Kindergarten Trial (PAKT), 41 of 131 kindergartens of Wuerzburg and Kitzingen, Germany, were randomised into an intervention and a control group by a random number table stratified for the location of the kindergarten in an urban (more than 20,000 inhabitants) or rural area. The aims of the intervention were to increase physical activity and motor skills in the participating children, and to reduce health risk factors as well as media use. The intervention was designed to involve children, parents and teachers, and lasted one academic year. It contained daily 30-min sessions of physical education in kindergarten based on a holistic pedagogic approach termed the "early psychomotor education". The sessions were instructed by kindergarten teachers under regular supervision by the research team. Parents were actively involved by physical activity homework cards. The kindergarten teachers were trained in workshops and during the supervision. Assessments were performed at baseline, 3-5 months into the intervention, at the end of the intervention and 2-4 months after the intervention. The primary outcomes of the study are increases in physical activity (accelerometry) and in motor skills performance (composite score of obstacle course, standing long jump, balancing on one foot, jumping sidewise to and fro) between baseline and the two assessments during the intervention. Secondary outcomes include decreases in body adiposity (BMI, skin folds), media use (questionnaire

  10. Concurrent and Predictive Validity of the Battelle Development Inventory at the First Grade Level.

    Science.gov (United States)

    Guidubaldi, John; Perry, Joseph D.

    1984-01-01

    A random sample (n=50) of a school district's total grade level was evaluated in kindergarten, then in first grade using a comprehensive battery of assessments. Data were interpreted to support the Battelle Developmental Inventory as a valid multifactored assessment for use with both handicapped and nonhandicapped young children. (Author/BS)

  11. Examining First Grade Teachers' Handwriting Instruction

    Science.gov (United States)

    Arslan, Derya

    2012-01-01

    The purpose of this study is to examine the first grade teachers' practices of handwriting instructions in terms of teaching, evaluation and handwriting difficulties. From qualitative research patterns, phenomenology was used. The study was applied to the 54 First grade teachers who work at central Burdur and Burdur county centre primary education…

  12. Second Step: A Violence-Prevention Curriculum. Preschool-Kindergarten (Ages 4-6). Teacher's Guide.

    Science.gov (United States)

    Committee for Children, Seattle, WA.

    "Second Step" for preschoolers and kindergartners is a curriculum kit designed to reduce impulsive and aggressive behavior in young children and to increase their levels of social competence by teaching skills in empathy, impulse control, and anger management. The kit, which is part of a series that includes curricula for grades 1-3,…

  13. Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI.

    Science.gov (United States)

    Nix, Robert L; Bierman, Karen L; Domitrovich, Celene E; Gill, Sukhdeep

    2013-01-01

    This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to "usual practice" Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy skills. These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy skills and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the

  14. [Preschool familial environment and academic difficulties: A 10-year follow-up from kindergarten to middle school].

    Science.gov (United States)

    Câmara-Costa, H; Pulgar, S; Cusin, F; Dellatolas, G

    2016-02-01

    The persistence of academic difficulties from childhood through adulthood has led researchers to focus on the identification of the early factors influencing children's subsequent achievement in order to improve the efficient screening of children who might be at risk of school failure. The foundations of academic achievement can be accurately traced back to the preschool years prior to children's entry in formal schooling and are largely influenced by environmental determinants. Importantly, some environmental conditions act as early risk factors undermining children's later academic achievement due to the well-established relation between underachievement and exposure to moderate to high levels of environmental risk. In the present study, we aimed to investigate the longitudinal effects of environment-level factors (sociodemographic and family characteristics) and early risk exposure at kindergarten on children's subsequent academic achievement at the end of middle school (grade 9). The sample of analysis comprised 654 kindergarteners aged 5-6 years (2001-2002 school year) followed through the end of middle school when they were aged 14-15 years (2010-2011 school year). At kindergarten, assessment included questionnaire-based measures of sociodemographic and family background characteristics. These included an original set of information pertaining to family background including parental nationality, education level, history of reading difficulties, type of early childcare, family situation, family size, and language-based bedtime routines, as well as individual-level factors such as children's first language, medical history, language delay, birth weight, age of walking onset, and gestation period. At grade 9, outcome measures were composed of children's results in the national evaluations performed at the end of middle school ("Diplôme National du Brevet"), or history of repetition for a second year of the same class. The results indicated that all family

  15. Valencia's Tooth: A First-Grade Operetta.

    Science.gov (United States)

    Edwards, Lillian S.

    1982-01-01

    Describes how a first-grade class created an operetta about losing their teeth. The students told stories about losing teeth and made those stories into songs using Orff-type speech and music techniques. (AM)

  16. Complex Counting in Kindergarten

    Science.gov (United States)

    Sci, Eve; Kircher, Kristen Sendrowski; Shook, Heather

    2016-01-01

    A team of teachers from the same New York City public school met to discuss and compare the Common Core State Standards for Mathematics (CCSSM) to their current math curriculum. The group consisted of four kindergarten teachers, a representative from the first-grade teaching team, and the school's math coach. During the first meeting, the…

  17. Data Modelling with First-Grade Students

    Science.gov (United States)

    English, Lyn D.

    2012-01-01

    This paper argues for a renewed focus on statistical reasoning in the beginning school years, with opportunities for children to engage in data modelling. Results are reported from the first year of a 3-year longitudinal study in which three classes of first-grade children (6-year-olds) and their teachers engaged in data modelling activities. The…

  18. Responsive Play: Exploring Play as Reader Response in a First Grade Classroom

    Science.gov (United States)

    Flint, Tori K.

    2016-01-01

    Play in the school setting is a highly contested issue in today's restrictive academic environment. Although many early childhood educators advocate the use of play in their classrooms and emphasize the importance of play for children's learning and development, children beyond the preschool and kindergarten years are not often afforded…

  19. Kindergarten, Here I Come! = Kinder, aqui voy! [Videotape].

    Science.gov (United States)

    2001

    Designed to generate excitement about starting school and to answer the many questions preschool children have about kindergarten, this 18-minute videotape gives preschool children a positive, realistic vision of kindergarten. The videotape, in both English and Spanish versions, is designed to be viewed in preschools or day cares, by parents with…

  20. Predictors of Children's Kindergarten Classroom Engagement: Preschool Adult-Child Relationships, Self-Concept, and Hyperactivity/Inattention

    Science.gov (United States)

    Searle, Amelia Kate; Miller-Lewis, Lauren R.; Sawyer, Michael G.; Baghurst, Peter A.

    2013-01-01

    The aim of this prospective study was to identify preschool factors that are associated with children's classroom engagement during their 1st school year. The study was guided by a social-motivational process model that highlights the importance of parent-child and teacher-child relationships in promoting engagement. In preschool, parents and…

  1. Who is Retained in First Grade? A Psychosocial Perspective.

    Science.gov (United States)

    Willson, Victor L; Hughes, Jan N

    2009-01-01

    A sample of 784 children with below-median literacy performance in kindergarten or at the beginning of grade 1 was assessed in 5 areas of psychological and social variables: academic competence, sociodemographic characteristics, social/emotional/behavioral characteristics, school context, and home environment. We examined the contribution of academic competence to retention first, and then evaluated contributions of each of the other areas beyond academic competence. The 165 students retained in first grade were found to differ from promoted students on reading and mathematics achievement test scores, teacher-rated engagement and achievement, and intelligence as individual predictors of academic competence, but with direct effects only for reading and teacher-rated achievement when entered as a set of predictors. None additional variables had zero-order significant correlations with retention status. Using hierarchical logistic regression, beyond the effects of academic competence variables we found that only being underage for grade and the home environmental variables of positive parental perceptions of their child's school, sense of shared responsibility for education with the school, and parent communication with the school contributed significantly to retention. Implications for educational policy and intervention are discussed.

  2. Classroom quality at pre-kindergarten and kindergarten and children's social skills and behavior problems

    NARCIS (Netherlands)

    Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.

    2016-01-01

    Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and

  3. Relationship among temporary separation, attachment styles, and adjustment in first-grade Iranian children

    Directory of Open Access Journals (Sweden)

    Tahmasebi S

    2016-12-01

    Full Text Available Siyamak Tahmasebi,1 Saman Mafakheri Bashmaq,2 Mansoureh Karimzadeh,3 Robab Teymouri,4 Mahdi Amini,5 Maryam Sadat M vaghefi,6 M Ali Mazaheri7 1Department of Preschool Education, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran; 2Department of Psychology and Exceptional Children’s Education, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran; 3Department of Preschool Education, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran; 4Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran; 5Addiction Department, Center of Excellence in Psychiatry and Clinical Psychology, School of Behavioral Sciences and Mental Health, Institute of Tehran Psychiatry, Iran University of Medical Sciences, Tehran, Iran; 6Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran; 7Department of Clinical Psychology, Shahid Beheshti University, Tehran, Iran Abstract: If mothers work outside the home, some degree of mother–child separation will be experienced and mother–child attachment will be affected. In this study, regarding the attachment styles, sociobehavioral problems in first-grade children with experience of preschool and in those taught by their mothers at-home are compared. A casual-comparative method was used to compare children in the two groups. A total of 320 first-grade children participated in the study. The study measures included a separation anxiety test, an adaptive behavior scale, and a children’s symptom inventory. Data were analyzed using multivariate statistics. Secure attachment in the group with experience of preschool was significantly higher than that in the at-home group. None of the variables, including parents’ education and father’s income, significantly affected attachment style. Neither father

  4. The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links with Social-Psychological Adjustment

    Science.gov (United States)

    Gower, Amy L.; Lingras, Katherine A.; Mathieson, Lindsay C.; Kawabata, Yoshito; Crick, Nicki R.

    2014-01-01

    Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how…

  5. Approaching Kindergarten: A Look at Preschoolers in the United States. National Household Education Survey. Statistical Analysis Report.

    Science.gov (United States)

    Zill, Nicholas; And Others

    This report examines the prevalence of selected accomplishments and difficulties in a national sample of 4,423 children from 3 to 5 years of age who had not yet started kindergarten. The data were collected as part of the 1993 National Household Education Survey (NHES). The report focused on 2,000 children who had turned 4 by the end of 1992 and…

  6. Estimativa do consumo de energia e de macronutrientes no domicílio e na escola em pré-escolares Estimation of energy and macronutrient intake at home and in the kindergarten programs in preschool children

    Directory of Open Access Journals (Sweden)

    Juliana Rombaldi Bernardi

    2010-02-01

    Full Text Available OBJETIVO: Estimar o consumo de energia e de macronutrientes no domicílio e na escola em tempo integral em crianças de 2 a 6 anos e pesquisar diferenças no consumo entre as crianças de escolas públicas e particulares. MÉTODOS: Estudo transversal realizado com 362 pré-escolares em Caxias do Sul (RS. O estado nutricional foi avaliado pela razão peso para estatura. O consumo na escola foi avaliado por meio do método de pesagem direta individual dos alimentos consumidos pelas crianças e, no domicílio, por meio do método de registro alimentar realizado pelos pais ou responsáveis. Para as análises estatísticas utilizou-se o teste U de Mann-Whitney (p OBJECTIVE: To estimate the energy and macronutrient intake at home and at all-day in the kindergarten programs in children aged 2 to 6 and to investigate differences in consumption and intake between children at public and private kindergartens. METHODS: This was a cross-sectional study of 362 preschool children from Caxias do Sul, Brazil. Nutritional status was assessed in terms of weight to height ratios. Foods consumed in the kindergarten were evaluated by weighing the actual foods eaten by the children and home intakes were calculated from a food diary kept by parents or guardians. Statistical analyses were performed using the Mann-Whitney U test (p < 0.05. RESULTS: It was found that 28 children (7.7% were overweight, 92 (25.4% were at risk of becoming overweight and seven (1.9% were classified as having wasting. Analysis of 24-hour nutritional intake demonstrated that 51.3% of the energy, 60.3% of the lipids and 51.6% of the proteins consumed by children were eaten at home, despite the children spending the whole day in the kindergarten programs. Preschool children at kindergartens ate greater quantities of energy (p = 0.001, carbohydrates (p < 0.001, and lipids (p = 0.04 than did children at public kindergartens, but their total daily intakes were similar, irrespective of which type of

  7. The Effects of the Comprehensive Inductive Educational Approach on the Social Behaviour of Preschool Children in Kindergarten

    Directory of Open Access Journals (Sweden)

    Robi Kroflič

    2015-03-01

    Full Text Available The aim of the present study was to ascertain the effects of the five-month implementation of the comprehensive inductive educational approach on the social behaviour of kindergarten children. The sample consisted of 52 children in the experimental group and 48 children in the control group, aged from 2.6 to 6.0 years. The kindergarten teachers responsible for the two groups completed the Slovenian version of the Social Competence and Behaviour Evaluation questionnaire before and after the implementation of the approach. The children in the experimental group achieved higher scores than those in the control group on five of the eight basic scales of social behaviour, and on two of the three composite scales, as well as on the general result of social adaptation. It can be concluded that the implementation of the comprehensive educational approach influenced various aspects of the children’s social behaviour.

  8. Predicting Poor Achievement in Early Grade School Using Kindergarten Scores on Simple Cognitive Tasks

    Science.gov (United States)

    Scott, Marcia Strong; Delgado, Christine F.

    2006-01-01

    In this study, kindergarten children's scores on nine cognitive tasks were evaluated as potential predictors of poor achievement in first grade. A set of five tasks successfully identified 83% of children who were poor readers in first grade, while just three tasks identified 72% of children who were poor achievers in math in first grade. There…

  9. Probing into Factors Affecting Preschool Teachers’ Enthusiasm for Kindergarten-oriented Teaching & Research%影响幼儿教师参与园本教研积极性的调查研究

    Institute of Scientific and Technical Information of China (English)

    马澜

    2015-01-01

    Using the“Kindergarten-oriented Teaching&Research Initiative Evaluation Scale” and the“Kindergar-ten-oriented Teaching &Research Participatory Enthusiasm Factor Scale”, the present study probes into the factors affecting preschool teachers’ enthusiasm for kindergarten-oriented teaching & research.A total of 96 participants are involved in the experimental study.The results of the present study show that preschool teachers’ enthusiasm for kindergarten-oriented teaching and research is not high in general and that there is also a lack of peer coaching and professional guidance.Five factors have been observed that tend to affect preschool teachers’ enthusiasm for kindergarten-oriented teaching and research, namely, teaching and research requirement, assessment pressure, re-muneration policy and salary system, seniority, and academic qualifications.In light of such factors, relevant sug-gestions are also made in order to enhance preschool teachers’ enthusiasm for taking part in kindergarten-oriented teaching and research system.%运用《幼儿教师参与园本教研积极性测评量表》和《影响园本教研参与积极性因素量表》对96名幼儿教师进行测试,结果表明:幼儿教师参与园本教研积极性普遍不高,同伴互助和专业引领不足。对教师参与园本教研积极性具有显著影响的因素主要有教研、考核、工资制度、教龄和职称五个方面。鉴于此,应确立教师为教研主体,优化互助机制,开展有针对性的专业引领。并建立科学合理的园本教研制度体系,尤以建立人性化、能够增强团队精神、具有激励作用的考核制度为主的体系。

  10. Taiwanese First-Grade Teachers' Perceptions of Inclusive Education

    Science.gov (United States)

    Hsieh, Wu-Ying; Hsieh, Chang-Ming; Ostrosky, Michaelene; McCollum, Jeanette

    2012-01-01

    This study investigated the influence of three types of variables (teachers' backgrounds, the current teaching situation and characteristics of students with disabilities) on Taiwanese first-grade teachers' perceptions of inclusive education. A mail survey was conducted with all first-grade teachers in a metropolitan city in central Taiwan. After…

  11. A Profile of Journal Writing in First-Grade Classrooms.

    Science.gov (United States)

    Hall, Sharon R.; Benson, Susan N. Kushner

    2000-01-01

    Considers how journal writing is used in primary grades to support the emergent literacy skills of young children. Reviews the literature on journal writing. Compares first grade teachers' instructional practices and perceived benefits or disadvantages of journal writing. Provides evidence that first grade teachers in the school district are using…

  12. Significant Axial Elongation with Minimal Change in Refraction in 3- to 6-Year-Old Chinese Preschoolers: The Shenzhen Kindergarten Eye Study.

    Science.gov (United States)

    Guo, Xinxing; Fu, Min; Ding, Xiaohu; Morgan, Ian G; Zeng, Yangfa; He, Mingguang

    2017-07-13

    To document the distribution of ocular biometry and to evaluate its associations with refraction in a group of Chinese preschoolers. Population-based cross-sectional study. A total of 1133 preschoolers 3 to 6 years of age from 8 representative kindergartens. Biometric measurements including axial length (AL), anterior chamber depth (ACD), and corneal radius of curvature (CR) were obtained from partial-coherence laser interferometry (IOL Master; Carl Zeiss Meditec, Oberkochen, Germany) before cycloplegia. Lens power (LP) and AL-to-CR ratio were calculated. Cycloplegic refraction (3 drops of 1% cyclopentolate) was measured using an autorefractor (KR8800; Topcon Corp., Tokyo, Japan), and spherical equivalent refraction (SER) was calculated. Biometric and refractive parameters were assessed as a function of age and gender. Multiple regression analysis was performed to explore the associations between refraction and ocular biometry. Ocular biometric distributions and their relationships to refraction. Among the 1127 children (99.5%) with successful cycloplegic refraction, mean SER was 1.37±0.63 diopters (D). Prevalence of myopia increased from 0% at 3 years of age to 3.7% (95% confidence interval, 1.0%-6.5%) at 6 years of age. Biometric parameters followed Gaussian distributions with means of 22.39±0.68 mm for AL, 7.79±0.25 mm for CR, and 24.61±1.42 D for calculated LP; and non-Gaussian distributions with means of 3.34±0.24 mm for ACD and 2.88±0.06 for AL-to-CR ratio. Axial length, ACD, and AL-to-CR ratio increased from 3 to 6 years of age, CR remained stable, whereas LP declined. Overall, SER declined slightly. For the SER variance, AL explained 18.6% and AL-to-CR ratio explained 39.8%, whereas AL, CR, and LP accounted for 80.0% after adjusting for age and gender. Young Chinese children are predominantly mildly hyperopic, with a low prevalence of myopia by the age of 6 years. An increase of 1 mm in AL was associated with only 0.45 D of myopic change. Decreases in

  13. 成都市幼儿园融合教育现状调查研究%Survey and Research on the Current Situation of Preschool Inclusive Education in Kindergartens in Chengdu

    Institute of Scientific and Technical Information of China (English)

    张丹丹; 孙钠

    2011-01-01

    A survey of preschool inclusive education was carried out among some f kindergarten teachers in Chengdu,but the results were not satisfactory.There are several main reasons which affect preschool inclusive education in kindergartens.First,the preschool teachers are lack of inclusive education concepts,knowledge and skills.Second,the training institutions of preschool teachers were limited due to historical connections.Third,pre-school inclusive education lacks professional supporting faculty as well as economic support and policy guidance.In order to promote the development of preschool inclusive education in Chengdu,special educational professionals should be trained to promote their ability of preschool inclusive education,in-service training should also be enhanced,and inclusive education supporting system should be integrated to offer practical support to preschool teachers.%以成都市部分幼儿园教师作为调查对象,对幼儿园融合教育相关因素进行调查,结果不尽如人意。影响幼儿园教师融合教育的主要原因:幼儿园教师缺乏一定的融合理念和融合知识与技能,学前师资培养体制受到历史发展的制约,学前融合教育缺乏专业人员支持,学前融合教育缺乏经济与政策导向的大力支持。要促进成都市幼儿园融合教育发展,应大力培养学前特殊教育专业人才,提高其学前融合教育的能力,加强在职幼儿教师的培训,整合融合教育支持系统,给予幼儿融合教育切实的支持。

  14. The Practice and Inspiration of“Linking between Kindergarten and Primary School” in Japan’ s Preschool Education%日本学前教育中“幼小衔接”的实践与启示

    Institute of Scientific and Technical Information of China (English)

    王幡; 白健; 王建平

    2015-01-01

    “Linking between kindergarten and primary school” should be given extensive attention.First of all, the premise of it is to respect the characteristics of children’ s development, to carry out the education in line with the characteristics of children’ s development.Therefore, the strengthening of cooperation and connection of preschool education and primary school education is not equal to the preschool education which is taken as the model of primary school.The preschool education is not only the simple preparation for primary school education.Secondly, to achieve the smooth connection of preschool education and primary school edu-cationis not only the work of a kindergarten and nursery school and other preschool education institutions, but also an appropriate improvement of the primary school.Finally, the preschool education is the basis of the whole lives of the children’ s growth and development, therefore, the problem of“Linking between Kindergar-ten and Primary School” should be treated with a long-term view.Only in this way, can we realize smoothly“linking between kindergarten and primary school”, lay a good foundation for the form of children’ s survival ability, and accumulate the good basic conditions for the growth and development of children’ s whole lives.%“幼小衔接”问题应引起社会广泛关注。首先,“幼小衔接”的前提是尊重孩子发育的特点,开展符合孩子发育特点的工作。但加强学前教育与小学教育的合作与衔接,不等于学前教育小学化,不能单纯地将学前教育视为小学教育的预备。其次,实现学前教育与小学教育的顺利衔接,不仅仅是幼儿园和保育所等学前教育机构的工作,小学教育也应该进行适当的改进。最后,学前教育是为孩子一生的成长发展打基础的工作,因此,应该用长远的眼光对待学前教育与小学教育的衔接问题。只有如此,才能够顺利实现“

  15. An Evaluative Study of Color-Vision Tests for Kindergarten and First Grade Pupils.

    Science.gov (United States)

    Lampe, John M.

    Because of the increasing use of color in instructional materials at the level of the primary grades, the Health Service Department of the Denver Public Schools became interested in investigating the color vision of 5- and 6-year-olds. A project was established to create color-vision testing methods and to use those methods to ascertain incidence…

  16. Reading, Writing, and Revolution: Facilitating Social Activism in First Grade

    Science.gov (United States)

    Silva, Janelle M.

    2016-01-01

    This article examines how teachers can develop a sense of social activism in students through critical multiculturalism. Drawing upon data from a nine-month participant observation study of a first-grade public charter school classroom in central California, this article highlights how teachers can integrate critical multiculturalism within an…

  17. Teaching Humility in First-Grade Christian School Children

    Science.gov (United States)

    Yonker, Julie E.; Wielard, Cassie J.; Vos, Carolyn L.; Tudder, Ashley M.

    2017-01-01

    Four classes of first-grade children at a Christian school took pre- and post-tests measuring humility. Two intervention classes had devotional lessons on humility and two comparison classes did not. For one week, devotional lessons featured humility-related children's literature, cognitively appropriate discussions, writing about humility, and…

  18. Teaching Humility in First-Grade Christian School Children

    Science.gov (United States)

    Yonker, Julie E.; Wielard, Cassie J.; Vos, Carolyn L.; Tudder, Ashley M.

    2017-01-01

    Four classes of first-grade children at a Christian school took pre- and post-tests measuring humility. Two intervention classes had devotional lessons on humility and two comparison classes did not. For one week, devotional lessons featured humility-related children's literature, cognitively appropriate discussions, writing about humility, and…

  19. A TRANSLATION OF RUSSIAN FIRST-GRADE ARITHMETIC.

    Science.gov (United States)

    CALANDRA, ALEXANDER

    THIS IS AN ENGLISH TRANSLATION OF A RUSSIAN TEXTBOOK ON FIRST-GRADE ARITHMETIC COMPLETE WITH GRAPHS, PICTURES, PROBLEMS, AND LESSONS. ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION APPEAR IN 892 PROBLEMS. THE THREE SECTIONS ARE ENTITLED "THE FIRST TEN,""THE SECOND TEN," AND "THE FIRST HUNDRED." THIS TRANSLATION…

  20. New State Policies and Everyday Life in Danish Kindergartens

    DEFF Research Database (Denmark)

    Kampmann, Jan

    This presentation discusses significant changes in Danish policies on preschool curriculum and their effects on everyday life in kindergarten. This change is often conceptualized as neoliberal governance and consists of an increased focus on learning, documentation and evaluation. Grounded...

  1. The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school.

    Science.gov (United States)

    Kellam, S G; Ling, X; Merisca, R; Brown, C H; Ialongo, N

    1998-01-01

    This paper is on the influences of the classroom context on the course and malleability of aggressive behavior from entrance into first grade through the transition into middle school. Nineteen public elementary schools participated in developmental epidemiologically based preventive trials in first and second grades, one of which was directed at reducing aggressive, disruptive behavior. At the start of first grade, schools and teachers were randomly assigned to intervention or control conditions. Children within each school were assigned sequentially to classrooms from alphabetized lists, followed by checking to insure balanced assignment based on kindergarten behavior. Despite these procedures, by the end of first quarter, classrooms within schools differed markedly in levels of aggressive behavior. Children were followed through sixth grade, where their aggressive behavior was rated by middle school teachers. Strong interactive effects were found on the risk of being highly aggressive in middle school between the level of aggressive behavior in the first grade classrooms and each boy's own level of aggressive, disruptive behavior in first grade. The more aggressive first grade boys who were in higher aggressive first grade classrooms were at markedly increased risk, compared both to the median first grade boys, and compared to aggressive males in lower aggressive first grade classrooms. Boys were already behaving more aggressively than girls in first grade; and no similar classroom aggression effect was found among girls, although girls' own aggressive behavior did place them at increased risk. The preventive intervention effect, already reported elsewhere to reduce aggressive behavior among the more aggressive males, appeared to do so by reducing high levels of classroom aggression. First grade males' own poverty level was associated with higher risk of being more aggressive, disruptive in first grade, and thereby increased their vulnerability to classroom

  2. Reimagining Kindergarten

    Science.gov (United States)

    Graue, Elizabeth

    2010-01-01

    The traditional kindergarten program often reflected a rich but generic approach with creative contexts for typical kindergartners organized around materials (manipulatives or dramatic play) or a developmental area (fine motor or language). The purpose of kindergarten reflected beliefs about how children learn, specialized training for…

  3. A Descriptive Study of School Discipline Referrals in First Grade.

    Science.gov (United States)

    Rusby, Julie C; Taylor, Ted K; Foster, E Michael

    2007-03-16

    School discipline referrals (SDRs) may be useful in the early detection and monitoring of disruptive behavior problems to inform prevention efforts in the school setting, yet little is known about the nature and validity of SDRs in the early grades. For this descriptive study, SDR data were collected on a sample of first grade students who were at risk for developing disruptive behavior problems (n = 186) and a universal sample (n = 531) from 20 schools. Most SDRs were given for physical aggression and the predominant consequence was time out. As expected, boys and at-risk students were more likely to receive an SDR and to have more SDRs than were girls and the universal sample. A large difference between schools regarding the delivery of SDRs was found. A zero-inflated Poisson model clustered by school tested the prediction of school-level variables. Students in schools that had a systematic way of tracking SDRs were more likely to receive one. Also, schools with more low-income students and larger class sizes gave fewer SDRs. SDRs predicted teacher ratings, and to a lesser extent, parent ratings of disruptive behavior at the end of first grade. Practitioners and researchers must examine school-level influences whenever first grade discipline referrals are used to measure problem behavior for the purpose of planning and evaluating interventions.

  4. Boosting Early Development: The Mixed Effects of Kindergarten Enrollment Age

    Science.gov (United States)

    Zhang, Jiahui; Xin, Tao

    2012-01-01

    This study aimed to investigate the effects of kindergarten enrollment age on four-year-old Chinese children's early cognition and problem behavior using multilevel models. The sample comprised of 1,391 pre-school children (the mean age is 4.58 years old) from 74 kindergartens in six different provinces. The results demonstrated curvilinear…

  5. Relationship between Kindergarten Children's Language Ability and Social Competence

    Science.gov (United States)

    Longoria, Adelina Q.; Page, Melanie C.; Hubbs-Tait, Laura; Kennison, Shelia M.

    2009-01-01

    The research investigated the hypothesis that teachers' ratings of kindergarten children's receptive and expressive language ability would be related to children's social competence. Teachers' ratings of social competence were obtained for a sample of 116 kindergarten children. Social competence was measured using the California Preschool Social…

  6. Kindergarten Schedules: Status of Patterns in Illinois and a Review of Research.

    Science.gov (United States)

    Helmich, Edith

    Increasing numbers of parents, educators, and legislators have questioned whether half-day kindergarten schedules are adequate to prepare children for the first grade, particularly since full-day kindergartens are being offered in some public and nonpublic schools. This report, one of several background papers for a comprehensive policy study of…

  7. Parenting styles and overweight status in first grade.

    Science.gov (United States)

    Rhee, Kyung E; Lumeng, Julie C; Appugliese, Danielle P; Kaciroti, Niko; Bradley, Robert H

    2006-06-01

    The goal was to determine the relationship between the 4 parenting styles (authoritative, authoritarian, permissive, and neglectful) and overweight status in first grade. Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development were analyzed. Children with complete data for parenting parameters at 54 months and measured weight and height in first grade were included in the analysis. Overweight was defined as BMI of > or =95th percentile. The 4 parenting styles were constructed with 2 scales, namely, maternal sensitivity and maternal expectations for child self-control. Multivariate logistic regression analysis was used to evaluate the relationship between parenting style and overweight in first grade, controlling for gender, race, maternal education, income/needs ratio, marital status, and child behavior problems. A total of 872 children, 11.1% overweight and 82.8% white, were included in the analysis. Children of authoritarian mothers (n = 298) had an increased risk of being overweight, compared with children of authoritative mothers (n = 179). Children of permissive (n = 132) and neglectful (n = 263) mothers were twice as likely to be overweight, compared with children of authoritative mothers. Of the covariates, only income/needs ratio was significant and did not alter the relationship between parenting style and overweight risk. Among the 4 parenting styles, authoritarian parenting was associated with the highest risk of overweight among young children. Understanding the mechanisms through which parenting styles are associated with overweight risk may lead to the development of more-comprehensive and better-targeted interventions.

  8. Motor skill development in low-income, at-risk preschoolers: A community-based longitudinal intervention study.

    Science.gov (United States)

    Bellows, Laura L; Davies, Patricia L; Courtney, Jimikaye B; Gavin, William J; Johnson, Susan L; Boles, Richard E

    2017-04-26

    This study aimed to: (1) determine the status of fundamental movement skill (FMS) performance in low-income, at-risk preschoolers; and (2) evaluate the impact of the Food Friends Get Movin' with Mighty Moves (MM) program on improving children's FMS at two-year follow-up. Longitudinal, quasi-experimental study with matched controls. The Colorado LEAP study was conducted in four Head Start/preschools (two intervention, two control) serving children aged 3-5 years. MM was delivered to the intervention group during preschool. The Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) subtests for balance, running speed and agility, upper-limb coordination (object control (OC) skills) and strength were administered to children at baseline, post-intervention in preschool, one-year follow-up (kindergarten), and two-year follow-up (first grade). Compared to the normative sample's mean, the mean scaled score for all participants at baseline was significantly lower for balance (p=0.016) and OC skills (pskills for just the control group were significantly lower than those of the normative sample (p≤0.001). Hierarchical linear regression analyses revealed a significant intervention effect for OC skills with the overall model accounting for 41% of variance at two-year follow-up, F(6,165)=20.45, pskills, in at-risk elementary school children. Results suggest that at-risk preschoolers are already behind in FMS development and these delays will continue through first grade. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  9. Exploring Cultural Heritage in a Kindergarten Classroom

    Science.gov (United States)

    Cohen, Lynn E.

    2009-01-01

    Preschool and kindergarten classes in the United States are entering a time of unprecedented diversity and demographic transformation. Teachers must plan and implement a curriculum that reflects, supports, and values the varieties of cultural backgrounds, religious affiliations, socioeconomic classes, and language groups that children represent.…

  10. Ready for What? Constructing Meanings of Readiness for Kindergarten.

    Science.gov (United States)

    Graue, M. Elizabeth

    This book examines the issue of school readiness, focusing on children's readiness for entrance into kindergarten and promotion to first grade. Chapter 1 reviews the literature on school readiness, exploring trends in policy related to readiness and readiness as a child-centered characteristic. Chapter 2 examines various theoretical frameworks for…

  11. Comparative analysis of team work in kindergartens and schools

    OpenAIRE

    Bjelajac, Nataša

    2015-01-01

    The thesis work I determined and compared the team work in kindergarten and school. I was interested in cooperation between a preschool teacher and an assistant preschool teacher and a primary school teacher and a preschool teacher at school. The participants and members of the team directly share roles and they are equivalent to each other. However, it is necessary to emphasize their difference in knowledge, skills and abilities. They do not have the same level of competence, motivation and ...

  12. Handling motivation the Kindergarten

    DEFF Research Database (Denmark)

    Lund, Ole

    2016-01-01

    In this paper I will investigate the construction of motivation in interactions between educators and pre-school children. Hitherto research on this subject has typically been preoccupied with the minds and motives of children at the expense of their sensuous and bodily presence. On the basis...... of field work observations in a Danish Kindergarten, and interpretations drawing on theorizations of embodiment I intend to show how children’s motivation to engage can be developed from the ways the educators apply themselves bodily in the educational environment, and act upon and manipulate the bodily...... presence of the children, rather than explaining the intellectual or instrumental reasons behind the activities. Furthermore I will argue that the prerequisites for motivation is developed when educators hold on to activities; that is making the children repeat activities and over time making them capable...

  13. 一级一类幼儿园学龄前儿童营养健康状况调查%Investigation into Nutrition and Health Status of Preschool Children in the First-level Kindergartens

    Institute of Scientific and Technical Information of China (English)

    蔡晶晶; 张超; 段凯; 柴巍中; 袁全莲

    2011-01-01

    目的:调查北京市海淀区一级一类幼儿园学龄前儿童营养健康状况,分析存在问题并提出改善建议。方法:随机抽取北京市海淀区5家一级一类幼儿园,收集2007—2009年儿童体检资料,按年龄、年度分别进行统计分析,结合现场调查和专题访谈分析评价。结果:营养不良和肥胖平均患病率分别为0.4%和4.8%;贫血平均患病率为0.5%;视力低常平均患病率为4.5%;龋患率、新龋率、龋均值分别为54.5%、25.9%和2.9。结论:海淀区一级一类幼儿园学龄前儿童营养健康状况基本良好,肥胖、视力低常和龋齿是主要问题。定期开展营养监测并及时干预,家园互动,开展营养健康教育,加强幼儿园营养保障,是改善幼儿园儿童营养健康状况的重要措施。%【Objective】 To investigate the nutrition and health status of 3 to 7 years' old children in first-level nursery school in Beijing Haidian district,analyze existing problems and raise improvement suggestion.【Method】 5 first-level kindergartens in Beijing Haidian district were randomly sampled in a field survey of preschool children health status in 3-year period from 2007 to 2009.Health-check data was statistically processed by SPSS 16.0 software,and the statistical results were further evaluated professionally combined with the field survey and thematic interview.【Result】Deficient malnutrition and obesity incidence in kindergarten children was 0.4% and 4.8% respectively.Average anemia prevalence was 0.5% and subnormal visual acuity rate was 4.5%.Average dental caries rate,new caries rate,average caries number were 54.5%,25.9% and 2.9 respectively.【Conclusion】 The current nutrition status of preschool children was basically in good condition,and the main problems reflected in obesity,subnormal visual acuity and dental caries in first-level nursery schools of Beijing Haidian district.These problems should be closely related with nursery diet

  14. Kindergarten Animation

    Science.gov (United States)

    Hinshaw, Craig

    2012-01-01

    Animation is one of the last lessons that come to mind when thinking of kindergarten art. The necessary understanding of sequencing, attention to small, often detailed drawings, and the use of technology all seem more suitable to upper elementary. With today's emphasis on condensing and integrating curriculum, consider developing animation lessons…

  15. Kindergarten Architects

    Science.gov (United States)

    Sturdevant, Alexandria

    2008-01-01

    In this article, the author shares a lesson on architecture she introduced to her kindergarten students. Using wooden blocks as materials, she showed her students how to take on the role of an architect and create their own buildings. This project was beneficial to all students in that they learned to think flexibly and realized that the designs…

  16. Kindergarten Animation

    Science.gov (United States)

    Hinshaw, Craig

    2012-01-01

    Animation is one of the last lessons that come to mind when thinking of kindergarten art. The necessary understanding of sequencing, attention to small, often detailed drawings, and the use of technology all seem more suitable to upper elementary. With today's emphasis on condensing and integrating curriculum, consider developing animation lessons…

  17. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

    Science.gov (United States)

    Hamre, Bridget K; Pianta, Robert C

    2005-01-01

    This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.

  18. Personality traits predicting children's social behaviour in the first grade

    Directory of Open Access Journals (Sweden)

    Martina Horvat

    2011-01-01

    Full Text Available The paper presents concurrent predictive relations of personality traits with social behaviour of children at the transition from early to middle childhood. Personality ratings of firstgraders (N = 316 were collected using the Inventory of Child and Adolescent Individual Differences (Zupančič & Kavčič, 2009 and the Social Competence and Behaviour Evaluation Scale (La Freniere et al., 2001 was employed to obtain assessments on the children's social competence, internalizing behaviour, and externalizing behaviour. To account for the same rater bias, the children's personality and social behaviour were rated by both teachers and assisstent teachers in the first grade of a nine-year compulsory school; the predictions were based on two sets of their cross-ratings. The firstgraders' social competentnce was consistently (over the cross-ratings predicted by high conscientiousness, mainly due to ratings of child compliance, whereas low conscientiousness was predictive of internalizing behaviour, especially due to low ratings of subjectively perceived child intelligence. Disagreeableness (both antagonism and strong will and low neuroticism contributed to assessments of the observed children's externalizing behaviour. In regard to neuroticism, ratings of child fear/insecurity were positively related to externalizing and ratings of child shyness were negatively associated with the observed incidence of externalizing behaviour.

  19. 三位一体眼保健模式对学龄前儿童视力健康水平的影响%Effect of eye health care on preschool children's vision: A "hospital-kindergarten-family" model

    Institute of Scientific and Technical Information of China (English)

    张海林; 严柳青; 黄惠萍; 张玉芬; 黄静

    2011-01-01

    Objective To study the effect of eye health care model of "three in one (hospital-kindergarten-family)" on preschool children's vision. Methods From September 2008 to June 2010, with 4-year-old to 6-year-old children in 4 kindergartens as research targets, children's vision was intervened through health education, visual environment improvement, periodical eyesight check and so on. Results The rate of low vision children significantly decreased from 13.83% in 2008 to 10.51% in 2010 after the implementation of the eye health care project( P <0.01 ). After the implementation ofthe program, the kindergartens took more efforts on children's vision, propaganda and interventions, and the parents' acceptance on eye health care were also improved ( P < 0.01 ). Conclusion Using " three in one ( hospital-kindergarten-family)" eye health care model,and formulating a measure of comprehensive implementation, it is good for children's visual development and establishing a good eye habit, so as to reduce the rate of low vision children.%目的 探讨"医院-幼儿园-家庭三位一体"的眼保健模式对学龄前儿童视力健康的影响,为儿童青少年视力保健工作提供参考.方法 以2008年9月-2010年6月鄂州市城乡结合部4所幼儿园4~6岁儿童为研究对象,采取健康教育、改善视觉环境、定期检测儿童视力和眼病针对性矫治等眼保健措施,并进行为期2个学年的追踪观察和调查.结果 眼保健模式实施后,幼儿园对学龄前儿童的视力关注、宣传、措施有所加强,儿童家长对眼保健知识和行为的认同率显著提高(P值均<0.01).2008-2010年学龄前儿童视力不良率分别为13.83%,11.84%,10.51%,差异有统计学意义(P<0.01).结论 "医院-幼儿园-家庭三位一体"的眼保健模式有助于儿童的视觉发育和建立良好的用眼习惯,能有效控制学龄前儿童视力不良发病率.

  20. The Effects of Two Language-Focused Preschool Curricula on Children's Achievement through First Grade

    Science.gov (United States)

    Kaiser, Ann; Dickinson, David; Roberts, Megan; Darrow, Catherine; Freiberg, Jill; Hofer, Kerry

    2011-01-01

    Effective early language and literacy instruction to remediate language deficits and to prevent problems in learning to read is an important area for intervention research. Children with early language deficits who are growing up in poverty are dually at risk. Early deficits in language development predict both continued delays in language…

  1. Prevalence of autism spectrum disorders in preschool children of Guangzhou kindergartens%广州市幼儿园儿童孤独症谱系障碍患病率和相关因素

    Institute of Scientific and Technical Information of China (English)

    王馨; 胡敏; 李诗韵; 修丽娟; 郭嘉; 梁华妮; 宁静; 程舒媛; 樊越波; 杨文翰; 金宇; 静进; 黄旭; 李秀红; 魏薇; 暴芃; 王惠

    2011-01-01

    Objective: To investigate the epidemic characteristics and related factors of autism spectrum disorders (ASDs) in preschool children of Guangzhou mainstream kindergartens. Methods: In this cross-sectional study, 7500 children aged 2 -6 years were selected from 21 kindergartens of 6 regions in Guangzhou City by multistage sampling method, who were preliminarily screened with the Clancy Autism Behavior Rating Scale( CABRS),children growth and development questionnaire and teacher nomination strategy. The children were observed, evaluated, and diagnosed to get the prevalence and related factors. Results: ( 1 ) The prevalence of ASDs in preschool children in Guangzhou mainstream kindergartens was 75.4/10000 (95% CI 53.8/10 000 -97.0/10000), and the rates were 29. 5/10000 (95% CI 16. 1/10000 -43.1/10000) for autism, with the proportion of 16. 7% for high functioning autism (HFA), 41.0/10000 (95% CI 25.0/10 000 - 57. 0/10 000) for Asperger syndrome (AS), 4. 9/10000 (95 % CI 0/10000 - 10. 6/10000) for pervasive developmental disorder-not otherwise specified (including atypical autism). The sex ratio of male to female was 6. 6: 1. (2) The teacher nomination strategy was used to preliminarily screen ASDs, and the sensitivity was 95.6%, specificity was 91.1%, Youden' s index was 0. 867. (3)The proportion of higher maternal (25 - 29 years and 30 - 34 years) and paternal age (30 - 34 years and ≥ 35 years), higher maternal education ( bachelor and above) and maternal emotional instability during the pregnant time in ASDs group were higher than those in the normal group (P < 0. 05), and logistic analysis showed that male children, higher paternal age and maternal emotional instability were the risk factors to ASDs in children. Conclusion:The prevalence of autism spectrum disorders in preschool children in Guangzhou mainstream kindergartens is similar to that of foreign reports. The teacher nomination strategy shows good objectivity, high accuracy and high

  2. 不同教育环境学龄前流动儿童心理行为问题及其相关因素分析%Behavioral problems differences in preschool children from migrant-worker families between public and private kindergartens

    Institute of Scientific and Technical Information of China (English)

    沈芳

    2011-01-01

    目的 了解公立幼儿园和民办幼儿园流动儿童的心理行为问题及其相关因素.为采取正确的教育形式和制定有关的教育政策提供依据.方法 使用Achenbach儿童行为量表和自制问卷,对成都市3所民办幼儿园和8所公立幼儿园的3~6岁428名流动儿童和456名城市户籍儿童进行调查.结果 民办幼儿园流动儿童的异常行为和高危行为因子检出率较高,分别为13.54%和61.46%,检出率较高的高危行为依次为抑郁、不合群和攻击行为,男童的高危行为检出率高于女童.公立幼儿园流动儿童中违纪行为高危检出率最高.公立幼儿园城市户籍儿童异常行为和高危行为检出率最低.民办幼儿园和公立幼儿园流动儿童均以父母一方护短、父母关系不和睦、母亲体弱、早产、剖腹产、儿童体弱、伙伴关系差的儿童异常行为检出率较高.结论 就读公立幼儿园更有利于学龄前流动儿童的心理健康成长.%Objective To compare the differences of psychological and behavioral problems among preschool children from migrant-worker families in public and private kindergartens.Methods By using Achenbach Child Behavioral Check List and the self-designed questionnaire, 428 preschool children from migrant-worker families ( MWF) and 456 preschool children from local families (LF) in 3 private kindergartens and 8 public kindergartens in Chengdu were investigated.Results The MWF children from private kindergartens showed the highest prevalence of abnormal ( 13.54% ) and high risk behavior problems ( 61.46% ) with depressive symptoms, social withdrawal and aggressive behaviors were the most common problems.Boys reported much more behavioral problems than girls did.In public kindergartens, reporting rate of nule breaking was the highest among the MWF children.The LF children in public kindergartens showed the lowest reporting rate of behavioral problems.The main risk factors included parenting

  3. Growth and development status of preschool children from three kindergartens in Taiyuan%太原市3所幼儿园儿童生长发育状况调查

    Institute of Scientific and Technical Information of China (English)

    原陈珊

    2011-01-01

    [目的]调查太原市3所幼儿园儿童生长发育状况,提出改进意见.[方法]采用全国统一的测量方法,测量3所幼儿园772名儿童(男383,女389)的身高和体重.使用SPSS146.0进行分析,运用2006WHO儿童生长发育标准和2009年我国7岁以下儿童生长发育参照标准分别计算Z评分,与2002年中国居民营养与健康调查结果比较.[结果]营养不良率、生长迟缓率、消瘦率及超重率按照两标准计算所得结果均低于全国城市平均水平,肥胖发生率与2002年全国水平相当.[结论]本次调查儿童体格发育总体上优于WHO标准水平和我国2002年标准,生长发育状况良好.另外,运用我国标准与WHO标准所得结论总体上较接近.%[Objective] To investigate the physical development of children who were in three kindergartens from Taiyuan and evaluate the growth status and nutritional status of them, raise some better opinion. [Methods] The body weight and height of 772 preschool children(boys 383, grils 389)aged 3 to 6 years old in the 3 kindergartens of Taiyuan city were measured by the unitive measurements. The WHO Child Growth Standards and China Child Growth Standards were used to compute the Z-scores by SPSS16.0, and were compared with 2002 National nutrition survey. [Result] The rates of malnutrition, stunting, underweight and overweight which accounted by two standards were lower than average level of whole country, rates of obesity was equal to whole country. [Conclusions] The growth and development of the children are better than WHO standards and 2009 national growth standards. The growth development status of these children are fine. The results given by two standards are similar.

  4. Associations between social isolation, pro-social behaviour and emotional development in preschool aged children: a population based survey of kindergarten staff.

    Science.gov (United States)

    Marryat, Louise; Thompson, Lucy; Minnis, Helen; Wilson, Phil

    2014-01-01

    The impact of peer relationships has been extensively reported during adolescence, when peer influence is generally considered to be at its greatest. Research on social isolation during childhood has found associations with school achievement, future relationships and adult mental health. Much of the evidence is derived from either parent or child-rated assessment of peer relationships, each of which have their limitations. We report findings from Goodman's Strengths and Difficulties Questionnaire (SDQ), completed by staff in preschool establishments for over 10,000 children in their preschool year (aged 4-5), linked with routine demographic data. Correlations between scores and demographics were explored. Regression models examined the independent relationships between three social isolation variables, taken from the SDQ Peer Relationship Problems, Pro-social Behaviour and Emotional Symptoms subscales, controlling for demographics. There were substantial overlaps between problem scores. Regression models found all social isolation variables to be significantly correlated with social and emotional functioning. Different types of social isolation appeared to relate to different psychological domains, with unpopularity having a stronger relationship with poor pro-social skills, whereas being solitary was more strongly linked to poorer emotional functioning. Social isolation does have a significant association with reported child social and emotional difficulties, independent of demographic characteristics. The analysis highlights the complexity of measuring social isolation in young children. Different types of social isolation were found to have relationships with specific areas of social and emotional functioning.

  5. 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…

  6. A systematic approach for the development of a kindergarten-based intervention for the prevention of obesity in preschool age children: the ToyBox-study.

    Science.gov (United States)

    Manios, Y; Grammatikaki, E; Androutsos, O; Chinapaw, M J M; Gibson, E L; Buijs, G; Iotova, V; Socha, P; Annemans, L; Wildgruber, A; Mouratidou, T; Yngve, A; Duvinage, K; de Bourdeaudhuij, I

    2012-03-01

    The increasing childhood obesity epidemic calls for appropriate measures and effective policies to be applied early in life. Large-scale socioecological frameworks providing a holistic multifactorial and cost-effective approach necessary to support obesity prevention initiatives in this age are however currently missing. To address this missing link, ToyBox-study aims to build and evaluate a cost-effective kindergarten-based, family-involved intervention scheme to prevent obesity in early childhood, which could potentially be expanded on a pan-European scale. A multidisciplinary team of researchers from 10 countries have joined forces and will work to realize this according to a systematic stepwise approach that combines the use of the PRECEDE-PROCEED model and intervention mapping protocol. ToyBox-study will conduct systematic and narrative reviews, secondary data analyses, focus group research and societal assessment to design, implement and evaluate outcome, impact, process and cost effectiveness of the intervention. This is the first time that such a holistic approach has been used on a pan-European scale to promote healthy weight and healthy energy balance-related behaviours for the prevention of early childhood obesity. The results of ToyBox-study will be disseminated among key stakeholders including researchers, policy makers, practitioners and the general population.

  7. A Quantitative Study of Head Start Children's Strengths, Families' Perspectives, and Teachers' Ratings in the Transition to Kindergarten

    Science.gov (United States)

    Robinson, Chanele D.; Diamond, Karen E.

    2014-01-01

    This study examined the association between preschool children's social-interpersonal skills and their transition to school in the beginning months of kindergarten. One hundred and thirty-three preschool children participated in this study. During the spring of the pre-kindergarten year, children's social-interpersonal skills were…

  8. Investigating the Relation between Kindergarten Preparation and Child Socio-Behavioral School Outcomes

    Science.gov (United States)

    Wildenger, Leah K.; McIntyre, Laura Lee

    2012-01-01

    Research suggests that many typically developing children in the United States experience problems during the transition from preschool to kindergarten. Despite the fact that early school experiences impact educational trajectories, few empirical studies investigate the effect of kindergarten preparation variables on child outcomes. The primary…

  9. 基于洛克幼儿教育思想谈我国幼儿园教学理念——以《教育漫话》为例%Ideas of Kindergarten Teaching Based on Locke's Theory concerning Preschool Education- Take "Some Thoughts Concerning Education" as an example

    Institute of Scientific and Technical Information of China (English)

    李林烛; 徐东

    2015-01-01

    约翰·洛克是17世纪英国著名哲学家、政治家、教育思想家.《教育漫话》是其主要的代表著作 ,该书渗透着幼儿健康教育、德育以及智育思想.目前我国幼儿园教学理念普遍存在一些问题 ,树立科学的教学理念是我国幼儿园教育发展的迫切要求.科学的幼儿园教学理念倡导生活教育 ,寓教于生活 ;重视教学游戏活动 ,寓教于游戏 ;强调教学走在幼儿发展的前面.%John Locke is the famous 17th century English philosopher ,statesman and thinker .His book"Some Thoughts Concerning Education "is the main representative works .This paper reviews his theory concerning Preschool Education on morality ,intelligence and physique .At present ,ideas of Kin-dergarten Teaching meet some popular problems .Establishing the scientific ideas of Education is the ur-gent requirement of Kindergarten education . T he scientific ideas of Kindergarten Education advocate teaching in life and games and emphasize teaching ahead of early childhood development .

  10. Impact of Leveled Reading Books on the Fluency and Comprehension Levels of First Grade Students

    Science.gov (United States)

    Seals, Melissa Paige

    2013-01-01

    The purpose of this nonequivalent, control group, pretest-posttest design study was to evaluate the effectiveness of leveled book programs on first-grade students' oral reading fluency rates and comprehension levels. This study was conducted over a 10-week time span with four first-grade classes. All of the students in each class were given a…

  11. Children's Temperament and Academic Skill Development during First Grade: Teachers' Interaction Styles as Mediators

    Science.gov (United States)

    Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Virkkala, Johanna; Hirvonen, Riikka; Pakarinen, Eija; Nurmi, Jari-Erik

    2015-01-01

    The present study followed 156 Finnish children (M[subscript age] = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles…

  12. Children's Temperament and Academic Skill Development during First Grade: Teachers' Interaction Styles as Mediators

    Science.gov (United States)

    Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Virkkala, Johanna; Hirvonen, Riikka; Pakarinen, Eija; Nurmi, Jari-Erik

    2015-01-01

    The present study followed 156 Finnish children (M[subscript age] = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles…

  13. "An Inescapable Network of Mutuality": Building Relationships of Solidarity in a First Grade Classroom

    Science.gov (United States)

    Epstein, Shira Eve; Oyler, Celia

    2008-01-01

    This case study of a first grade teacher enacting a social action curriculum is based on the understanding that schools can be sites where even young children can work toward the common good. This paper examines the way a first grade teacher (Paula Rogovin) and her students built solidarity with a community member and in turn adopted a new social…

  14. First-Grade Retention: Effects on Children's Actual and Perceived Performance throughout Elementary Education

    Science.gov (United States)

    Goos, Mieke; Van Damme, Jan; Onghena, Patrick; Petry, Katja

    2011-01-01

    This study investigates the effects of repeating first grade on children's further academic growth, by tracking the actual performance and the teacher-rated performance of a cohort of Flemish first-graders until the end of elementary school. Two research questions are raised: (1) How do first-grade repeaters, at the cost of one extra year of…

  15. Has First-Grade Core Reading Program Text Complexity Changed across Six Decades?

    Science.gov (United States)

    Fitzgerald, Jill; Elmore, Jeff; Relyea, Jackie Eunjung; Hiebert, Elfrieda H.; Stenner, A. Jackson

    2016-01-01

    The purpose of the study was to address possible text complexity shifts across the past six decades for a continually best-selling first-grade core reading program. The anthologies of one publisher's seven first-grade core reading programs were examined using computer-based analytics, dating from 1962 to 2013. Variables were Overall Text…

  16. The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

    Science.gov (United States)

    Memis, Aysel; Sivri, Diler Ayvaz

    2016-01-01

    In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading…

  17. Consumo alimentar de micronutrientes entre pré-escolares no domicílio e em escolas de educação infantil do município de Caxias do Sul (RS Dietary micronutrient intake of preschool children at home and in kindergartens of the municipality of Caxias do Sul (RS, Brazil

    Directory of Open Access Journals (Sweden)

    Juliana Rombaldi Bernardi

    2011-04-01

    Full Text Available OBJETIVO: Avaliar a ingestão alimentar de micronutrientes em pré-escolares no domicílio e em escolas de educação infantil públicas e particulares. MÉTODOS: Estudo transversal realizado com 362 pré-escolares entre dois e seis anos de idade, em Caxias do Sul (RS Brasil, em 2007. A ingestão alimentar na escola foi avaliada por meio do método de pesagem direta individual, e no domicílio, por meio de registro alimentar realizado pelos pais ou responsáveis. Foi calculada a ingestão alimentar de cálcio, ferro, folato, vitamina A, vitamina C e zinco de acordo com o local da refeição e tipo de escola. RESULTADOS: Houve maior ingestão de alimentos contendo ferro, folato e vitamina C durante o período em que as crianças permaneceram na escola infantil, e maior ingestão de cálcio, vitamina A e zinco no domicílio. Houve significativamente maior ingestão de alimentos contendo ferro (p=0,03, folato (p=0,03, vitamina A (pOBJECTIVE: This study assessed the adequacy of preschool children's dietary micronutrient intake at home and in public and private kindergartens. METHODS: This cross-sectional study done in 2007 included 362 preschool children aged 2-6 years from Caxias do Sul (RS, Brazil. Food intake at school was assessed by the individual direct weighing method and at home by food records kept by the parents or caregivers. Dietary intakes of calcium, iron, folate, vitamin A, vitamin C and zinc were calculated according to meal location and type of school. RESULTS: Dietary iron, folate and vitamin C intakes were higher in kindergartens and dietary intakes of calcium, vitamin A and zinc were higher at home. Dietary intakes of iron (p=0.03, folate (p=0.03, vitamin A (p<0.01 and vitamin C (p<0.01 were significantly higher in private kindergartens and dietary intakes of calcium (p<0.01 and zinc (p<0.01 were significantly higher in public kindergartens. Intakes of iron, folate, vitamin A, vitamin C and zinc were adequate but only 67.4% of

  18. Reactive Aggression and Peer Victimization from Pre-Kindergarten to First Grade: Accounting for Hyperactivity and Teacher-Child Conflict

    Science.gov (United States)

    Runions, Kevin C.

    2014-01-01

    Background: The role of reactive aggression in the development of peer victimization remains unclear due in part to a failure to account for confounding problems of behavioural undercontrol (e.g., hyperactivity). As well, the school social context has rarely been examined to see whether these risks are mediated by relationships with teachers.…

  19. Investigation and Analysis of Well -being among Preschool Teachers---Taking Kindergartens inAnyang as an Example%幼儿园教师幸福感调查分析--以河南安阳市幼儿园为例

    Institute of Scientific and Technical Information of China (English)

    胡燕红

    2016-01-01

    This paper studies the well -being of preschool teachers by analyzing the relevant factors ,and their relations to preschool teachers’ well-being .The survey shows that preschool teacher’s well are on the average level .They show much concerned for the family ,health and spiritual life .Low level of income and students’ parents’ disagreement are major reasons of their unhappiness .Children’s innocence and support from different aspect including students’ parent ,leaders and colleagues are the major source of their happiness .The variation of preschool teachers’ well-being is also correlated to the location ,level and scale of the kindergarten ,opportunities to personal development ,stress of working and individuals’ satisfaction with their income .Countermeasures are proposed in the end of the paper to improve preschool teachers ’ well-being .%通过对幼儿教师幸福感现状、影响因素及其关系进行调查分析,得出幼儿教师的幸福感水平一般;她们最在意家庭的温馨、身体的健康、精神生活的充实等;感到不幸福的主要因素有家长不理解、薪酬低等;感到幸福的主要因素有幼儿的天真、无邪、家长、领导的支持和肯定等;并且在幼儿园地域、级别、规模和发展机会、工作压力和收入满意度上存在显著差异。最后根据研究的结果提出了合理性的建议。

  20. 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...

  1. Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

    Science.gov (United States)

    Marcelino, Lilia; de Sousa, Óscar; Lopes, António

    2017-01-01

    Early numerical competencies (ENC) (counting, number relations, and basic arithmetic operations) have a central position in the initial learning of mathematics, and their assessment is useful for predicting later mathematics achievement. Using a regression model, this study aims to analyze the correlational and predictive evidence between ENC and mathematics achievement in first grade Portuguese children (n = 123). The children’s ENC were examined at the point of school entry. Three criterion groups (low, moderate, and high ENC) were formed based on the results of the early numerical brief screener and mathematics achievement measured at the end of first grade. The following hypotheses were tested: children who started first grade with low numerical competencies remained low mathematics achievement at the end of first grade; and children who started with high numerical competencies, finished the first grade with high mathematics achievement. The results showed that ENC contributed to a significant amount of explained variance in mathematics achievement at the end of the first grade. Children with low numerical competencies performed lower than children with moderate and high numerical competencies. Findings suggest that ENC are meaningful for predicting first-grade mathematics difficulties. PMID:28713308

  2. Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

    Directory of Open Access Journals (Sweden)

    Lilia Marcelino

    2017-06-01

    Full Text Available Early numerical competencies (ENC (counting, number relations, and basic arithmetic operations have a central position in the initial learning of mathematics, and their assessment is useful for predicting later mathematics achievement. Using a regression model, this study aims to analyze the correlational and predictive evidence between ENC and mathematics achievement in first grade Portuguese children (n = 123. The children’s ENC were examined at the point of school entry. Three criterion groups (low, moderate, and high ENC were formed based on the results of the early numerical brief screener and mathematics achievement measured at the end of first grade. The following hypotheses were tested: children who started first grade with low numerical competencies remained low mathematics achievement at the end of first grade; and children who started with high numerical competencies, finished the first grade with high mathematics achievement. The results showed that ENC contributed to a significant amount of explained variance in mathematics achievement at the end of the first grade. Children with low numerical competencies performed lower than children with moderate and high numerical competencies. Findings suggest that ENC are meaningful for predicting first-grade mathematics difficulties.

  3. Predictive validity of kindergarten assessments on handwriting readiness.

    Science.gov (United States)

    van Hartingsveldt, Margo J; Cup, Edith H C; Hendriks, Jan C M; de Vries, Liesbeth; de Groot, Imelda J M; Nijhuis-van der Sanden, Maria W G

    2014-10-16

    We investigated the predictive value of a new kindergarten assessment of handwriting readiness on handwriting performance in first grade as evaluated by the Systematic Screening for Handwriting Difficulties (Dutch abbreviation: SOS). The kindergarten assessment consisted of the Writing Readiness Inventory Tool In Context (WRITIC), the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery™VMI) and the Nine-Hole Peg Test (9-HPT). The WRITIC evaluates in kindergarten children (aged 5-6 years) prewriting skills, the Beery™VMI and 9-HPT evaluate visual motor integration and fine-motor coordination, all elements important for handwriting readiness. In kindergarten, 109 children (55 boys; mean age 70 months, SD 4.8 months) were tested with the WRITIC, Beery™VMI and 9-HPT and one year later in first grade (mean age 85 months, SD 4.5 months) with the SOS. A multivariable linear mixed model was used to identify variables that independently predict outcomes in first grade (SOS): baseline scores on WRITIC-TP, Beery™VMI, 9-HPT, 'sustained attention,' 'gender,' 'age' and 'intervention' in the intermediate period. The results showed that WRITIC-TP, Beery™VMI, and 9-HPT, 'sustained attention,' 'gender' and 'intervention' had all predictive value on the handwriting outcome. Thereby WRITIC-TP was the main predictor for outcome of SOS-Quality, and Beery™VMI and 9-HPT were the main predictors of SOS-Speed. This kindergarten assessment of WRITIC-TP, Beery™VMI, and 9-HPT contributes to the detection of children at risk for developing handwriting problems.

  4. Didactic Dissonance: Teacher Roles in Computer Gaming Situations in Kindergartens

    Science.gov (United States)

    Vangsnes, Vigdis; Økland, Nils Tore Gram

    2015-01-01

    In computer gaming situations in kindergartens, the pre-school teacher's function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the…

  5. Didactic Dissonance: Teacher Roles in Computer Gaming Situations in Kindergartens

    Science.gov (United States)

    Vangsnes, Vigdis; Økland, Nils Tore Gram

    2015-01-01

    In computer gaming situations in kindergartens, the pre-school teacher's function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the…

  6. Do Older Kindergarteners Have an Advantage: The Importance of Month of Birth When Starting School.

    Science.gov (United States)

    Hebbeler, Kathleen M.

    The effect of month of birth on skill development in language, reading, and mathematics was examined separately for kindergarten and first grade children. The study looked at the strength of the relationship at the beginning and end of the school year and as a function of the type of program in which the child was enrolled. One hundred and…

  7. Preparing for Kindergarten

    Science.gov (United States)

    Education Digest: Essential Readings Condensed for Quick Review, 2012

    2012-01-01

    In October, 2011, Age of Learning, Inc., creator of ABCmouse.com "Early Learning Academy" conducted a nationwide survey of 500 kindergarten teachers on the subject of children's preparedness for kindergarten. The survey revealed that two-thirds of America's kindergarten teachers believe most young children are academically unprepared for school…

  8. Arizona Academic Standards: Kindergarten

    Science.gov (United States)

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006--Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997--Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997--Readiness…

  9. 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…

  10. Assessing spelling in kindergarten: further comparison of scoring metrics and their relation to reading skills.

    Science.gov (United States)

    Clemens, Nathan H; Oslund, Eric L; Simmons, Leslie E; Simmons, Deborah

    2014-02-01

    Early reading and spelling development share foundational skills, yet spelling assessment is underutilized in evaluating early reading. This study extended research comparing the degree to which methods for scoring spelling skills at the end of kindergarten were associated with reading skills measured at the same time as well as at the end of first grade. Five strategies for scoring spelling responses were compared: totaling the number of words spelled correctly, totaling the number of correct letter sounds, totaling the number of correct letter sequences, using a rubric for scoring invented spellings, and calculating the Spelling Sensitivity Score (Masterson & Apel, 2010b). Students (N=287) who were identified at kindergarten entry as at risk for reading difficulty and who had received supplemental reading intervention were administered a standardized spelling assessment in the spring of kindergarten, and measures of phonological awareness, decoding, word recognition, and reading fluency were administered concurrently and at the end of first grade. The five spelling scoring metrics were similar in their strong relations with factors summarizing reading subskills (phonological awareness, decoding, and word reading) on a concurrent basis. Furthermore, when predicting first-grade reading skills based on spring-of-kindergarten performance, spelling scores from all five metrics explained unique variance over the autoregressive effects of kindergarten word identification. The practical advantages of using a brief spelling assessment for early reading evaluation and the relative tradeoffs of each scoring metric are discussed. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  11. Classroom and Teacher Support in Kindergarten: Associations with the Behavioral and Academic Adjustment of Low-Income Students.

    Science.gov (United States)

    Lee, Phyllis; Bierman, Karen L

    2015-07-01

    For socio-economically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student-teacher relationships and classroom emotional support as two features of the classroom context that can promote student adjustment; however, very few studies have examined these two aspects of the classroom context simultaneously. Given their modest inter-correlations, these dimensions of classroom context may have both unique and shared associations with child progress. This study followed 164 children as they transitioned from Head Start into elementary school, and regressions revealed significant unique associations between each type of kindergarten support and children's aggressive behaviors, social withdrawal, learning engagement, and emergent literacy skills in first grade, controlling for their pre-kindergarten adjustment. In addition, learning engagement significantly mediated the association between a supportive relationship with the kindergarten teacher and first grade literacy skills.

  12. A Comparison of Urban and Rural Kindergarten Teachers' Perceptions of School Safety for Young Children: Implications for Quality Teacher Education

    Science.gov (United States)

    Wong, Yau-ho Paul

    2017-01-01

    Although a quality preschool supports young children's health and safety, "quality" has been defined diversely enough that its delivery has been varied among kindergarten teachers. The current study was the first to examine and compare perceptions of school safety between urban and rural kindergarten teachers. Sixty-seven Hong Kong…

  13. A Comparison of Urban and Rural Kindergarten Teachers' Perceptions of School Safety for Young Children: Implications for Quality Teacher Education

    Science.gov (United States)

    Wong, Yau-ho Paul

    2017-01-01

    Although a quality preschool supports young children's health and safety, "quality" has been defined diversely enough that its delivery has been varied among kindergarten teachers. The current study was the first to examine and compare perceptions of school safety between urban and rural kindergarten teachers. Sixty-seven Hong Kong…

  14. 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…

  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. 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…

  17. 北京某军队幼儿园儿童营养与体格发育现状调查与评价%Investigation and Evaluation on Dietary Nutrition and Physical Development of Preschoolers in an Army Kindergarten in Beijing

    Institute of Scientific and Technical Information of China (English)

    张超; 蔡晶晶; 段凯; 韩煜; 柴巍中

    2012-01-01

    [Objective] To investigate and evaluate dietary nutrition and physical development of preschoolers in firstlevel kindergarten in an army for building up kindergarten children scientific dieting system. [Method] Investigation was conducted with 301 children from first- level kindergarten in an army in Haidian district in Beijing. Apply 5d dietary survey with food weighting and accounting method, and physi cal examination and hemoglobin test were conducted at the same time. [Result] The study showed that children daily intakes of milk and dairy food were inadequate, comparing with an excess of fruits intake. All nutrientintakes were adequate except for calcium and zinc. The percentage of medium and superior level of physique development were WAZ 99. 4% , HAZ 100% , and WHZ 100%. The prevalence rate of lowerweight, retardant development, emaciation, overweight and obesity was 0%, 0.7%, 0%, 11.6%, and 6.6% respective ly. Anemia accounted for 0. 3%. [Conclusion] The most nutrient intake in this kindergarten basically met the requirement for preschoolers, but calcium and zinc intake was inadequate. The physical development of children in this kindergarten was good, but overweight and obesity were still a problem. Kindergarten scientific dieting system should be strengthened in the future.%目的:调查并分析评价某军队一级一类幼儿园学龄前儿童营养和体格发育状况,为幼儿园儿童科学供膳提供根据。方法:选取北京市海淀区某军队一级一类幼儿园301名学龄前儿童,采用称量法和记账法相结合连续进行5d膳食调查,进行体格检查和测定血红蛋白。结果:该幼儿园儿童膳食品种多样,奶与奶制品摄入偏少,水果摄入量较充分;膳食宏量营养素、维生素供给基本达标,但锌、钙摄入不足。儿童体格中等及上等发育水平的比例分别为:WAZ为99.4%、HAZ为100%、WHZ为100%。低体重、生长迟缓和消瘦检出率分别为0

  18. Teachers' Perceptions of Developmentally Appropriate Practices in Teaching Reading and Writing for First Grade Students in Kuwait

    Science.gov (United States)

    Al-Dhafir, Mohammad

    2015-01-01

    The purpose of the study was to examine the Kuwaiti first grade teachers' perceptions of developmentally appropriate practices in teaching reading and writing. To achieve the research purpose, a questionnaire was developed and administrated to 167 first grade teachers. Results revealed that first grade teachers hold moderate agreement towards…

  19. Teachers' Perceptions of Developmentally Appropriate Practices in Teaching Reading and Writing for First Grade Students in Kuwait

    Science.gov (United States)

    Al-Dhafir, Mohammad

    2015-01-01

    The purpose of the study was to examine the Kuwaiti first grade teachers' perceptions of developmentally appropriate practices in teaching reading and writing. To achieve the research purpose, a questionnaire was developed and administrated to 167 first grade teachers. Results revealed that first grade teachers hold moderate agreement towards…

  20. Predicting first-grade mathematics achievement: The contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.

    Directory of Open Access Journals (Sweden)

    Caroline eHornung

    2014-04-01

    Full Text Available Early number competence, grounded in number-specific and domain-general cognitive abilities, is theorized to lay the foundation for later math achievement. Few longitudinal studies have tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, the present work examined the influence of kindergarteners’ nonverbal number sense and domain-general abilities i.e., working memory, fluid intelligence, and receptive vocabulary and their early number competence (i.e., symbolic number skills on first grade math achievement (arithmetic, shape and space skills, and number line estimation assessed one year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. After controlling for early number competence, fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space skills. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms.

  1. Effect of Retention in First Grade on Parents' Educational Expectations and Children's Academic Outcomes.

    Science.gov (United States)

    Hughes, Jan N; Kowk, Oi-Man; Im, Myunghee

    2013-12-01

    The effect of retention in first grade (Year 1) on parents' educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents' expectations are suggested.

  2. Effect of Retention in First Grade on Parents’ Educational Expectations and Children’s Academic Outcomes

    Science.gov (United States)

    Hughes, Jan N.; Kowk, Oi-man; Im, MyungHee

    2013-01-01

    The effect of retention in first grade (Year 1) on parents’ educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents’ expectations are suggested. PMID:24357865

  3. Science in montessori kindergarten

    OpenAIRE

    Petač, Urška

    2016-01-01

    The first part of the thesis Science in Montessori kindergarten describes the Curriculum for kindergarten, national document, based on which teachers plan their educational work in kindergarten. It contains presentation of some global aims of primary science, and also descriptions of proposed activities for this area. It includes presentation of a constructivist way of teaching, which helps children to see nature as a place, where they can freely explore on their own initiative. Simultaneousl...

  4. 乡村幼儿教师的生存困境--基于一所乡村幼儿园的生活体验研究%The Survival Plight of Rural Preschool Teachers---A Lived Experience Research on a Village Kindergarten

    Institute of Scientific and Technical Information of China (English)

    孙丽华

    2014-01-01

    通过对一所乡村幼儿园的生活体验研究,发现乡村幼儿教师的日常生活闲散、单调且乏味,乡村幼儿教师精神文化生活和专业生活空乏。管理者的无知与无奈,家长的期盼与牵引,教师的期待与失望并存。乡村社会生存条件艰苦,与城市舒适的生活形成鲜明对比;幼儿教师对乡村社会归属感缺失,离职倾向明显;乡村幼儿教师专业发展停滞不前,导致自我价值危机。%Through the lived experience research on a village kindergarten , this paper found that rural preschool teachers live the idle , monotonous and boring life , and their spiritual and cultural life and professional life are also empty and depleted . The problems of managers’ ignorance and frustration , parents’ hope and traction , teachers’ expectation and disappointment coexist . Harsh conditions of rural society gives the sharp contrast with the comfortable city life in ;The preschool teachers’ sense of belonging is missing , and turnover intention becomes clear ;Rural preschool teachers ’ professional development is unbalanced leading to a crisis of self-improvement .

  5. 基于气质特征采取“家园互动暠疏导对改善学龄前儿童行为问题的效果评价%Study and Effectiveness of the Family-kindergarten Interaction Program Based on Tem-perament in Treatment of Preschool Children with Behavior Problems

    Institute of Scientific and Technical Information of China (English)

    张琦; 黄向; 王雅妮; 张德桂; 杨秀红; 秦伟; 刘起

    2014-01-01

    Objectives To evaluate the effects by family-kindergarten interaction program in intervention of chil-dren with behavioral problems.Methods 1 59 preschool children aged 4~6 years from a kindergarten chosen by ran-dom selection were divided into two groups:79 children received family-kindergarten interaction program for six months and other 80 children were the control group.All children were reassessed by Achenbach Child Behavioral Checklist (CBCL)six months later.Results Following a six-months'intervention process,the children's behavior in the intervention group were significantly improved after the program (P <0.05 )and also were significantly better than the children in the control group (P < 0.05 ).Conclusions The family-kindergarten interaction program is practical and effective to intervene children's behavioral problems.%目的探索运用气质理论对学龄前儿童问题行为进行早期疏导的方法。方法随机选取某幼儿园159名4~6岁学龄前儿童,将其分为疏导组(79例)和对照组(80例),用“家园互动暠计划对疏导组儿童进行为期6个月的干预,6个月后使用儿童行为量表重新评测两组儿童的行为问题。结果疏导组儿童干预后,行为粗分较疏导前降低,干预后疏导组行为粗分低于对照组,两者差异均有统计学意义。结论运用“家园互动暠对儿童行为问题进行早期疏导,对预防儿童问题行为的发生较为有效。

  6. Peer Teaching and Learning: Co-Constructing Language in a Dual Language First Grade

    Science.gov (United States)

    Angelova, Maria; Gunawardena, Delmi; Volk, Dinah

    2006-01-01

    This paper presents findings from a study of teaching and learning strategies co-constructed by peers in a Spanish/English dual language first grade classroom. Grounded in sociocultural theory and developed using ethnographic approaches to data collection and analysis, the study analyses the children's mediation of their own and each other's…

  7. Students Using Handheld Computers to Learn Collaboratively in a First Grade Classroom

    Science.gov (United States)

    Fritz, Megan Lynne

    2005-01-01

    This ethnographic study investigated how first grade students used handheld computers to learn in collaboration with others throughout the learning process. This research focused specifically on how the use of handheld computers impacts students' learning outcomes and relates to technology standards. A qualitative methodology was used to capture…

  8. Which Instructional Practices Most Help First-Grade Students with and without Mathematics Difficulties?

    Science.gov (United States)

    Morgan, Paul L.; Farkas, George; Maczuga, Steve

    2015-01-01

    We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by first-grade teachers in the United States and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered,…

  9. Capitalizing on Social and Transactional Learning to Challenge First-Grade Readers

    Science.gov (United States)

    Meyer, Amanda; Schendel, Roland K.

    2014-01-01

    A classroom teacher capitalizes on social learning and reader response theories to challenge her accelerated first-grade readers by implementing literature circles. The aim of this action research was to identify a clear view of "how" to use literature circles with first-graders and "what" might be accomplished. Three…

  10. Exploring How Experience with Planning Impacts First Grade Students' Planning and Solutions to Engineering Design Problems

    Science.gov (United States)

    Portsmore, Merredith D.

    2010-01-01

    This dissertation presents research that investigated how first grade students' ability to construct solutions and to plan through drawing for engineering design problems is related to their participation in a LEGO-based engineering curriculum with two variations on the instruction for planning. The quasi-experimental design engaged two first…

  11. Roar into Reading: A Guide for First Grade Teachers from "Between the Lions[TM]."

    Science.gov (United States)

    WGBH-TV, Boston, MA.

    "Between the Lions" is an award-winning PBS television series based on a comprehensive literacy curriculum that combines phonics and whole language. This guide has been created to help first grade teachers use "Between the Lions" in their classrooms to enhance their reading lessons. The guide is filled with engaging activities,…

  12. Effects of Brain Gym on Overhand Throwing in First Grade Students: A Preliminary Investigation

    Science.gov (United States)

    Maskell, Bronwen; Shapiro, Deborah R.; Ridley, Christopher

    2004-01-01

    The purpose was to examine the effect of Brain Gym on learning the overhand throw among 42 first grade students. Participants from two intact classes were randomly assigned to an experimental or control condition. Students were tested before and after a 5-week intervention using the object control subtest from the Test of Gross Motor Development-2…

  13. Auditory Discrimination and Reading Achievement of Puerto Rican Spanish-Speaking First-Grade Students.

    Science.gov (United States)

    Springer, Judith Ann

    The focus of this study is on the possible effects of phonological interference on the reading achievement of Spanish-speaking Puerto Rican first graders. Specifically, the study explored the relationship between standard English auditory discrimination and first-grade reading achievement. Subjects for the study were 32 female and 20 male students…

  14. A Musical Approach to Reading Fluency: An Experimental Study in First-Grade Classrooms

    Science.gov (United States)

    Leguizamon, Daniel F.

    2010-01-01

    The purpose of this quantitative, quasi-experimental study was to investigate the relationship between Kodaly-based music instruction and reading fluency in first-grade classrooms. Reading fluency and overall reading achievement were measured for 109 participants at mid-point in the academic year pre- and post treatment. Tests were carried out to…

  15. Pop-Ups: The Rise and Fall of One Convention in a First Grade Writing Workshop.

    Science.gov (United States)

    Power, Brenda Miller

    1991-01-01

    A study focused on the conventions that students in a first-grade class accepted and used in their writing during one school year. The convention of the pop-up book became prevalent during this period. Results are discussed in terms of LeFevre's theory of literacy research. (BB)

  16. The Effectiveness of Educational Games on Scientific Concepts Acquisition in First Grade Students in Science

    Science.gov (United States)

    Al-Tarawneh, Mohammad Hasan

    2016-01-01

    This study aimed at investigating the effectiveness of educational games on scientific concepts acquisition by the first grade students. The sample of the study consisted of (53) male and female students distributed into two groups: experimental group (n = 26) which taught by educational games, and control group (n = 27) which taught by…

  17. Implementing the Finnish Literacy Curriculum in a First-Grade Classroom

    Science.gov (United States)

    Räisänen, Sari; Korkeamäki, Riitta-Liisa

    2015-01-01

    This study investigated the first author's process of implementing new literacy practices as a teacher in a Finnish first-grade classroom from a poststructuralist perspective by using nexus analysis (NA). We concentrated on two essential concepts in NA, Bourdieu's habitus and Goffman's interaction order, which we linked to Grundy's curriculum…

  18. Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

    Science.gov (United States)

    Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.; Brock, Laura L.

    2009-01-01

    We examined gender differences in the first-grade transition, exploring child and classroom contributions to self-control and achievement in a rural sample. Teachers (n = 36) reported on children's (n = 172) initial adjustment difficulty and end-of-year self-control. Observed classroom organization and teacher-reported classroom chaos measured…

  19. Identifying Writing Difficulties in First Grade: An Investigation of Writing and Reading Measures

    Science.gov (United States)

    Ritchey, Kristen D.; Coker, David L., Jr.

    2014-01-01

    Early identification of students who are at risk for writing difficulties is an important first step in improving writing performance. First grade students (N = 150) were administered a set of early writing measures and reading measures in January. Sentence Writing Quality and Oral Reading Fluency demonstrated strong classification accuracy when a…

  20. Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties

    Science.gov (United States)

    Vaughn, Sharon; Linan-Thompson, Sylvia; Mathes, Patricia G.; Cirino, Paul T.; Carlson, Coleen D.; Pollard-Durodola, Sharolyn D.; Cardenas-Hagan, Elsa; Francis, David J.

    2006-01-01

    The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within…

  1. Implementing the Finnish Literacy Curriculum in a First-Grade Classroom

    Science.gov (United States)

    Räisänen, Sari; Korkeamäki, Riitta-Liisa

    2015-01-01

    This study investigated the first author's process of implementing new literacy practices as a teacher in a Finnish first-grade classroom from a poststructuralist perspective by using nexus analysis (NA). We concentrated on two essential concepts in NA, Bourdieu's habitus and Goffman's interaction order, which we linked to Grundy's curriculum…

  2. First Grade Teacher's Feelings about Discussing Death in the Classroom and Suggestions To Support Them.

    Science.gov (United States)

    Velazquez-Cordero, Minerva

    Drawing on the literature and a survey of first-grade teachers, this paper provides a summary of the ways children grieve, children's ideas on death, ways to help children contend with the difficulties surrounding death, and teachers' feelings about discussing death in the classroom. Twelve teachers completed a questionnaire about how to…

  3. 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…

  4. 学前教育新理念下的幼儿园特色班级创建的研究%Research on the Creation of Characteristic Class of Kindergarten under the New Concept of Pre-school Education

    Institute of Scientific and Technical Information of China (English)

    陈瑶; 黄环

    2016-01-01

    特色班级的建设是一种新型的班级管理模式,是当前教育研究的新课题,《幼儿园教育指导纲要》强调:“关注个别差异,促进每个幼儿富有个性的发展。”以建设班级文化为核心,创建富有个性特色的班级,对于营造良好的学习环境,促进幼儿的个性全面发展具有极其重要的作用。本文在采用行动研究法与五所幼儿园合作研究的基础上,提出了幼儿园特色班级创建的价值和实施途径。%Kindergarten Characteristic Classes Creation is a kind of new mode of class management, which is the new issue of education research nowadays. As emphasized in Essentials of Education Guidance in Kindergarten, kindergarten education should pay close attention to children’s individual difference in order to promote their personality development. The creation of characteristic classes centered on the construction of class culture would play an important part in creating a good learning environment and promoting children’s personality development in an all-around way. The article puts forward the value and implementation route of kindergarten characteristic classes creation, based on the cooperative exploration with five kindergartens employing action research method.

  5. Pre- and In-Service Preschool Teachers' Science Teaching Efficacy Beliefs

    Science.gov (United States)

    Aslan, Durmus; Tas, Isil; Ogul, Irem Gürgah

    2016-01-01

    In this study, pre- and in-service preschool teachers' science teaching efficacy beliefs were investigated. The sample included 100 pre-service (50 first grades and 50 last grades) and 73 in-service preschool teachers. As a data collection tool "Science Teaching Efficacy Belief Instrument" was used. Findings indicated that in-service…

  6. The student`s training to creating computer games for preschool-age children

    Directory of Open Access Journals (Sweden)

    Мардарова И.К.

    2016-09-01

    Full Text Available The article deals with the special aspects of future kindergartner training to creating computer games for children of preschool age. The scratch-projects technology and recommendation for use at kindergarten pedagogical process are described in it.

  7. prevalence of acute malnutrition in pre-school children in a rural ...

    African Journals Online (AJOL)

    2014-01-01

    Jan 1, 2014 ... Subjects: Pre-school children attending kindergartens in Karma Albald village (n = 163). Results: Using the ... All of the risk factors associated with malnutrition that were studied .... determinant of wellbeing. The aim was to ...

  8. "Banana Starts with Yellow": Curricular Implications of Preschoolers Missing a Concept

    Science.gov (United States)

    Sylvester, Ruth; Kragler, Sherry

    2013-01-01

    Despite significant investments over the past decade in the expansion and improvement of preschool programs, too many children, particularly poor children, enter kindergarten behind their peers. Because it is critical that voluntary pre-kindergarten (VPK) classrooms offer educational programs that both address the needs and developmental levels of…

  9. Promotion of healthy life-style in kindergarten

    OpenAIRE

    KOS, Nataša

    2012-01-01

    The theoretical part of this thesis presents a programme entitled Health in Kindergarten, which aims at teaching pre-school children how to live healthy. This programme is primarily focused on preventing illnesses, since a healthy life-style can often help us avoid diseases before they develop. The programme affects the following areas: chronic non-contagious diseases (diet, physical activity), chronic contagious diseases (hygiene, infection prevention, vaccination), injuries and poisoning (s...

  10. First grade teachers' team work skills and attitudes regarding the team work

    OpenAIRE

    Rožič, Melita

    2016-01-01

    The main topic of the diploma thesis is teamwork of the professional workers teaching in the first grade of primary school. The important part of the teamwork is that one feels committed and equal member of the team. Each member must develop a collaborative culture and good interpersonal relations, ability to adapt and communicate successfully. For effective and efficient teamwork it is important to know the basic dimensions of teamwork i.e. skills in the field of communication and conflict r...

  11. First grade teachers' team work skills and attitudes regarding the team work

    OpenAIRE

    Rožič, Melita

    2016-01-01

    The main topic of the diploma thesis is teamwork of the professional workers teaching in the first grade of primary school. The important part of the teamwork is that one feels committed and equal member of the team. Each member must develop a collaborative culture and good interpersonal relations, ability to adapt and communicate successfully. For effective and efficient teamwork it is important to know the basic dimensions of teamwork i.e. skills in the field of communication and conflict r...

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

    Science.gov (United States)

    Çelik, Meryem

    2017-01-01

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

  13. Educational software and improvement of first grade school students' knowledge about prevention of overweight and obesity

    Directory of Open Access Journals (Sweden)

    Luana Santos Vital Alves Coelho

    Full Text Available Objective.To evaluate the effects of educational software to improve first grade school students' knowledge about prevention of overweight and obesity. Methods. This non-controlled trial with a before-and-after evaluation was carried out in an school located in the municipality of Divinópolis (Brazil among 71 students aged 6 to 10 years. The educational software about prevention of overweight and obesity was designed and then validated. The educational intervention comprised the use of the software. Before and after of the intervention we applied a questionnaire based on the Ten Steps to Healthy Eating for Children, proposed by the Brazilian Ministry of Health. Results. Comparing the times before and after application of the educational software, we observed statistically significant differences in proportion of questions answered correctly by first grade school students, mainly concerning daily eating of healthy and unhealthy food, adequate preparation of food and importance of exercise. Conclusion. This study highlights the importance of educational actions using software to build knowledge of first grade school students about prevention of overweight and obesity.

  14. Child Adjustment to First Grade as Perceived by the Parents: The Role of Parents' Personal Growth.

    Science.gov (United States)

    Ben Shlomo, Shirley; Taubman-Ben-Ari, Orit

    2017-04-01

    The current study aimed at investigating the direct and moderating role of personal growth in a child's adjustment to first grade as perceived by the parents, drawing on Positive Psychology (Seligman & Csikszentmihalyi, ) and the theory of families as systems (Cox & Paley, ). The sample consisted of 280 Israeli parents (213 mothers and 67 fathers) whose children were in first grade. The participants completed questionnaires relating to background variables of the parent and child, as well as parents' perceived stress, emotional intelligence, perceived child's adjustment to school and personal growth. The findings indicate that a child's entrance into the school system may lead to personal growth in the parents and that variables of both the parent (age and education) and the child (birth order) contribute to this process. Furthermore, among parents with a low level of personal growth, higher emotional intelligence was associated with a more positive assessment of the child's adjustment. The study thus demonstrates that the transition to first grade may serve as a lever for the parents' growth and development, which in turn may affect their perception of their child's adjustment to school. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  15. To Tell a Story, to Write It: Developmental Patterns of Narrative Skills from Preschool to First Grade

    Science.gov (United States)

    Bigozzi, Lucia; Vettori, Giulia

    2016-01-01

    In this 1-year longitudinal study, the authors explored the development of narrative skills between the oral and written form. The authors aimed to assess the predictive power of textual narrative competence on early narrative text-writing skills taking into account the impact of spelling ability. Eighty children ("M" age = 5.3 years,…

  16. Children's Readiness Gains in Publically Funded, Community-Based Pre-Kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds

    Science.gov (United States)

    Goldstein, Peggy; Warde, Beverly; Peluso, Paul

    2013-01-01

    Background: Many states provide public funding to facilitate school readiness for community-based pre-K and preschool programs for 4 year old children and "at risk" 3 year old children. Little research exists on the school readiness gains of children participating in these "garden variety" community-based programs. Objective:…

  17. Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergarten.

    Science.gov (United States)

    Blair, Clancy; McKinnon, Rachel D

    2016-02-01

    Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined the joint influence of these readiness variables on early school outcomes. Using data from a prospective longitudinal sample of 1292 children and families in predominantly low-income and rural communities, we found that executive function at child age 48 months and a higher quality relationship with the kindergarten teacher each uniquely moderated the effect of math ability in preschool on math ability at the end of kindergarten. This effect was seen for math ability as measured by the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) mathematics assessment battery but not the Woodcock-Johnson III Tests of Achievement Applied Problems subtest. For children with lower math ability in preschool as assessed by the ECLS-K Math battery, higher executive function abilities and a more positive relationship with the kindergarten teacher were each associated with a higher than expected level of math ability in kindergarten. Conversely, lowest levels of math ability in kindergarten were observed among children with low math ability in preschool and poor executive function or a less positive relationship with the kindergarten teacher.

  18. First-Grade Spelling Scores within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study

    Science.gov (United States)

    Munger, Kristen A.; Murray, Maria S.

    2017-01-01

    The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized…

  19. Effectiveness of an English Intervention for First-Grade English Language Learners at Risk for Reading Problems

    Science.gov (United States)

    Vaughn, Sharon; Mathes, Patricia; Linan-Thompson, Sylvia; Cirino, Paul; Carlson, Coleen; Pollard-Durodola, Sharolyn; Cardenas-Hagan, Elsa; Francis, David

    2006-01-01

    A first-grade reading and language development intervention for English language learners (Spanish/English) at risk for reading difficulties was examined. The intervention was conducted in the same language as students' core reading instruction (English). Two hundred sixteen first-grade students from 14 classrooms in 4 schools from 2 districts…

  20. The Role of Oral Language Interactions in English Literacy Learning: A Case Study of a First Grade Korean Child

    Science.gov (United States)

    Kim, Kwangok

    2011-01-01

    This paper is a qualitative case study of a Korean first grade child. The primary purpose of this study was to investigate the nature of a first grade Korean child's oral language interactions with teachers, parents, peers, and community members and to examine how a child's oral language impacts his literacy learning in English. The data were…

  1. Family Involvement in Preschool Education: Rationale, Problems and Solutions for the Participants

    Science.gov (United States)

    Kocyigit, Sinan

    2015-01-01

    This aim of this study is to examine the views of teachers, administrators and parents about the problems that emerge during family involvement in preschool activities and solutions for these problems. The participants were 10 teachers, 10 parents and 10 administrators from 4 preschools and 6 kindergartens in the Palandöken and Yakutiye districts…

  2. Dynamic and Static Assessment of Phonological Awareness in Preschool: A Behavior-Genetic Study

    Science.gov (United States)

    Coventry, William L.; Byrne, Brian; Olson, Richard K.; Corley, Robin; Samuelsson, Stefan

    2011-01-01

    The genetic and environmental overlap between static and dynamic measures of preschool phonological awareness (PA) and their relation to preschool letter knowledge (LK) and kindergarten reading were examined using monozygotic and dizygotic twin children (maximum N = 1,988). The static tests were those typically used to assess a child's current…

  3. Learning to research in first grade: Bridging the transition from narrative to expository texts and tasks

    Science.gov (United States)

    Weise, Richard

    Decades of research indicate that students at all academic grade and performance levels perform poorly with informational texts and tasks and particularly with locating assignment-relevant information in expository texts. Students have little understanding of the individual tasks required, the arc of the activity, the hierarchical structure of the information they seek, or how to reconstitute and interpret the information they extract. Poor performance begins with the introduction of textbooks and research assignments in fourth grade and continues into adulthood. However, to date, neither educators nor researchers have substantially addressed this problem. In this quasi-experimental study, we ask if first-grade children can perform essential tasks in identifying, extracting, and integrating assignment-relevant information and if instruction improves their performance. To answer this question, we conducted a 15-week, teacher-led, intervention in two first-grade classrooms in an inner-city Nashville elementary school. We created a computer learning environment (NoteTaker) to facilitate children's creation of a mental model of the research process and a narrative/expository bridge curriculum to support the children's transition from all narrative to all expository texts and tasks. We also created a new scaffolding taxonomy and a reading-to-research model to focus our research. Teachers participated in weekly professional development workshops. The results of this quasi-experimental study indicate that at-risk, first-grade children are able to (a) identify relevant information in an expository text, (b) categorize the information they identify, and (c) justify their choice of category. Children's performance in the first and last tasks significantly improved with instruction, and low-performing readers showed the greatest benefits from instruction. We find that the children's performance in categorizing information depended upon content-specific knowledge that was not

  4. Ontario Kindergarten Teachers' Social Media Discussions about Full Day Kindergarten

    Science.gov (United States)

    Lynch, Meghan

    2014-01-01

    This exploratory netnographic study describes how a sample of Ontario kindergarten teachers perceive the new Ontario Full Day Kindergarten (FDK) curriculum. Discussions from teacher message boards, the comment sections of online news articles, and interviews with kindergarten teachers were analyzed and coded using a qualitative approach. Analysis…

  5. Improving the Grammatical Accuracy of the Spoken English of Indonesian International Kindergarten Students

    Science.gov (United States)

    Gozali, Imelda; Harjanto, Ignatius

    2014-01-01

    The need to improve the spoken English of kindergarten students in an international preschool in Surabaya prompted this Classroom Action Research (CAR). It involved the implementation of Form-Focused Instruction (FFI) strategy coupled with Corrective Feedback (CF) in Grammar lessons. Four grammar topics were selected, namely Regular Plural form,…

  6. Primary Early Care and Education Arrangements and Achievement at Kindergarten Entry. NCES 2016-070

    Science.gov (United States)

    Rathbun, Amy; Zhang, Anlan

    2016-01-01

    Young children experience various types of early care and education environments the year before they enter kindergarten. Some children attend center-based arrangements such as preschools, childcare centers, or Head Start programs, while others are cared for in relatives' or nonrelatives' homes or are normally cared for only by their parents.…

  7. Una Experiencia Pedagogica en el Jardin Infantil "La Cabana" (A Teaching Experience in "La Cabana" Kindergarten).

    Science.gov (United States)

    de la Vega, B.

    1992-01-01

    Reviews the history of La Cabana kindergarten, which provides preschool education and meals for 100 children and sewing classes for mothers in a working class neighborhood in Bogota, Colombia. Describes the implementation of a new curriculum which develops child creativity through free choice of activities around a common project. (AC)

  8. Instruction in Spanish in Pre-Kindergarten Classrooms and Child Outcomes for English Language Learners

    Science.gov (United States)

    Burchinal, Margaret; Field, Samuel; Lopez, Michael L.; Howes, Carollee; Pianta, Robert

    2012-01-01

    The purpose of the present study was to examine the relationships among proportion of instruction in Spanish, observed classroom quality, and preschool-aged children's academic skills. Study participants included 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states that participated in one of…

  9. Una Experiencia Pedagogica en el Jardin Infantil "La Cabana" (A Teaching Experience in "La Cabana" Kindergarten).

    Science.gov (United States)

    de la Vega, B.

    1992-01-01

    Reviews the history of La Cabana kindergarten, which provides preschool education and meals for 100 children and sewing classes for mothers in a working class neighborhood in Bogota, Colombia. Describes the implementation of a new curriculum which develops child creativity through free choice of activities around a common project. (AC)

  10. Effect and process evaluation of a kindergarten-based, family-involved intervention with a randomized cluster design on sedentary behaviour in 4- to 6- year old European preschool children: The ToyBox-study.

    Science.gov (United States)

    Latomme, Julie; Cardon, Greet; De Bourdeaudhuij, Ilse; Iotova, Violeta; Koletzko, Berthold; Socha, Piotr; Moreno, Luis; Androutsos, Odysseas; Manios, Yannis; De Craemer, Marieke

    2017-01-01

    The aim of the present study evaluated the effect and process of the ToyBox-intervention on proxy-reported sedentary behaviours in 4- to 6-year-old preschoolers from six European countries. In total, 2434 preschoolers' parents/primary caregivers (mean age: 4.7±0.4 years, 52.2% boys) filled out a questionnaire, assessing preschoolers' sedentary behaviours (TV/DVD/video viewing, computer/video games use and quiet play) on weekdays and weekend days. Multilevel repeated measures analyses were conducted to measure the intervention effects. Additionally, process evaluation data were included to better understand the intervention effects. Positive intervention effects were found for computer/video games use. In the total sample, the intervention group showed a smaller increase in computer/video games use on weekdays (ß = -3.40, p = 0.06; intervention: +5.48 min/day, control: +8.89 min/day) and on weekend days (ß = -5.97, p = 0.05; intervention: +9.46 min/day, control: +15.43 min/day) from baseline to follow-up, compared to the control group. Country-specific analyses showed similar effects in Belgium and Bulgaria, while no significant intervention effects were found in the other countries. Process evaluation data showed relatively low teachers' and low parents' process evaluation scores for the sedentary behaviour component of the intervention (mean: 15.6/24, range: 2.5-23.5 and mean: 8.7/17, range: 0-17, respectively). Higher parents' process evaluation scores were related to a larger intervention effect, but higher teachers' process evaluation scores were not. The ToyBox-intervention had a small, positive effect on European preschoolers' computer/video games use on both weekdays and weekend days, but not on TV/DVD/video viewing or quiet play. The lack of larger effects can possibly be due to the fact that parents were only passively involved in the intervention and to the fact that the intervention was too demanding for the teachers. Future interventions targeting

  11. Developing Effective Wording and Format Options for a Children's Nutrition Behavior Questionnaire for Mothers of Children in Kindergarten. Contractor and Cooperator Report No. 10

    Science.gov (United States)

    US Department of Agriculture, 2005

    2005-01-01

    This study focuses on a set of eating habit questions proposed for inclusion in the U.S. Department of Education's Early Childhood Longitudinal Survey, Birth Cohort. The study assesses the wording and format of a series of questions for mothers of children in kindergarten and/or first grade regarding the child's food consumption habits. Most…

  12. Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K—first grade sample. Vol. 13 No. 46

    Directory of Open Access Journals (Sweden)

    Madhabi Chatterji

    2005-11-01

    Full Text Available In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade data set was analyzed with hierarchical linear models. Relative to school mean estimates at the end of kindergarten, significant mathematics achievement gaps were found in Hispanics, African Americans and high poverty students. At the end of Grade 1, mathematics gaps were significant in African American, high poverty, and female subgroups, but not in Hispanics. School-level correlates of Grade 1 Mathematics achievement were class size (with a small negative main effect, at-home reading time by parents (with a large positive main effect and school size (with a small positive main effect. Cross-level interactions in Grade 1 indicated that schools with larger class and school sizes had a negative effect on African American children's math scores; schools giving more instructional time to reading and math had a positive effect on high poverty students' scores, and schools with higher elementary teacher certification rates had a positive effect on boys' mathematics achievement.

  13. Relationship between phonological awareness and spelling proficiency in first-grade students

    Directory of Open Access Journals (Sweden)

    Nasibe Soltaninejad

    2014-12-01

    Full Text Available Background and Aim: Phonological awareness (consisting of phoneme, syllable and intra-syllable awareness is an important part of receptive and expressive language; it facilitates reading and writing skills through phonological re-coding. Multiple studies in several languages have studied the relationship between phonological awareness and dictation. This research is based on a study of the relationship between phonological skill and spelling score in first-grade Persian students.Methods: Four hundred first-grade students participated in the study, including 209 girls and 191 boys. A phonological awareness test was individually administered for each student and then a spelling exam was administered in groups. The correlation between the two tests was studied using a simple regression model. The comparison of mean scores of girls and boys was evaluated employing an independent t-test.Results: A correlation coefficient of 0.82 was obtained between phonological awareness and spelling proficiency (p<0.001. Phonological skill sub-tests also showed a significant correlation with spelling proficiency (highest for phoneme awareness r=0.34 and lowest for rhyme awareness r=0.12. The mean scores of girls and boys differed significantly (p<0.05.Conclusion: There is a strong positive association between phonological awareness and spelling proficiency. Therefore, if phonological skill is improved, spelling score can be enhanced.

  14. Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade.

    Science.gov (United States)

    Thomas, Duane E; Bierman, Karen L; Thompson, Celine; Powers, C J

    2008-01-01

    High rates of aggressive-disruptive behavior exhibited by children during their initial years of elementary school increase their risk for significant behavioral adjustment problems with teachers and peers. The purpose of the present study was to examine the unique and combined contributions of child vulnerabilities and school context to the development of aggressive-disruptive student behavior during first grade. Parent ratings and child interviews assessed three child characteristics associated with risk for the development of aggressive behavior problems in elementary school (aggressive-disruptive behaviors at home, attention problems, and social cognitions) in a sample of 755 first-grade children in four demographically diverse American communities. Two school characteristics associated with student aggressive-disruptive behavior problems (low-quality classroom context, school poverty levels) were also assessed. Linear and multilevel analyses showed that both child and school characteristics made independent and cumulative contributions to the development of student aggressive-disruptive behavior at school. Although rates of student aggressive-disruptive behavior varied by gender and race, the predictive model generalized across all groups of children in the study.

  15. Supporting First Grade Students’ Understanding of Addition up to 20 Using Traditional Game

    Directory of Open Access Journals (Sweden)

    Farida Nursyahidah

    2013-07-01

    Full Text Available This research aim is to know the students’ understanding in addingnumber up to 20 using traditional game of dakocan and to acquirelearning trajectory of adding number up to 20 using traditional game of dakocan for the first grade of primary school. This research usedmethodology of design research that consists of three phases, there are preliminary design, teaching experiment, and retrospective analysis. Subject of this study is 33 first grade students of Sekolah Dasar Negeri (SDN 98 Palembang as one of partners’ school of Pendidikan Matematika Realistik Indonesia (PMRI. The result of this research shows that the students’ understanding in adding number up to 20 can be stimulated by using traditional game of dakocan as a context. All of strategies and model that is used by students and also their result discussion shows how construction and contribution of students can help them to understand concept of adding number up to 20. All the activities that are done by students produce learning trajectory to gain the goal of learning. Each steps of learning trajectory of students has an important role in understanding the concept from informal to the formal level. Learning trajectory using dakocan that is produced consist of playing dakocan, put the model of dakocan to the frame ten dakomatika to understand the relation of part and whole of ten combination in adding number, and solving contextual problem in adding number up to 20.

  16. Changes in sleep duration, timing, and quality as children transition to kindergarten.

    Science.gov (United States)

    Cairns, Alyssa; Harsh, John

    2014-01-01

    Sleep can be seen as a biologically driven behavior shaped by cultural context. A "poor fit" occurs when contextual demands for the timing and duration sleep periods are incompatible with the underlying biology. Such contextual factors are well-known for adults, yet little is known of the contextual factors that shape young children's sleep health and to what degree such factors impact sleep duration, timing, and quality. This study attempted to identify how the transition to kindergarten was associated with changes in sleep timing, duration, and quality for children enrolled in preschool prior to attending kindergarten vs. those who were not. Wrist actigraphy in 38 5-year-old children was collected at three longitudinal points before and after the start of kindergarten. Our data suggested that the transition to kindergarten was associated with a reduction in weekday sleep (mostly due to lost napping) and an advance in the weekday nocturnal sleep period that was most pronounced for children not enrolled in preschool prior to kindergarten. These sleep changes paralleled objective and caregiver-reported data of increased sleep pressure that lasted well into the first month of kindergarten.

  17. Family Kindergarten = Kinder para familias.

    Science.gov (United States)

    Curtin, Jolinda

    The Family Kindergarten program designed and pilot tested by a bilingual kindergarten teacher at Garretson Elementary School in Corona, California, is described. Based on the premise that parents are the most important and influential educators of children, Family Kindergarten was conceived as an evening class that includes parents and children…

  18. Kindergarten Brings up Healthy Children

    Institute of Scientific and Technical Information of China (English)

    1995-01-01

    THE Dongjiao Kindergarten, a boarding school attached to the Ministry of Foreign Affairs, was established in 1950 under the care of former Premier Zhou Enlai. At that time young mothers usually went to work abroad after their 56-day maternity leave, leaving their children in kindergarten. So from its inception the kindergarten aimed at combining nursing school with

  19. A Forest Preschool for the Bay Area: A Pilot Study for a New Nature-Based Curriculum

    Science.gov (United States)

    Peterson, Abigail

    2013-01-01

    Forest kindergartens are a new idea in the United States but have been around in Germany, Norway, and other European countries for decades. Forest "kindergartens" are preschools for children ages 3-6 and focus on being outdoors and learning through interacting with nature. Instead of building with blocks or doing puzzles at a table…

  20. How to measure the effectiveness of development project? Attempt No. 1: The project KINDERGARTENS 2009, Namibia - Keetmanshoop

    OpenAIRE

    ŠŤASTNÁ, Veronika

    2010-01-01

    The aim of thesis is to evaluate the project, which I started implementing in the South of Namibia last year, by OECD Evaluation Manual. The project, namely KINDERGARTENS 2009, Namibia {--} Keetmanshoop, deals with the pre-school educational network in the southern regional town Keetmanshoop, where I was working as a volunteer for Czech non-governmental organisation People In Need for six months. The project has provided local kindergarten teachers with technical assistance within the framewo...

  1. Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills.

    Directory of Open Access Journals (Sweden)

    Ilka eWolter

    2015-08-01

    Full Text Available According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading one year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N=135 and one boy (n=65 or one girl (n=70 we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade.

  2. Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills.

    Science.gov (United States)

    Wolter, Ilka; Braun, Edith; Hannover, Bettina

    2015-01-01

    According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (n = 70) we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to) read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade.

  3. The Effects of Word Walls and Word Wall Activities on the Reading Fluency of First Grade Students

    National Research Council Canada - National Science Library

    Joanne Jasmine; Pamela Schiesl

    2009-01-01

    .... This article describes an action research project designed to improve reading fluency of first grade students by investigating the use of word walls and word wall activities during station time over a four-week period...

  4. Music Curriculum for Kindergarten.

    Science.gov (United States)

    Picht, Harriet

    This kindergarten music curriculum provides a year-long program of a sequenced series of activities designed to develop music concepts. Topics of the units in this guide are: self-concept (beginning of the year), fall, Halloween, Thanksgiving, Christmas, winter, a circus, Valentine's Day, spring, and farms. A scope and sequence chart of concepts…

  5. Chaos in Kindergarten?

    Science.gov (United States)

    Bilmes, Jenna

    2012-01-01

    Ten percent of kindergartners show behavior problems or disrupt their class. This number triples for at-risk children. And children with self-control problems rarely succeed academically. With all a teacher has to accomplish during the kindergarten year, having students who lack the skills to "do school" is a real challenge. Other students are…

  6. Colorful Kindergarten Mice

    Science.gov (United States)

    Bobick, Bryna; Wheeler, Elizabeth

    2008-01-01

    Developing kindergarten lessons can be very challenging, especially at the beginning of the school year when many students are just learning to cut paper and hold crayons. The author's favorite beginning unit of the year is "mice paintings," a practical introduction to drawing, color theory, and painting. This unit also incorporates children's…

  7. 幼儿教师“国培计划”培训成果转化存在的问题与对策研究--以徐州幼儿师范高等专科学校“国培”项目为例%The Study of Existential Problems and the Countermeasures in Training Achievements Transformation from “National Training Program” for Preschool Teachers- A Case Analysis of National Training Program in Xuzhou Kindergarten Teachers College

    Institute of Scientific and Technical Information of China (English)

    马玲; 佟元之

    2015-01-01

    幼儿教师“国培计划”对农村幼儿教育具有示范引领和促进改革的重要意义。自2011年起,徐州幼儿师范高等专科学校连续五年承办“国培计划”幼儿园骨干教师示范性培训项目,在培训成果转化方面取得可喜成果。该文探讨了幼儿教师“国培计划”培训成果转化的必要性,并针对幼儿教师培训成果转化存在的问题,结合徐州幼专培训成果转化的实践经验,通过分析培训绩效曲线图及培训迁移模型,围绕培训迁移动机、培训迁移气氛等几个维度,提出促进幼儿园教师培训成果转化的相应策略。%“National Training Program” for Preschool Teachers aims to play a signiifcant role of demonstration and guide, the offer of timely assistance, and promoting reform in the development of early childhood education in rural district. Since 2011, Xuzhou Kindergarten Teachers College has been undertaken “National Training Program”—nursery backbone teachers demonstration training program for consecutive ifve years, which has made great achievements in the transformation of training achievement. This thesis explores the necessity in the transformation of training achievement from “National Training Program” for Preschool Teachers, and puts forward the relevant transformation strategy of kindergarten teachers’ training achievement in view of existence problems in the transformation of training achievement, through the combination of the experience from the transformation of training achievement in Xuzhou Kindergarten Teachers College and the analysis of training performance graph and training migration model revolving around the dimensions of teachers’ training migration motivation and training migration atmosphere.

  8. 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…

  9. Parents and Schools as Partners in Preschool Education.

    Science.gov (United States)

    Schmitt, Donald

    1986-01-01

    Describes a successful, cost-effective program for at-risk preschoolers designed to improve youngsters' test scores and social habits and develop parents' skills. The Mascoutah, Illinois, program involves guided child observation by parents, individually designed home activities for kindergarten readiness, parent-child cooperation, and a high…

  10. The Critical Multicultural Education Competencies of Preschool Teachers

    Science.gov (United States)

    Acar-Ciftci, Yasemin

    2016-01-01

    The aim of this study is to determine the perceptions of preschool teachers regarding critical multicultural education competencies. The study is based on "Critical Multicultural Education Competency Model." The sample of this descriptive research consists of 120 teachers employed at 56 kindergartens and 24 independent nursery classes in…

  11. Investing in High Quality Preschool: Lessons from an Urban Setting

    Science.gov (United States)

    Dorman, Rebekah L.; Anthony, Elizabeth; Osborne-Fears, Billie; Fischer, Robert L.

    2017-01-01

    Large numbers of children of low income families in the United States arrive at kindergarten already far behind their more affluent peers on measures of school readiness. In the absence of any federal preschool policy and amidst alarm about this growing divide, universal prekindergarten (UPK) programs have been launched around the United States,…

  12. Analysis and Evaluation of Dietary Nutrition Supply of Preschool Children in First-level Kindergartens in Beijing%北京市一级一类幼儿园儿童膳食营养供给现状分析与评价

    Institute of Scientific and Technical Information of China (English)

    张超; 蔡晶晶; 段凯; 柴巍中

    2011-01-01

    [Objective] To evaluate nutrition status and body development of preschool children in first-level kindergartens and provide scientific basis for children' s adequate nutrition. [Method] Investigation was conducted in 1 656 children aged 2-7 from 5 kindergartens with chester random sampling method in Beijing. Investigate their dietary nutrition using weighting and tally method and evaluate their nutritional status and test hemoglobin. [Result] All nutrients intake were adequate except calcium, zinc, vitamin A and vitamin B1 in Children. The percentage of medium and above medium growth level is WAZ 99.9%, HAZ 99.8%, WHZ 99.9%. The prevalence rate of lower-weight, reardate development, emaciation, overweight and obesity is 0.1%, 0.2% ,0.1%, 6.3% and 5.3%respcetivey. Anemia accounted for 0.7%. [Conclusion] Nutrition intake and body development of children in first-level kindergarten are good, but some nutrition intake was not adequate and overweight and obesity is still a problem.%目的:分析并评价北京市一级一类幼儿园学龄前儿童膳食营养和身体发育状况,为制定幼儿园儿童科学合理的膳食供给提供依据.方法:采用整群随机抽样的方法选取北京市五所一级一类幼儿园共计1 656名儿童采用称量法和记账法进行连续5d膳食调查;依照标准进行体格检查和评价;同时测定血红蛋白.结果:幼儿园儿童锌、钙、维生素B1和维生素A的摄入不足,能量和其余营养素摄取均达到了参考摄入的标准.5所幼儿园中等及上等发育水平的比例WAZ为99.9%,HAZ为99.8%,WHZ为99.9%,儿童的发育水平较好.低体重、生长迟缓和消瘦的检出率分别为0.1%、0.2%和0.1%;超重和肥胖的检出率分别为6.3%和5.3%.贫血的患病率为0.7%.结论:北京市一级一类幼儿园儿童营养摄入与生长发育状态较好,但有部分微量营养素供给不足,能量过剩导致的超重和肥胖问题也比较突出,应当进一步加强

  13. Propiedades Psicométricas de la Escala de Comportamiento Preescolar y Jardín Infantil en una Muestra de Niños Argentinos de 3 a 7 Años Psychometric Properties of the Preschool and Kindergarten Behavior Scales in a Sample of Argentinean Children from 3 to 7 Years Old

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    Cecilia Reyna

    2009-11-01

    Full Text Available El objetivo de este estudio fue analizar las propiedades psicométricas de la Escala de Comportamiento Preescolar y Jardín Infantil en una muestra de niños argentinos de 3 a 7 años, y obtener una versión reducida de la escala con adecuadas propiedades psicométricas para ser utilizada como instrumento de screening. Para el análisis factorial exploratorio se utilizó una muestra de 208 niños de ambos sexos y el análisis confirmatorio se realizó en base a una muestra de 184 niños, también de ambos sexos. Se obtuvieron estructuras factoriales semejantes a las obtenidas en estudios sobre la versión original, con menor cantidad de reactivos. En general, las escalas de Habilidades Sociales y Problemas de Conducta mostraron buenos índices de confiabilidad.The goal of this study was to analyze the psychometric properties of the Preschool and Kindergarten Behavior Scales in a sample of Argentinean children from 3 to 7 years old, and to obtain a reduced version of the scale with adequate psychometric properties for use as a screening tool. An exploratory factor analysis was performed in a sample of 208 children of both sexes whereas the confirmatory analysis was conducted on a sample of 184 children, also of both sexes. Factor structures that emerged from this study were similar to those obtained with the original version in other studies, with fewer items. In general, the scales of Social Skills and Behavior Problems showed good reliability.

  14. Parallel Play: Preschool and K-12 Finance Reform in New Jersey and Texas. Working Paper 07-3

    Science.gov (United States)

    Fuller, Bruce; Wright, Joseph

    2007-01-01

    Gaps in early learning are starkly apparent among differing children even before they enter kindergarten. So, a rising number of states are trying to narrow initial achievement disparities by expanding access to quality preschool. At the same time, recent findings show that preschool is not a lasting inoculation: its benefits fade if children move…

  15. The Methods Applied by Pre-School Teachers to Raise the Curiosity of Children and Their Views

    Science.gov (United States)

    Buyuktaskapu Soydan, Sema; Erbay, Filiz

    2013-01-01

    The purpose of this study is to determine the strategies used by pre-school teachers in order to raise curiosity in children. Based on this aim, sample is composed of 52 pre-school teachers working in kindergartens affiliated to Ministry of National Education. Study data were collected via qualitative research methods. Research data were gathered…

  16. The opinions of the kindergarten teachers in relation to the introduction of computers to nursery schools: Preliminary approach

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    Irene Sivropoulou

    2009-03-01

    Full Text Available Computers were introduced in Greek kindergartens of our country with the new curricula for kindergarten (Inter-disciplinary Integrated Framework of Study Programs OFFICIAL JOURNAL OF THE HELLENIC REPUBLIC (376΄t.B/18-10-2001, article 6 in order to contribute to the spherical growth of children and to extend their learning. In other words it is intended that the computer will increase the interests and the motives for learning, to encourage active learning, to strengthen the dynamics of visualization, the importance of feedback, the possibility of monitoring and the possibility of connecting the school activities with extra curricula activities in order to strengthen the social and cultural dimension of kindergarten. Nevertheless technology cannot in itself, bring the sought after change in preschool education. Kindergarten teachers are the key for the successful use of computers in kindergarten. However, while kindergarten teachers in certain countries approve of the introduction and use of computers and believe that education with computers is developmentally suitable for small children, in other countries the attitude of kindergarten teachers towards computers is rather negative. This negative attitude of kindergarten teachers relates to their knowledge of computers and how often they use them or is it related to cultural factors and the prevailing educational philosophies? These questions led us to attempt to investigate the opinions of kindergarten teachers in Thessaloniki in regard to the introduction of new technologies in kindergarten. The research is made up of three interactive parts. It begins with the theoretical discussion about the introduction of computers in kindergarten, an investigation of the opinions of 122 kindergarten teachers using a questionnaire made up of 33 questions follows and it ends with the interpretative analysis.

  17. Developing preschool children social aptitudes

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    Ana Teresa Brás

    2012-12-01

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

  18. Evaluation of children's dental anxiety levels at a kindergarten and at a dental clinic.

    Science.gov (United States)

    Kilinç, Gulser; Akay, Aynur; Eden, Ece; Sevinç, Nilgün; Ellidokuz, Hülya

    2016-08-18

    This study evaluated the dental anxiety levels of preschool children at a kindergarten and at a dental clinic. The anxiety levels of ninety 4-6-year-old (4.99 ± 0.81) preschool children were evaluated according to pulse rates, the facial image scale (FIS), the Venham picture test (VPT), and the Frankl behavior rating scale. The children's mothers were asked to complete the state-trait anxiety inventory (STAI) forms 1 and 2 (STAI 2 and STAI 2). The sample t-test, Mann-Whitney U test, and Pearson's correlation test were used. A statistically significant difference was observed between the children's pulse rates when measured at the dental clinic and those when measured at the kindergarten (p kindergarten when assessed using FIS and VPT (p = 0.090 and p = 0.108, respectively). There was a statistically significant correlation between the transient anxiety levels (STAI 1) of mothers and the VPT scores of their children evaluated at the dental clinic (r = 0.506, p kindergarten, their anxiety levels seemingly increased as they arrived at the dental clinic. The significant increase observed in the children's pulse rates was a physical indicator that their anxiety levels had increased. It can be concluded that the children felt more anxious at the dental clinic that at the kindergarten.

  19. Relationship of Bender Gestalt Developmental Scores and Human Drawing Developmental Scores in a Sample of Turkish Preschool Children

    Science.gov (United States)

    Ozer, Serap

    2009-01-01

    The Bender Gestalt test and Human Drawings are frequently utilized tests in assessing school readiness in children. This study was a pilot attempt to evaluate these two tests in a Turkish sample as they relate to first grade behaviour as measured by teacher ratings. One hundred and five children were evaluated at the end of kindergarten using the…

  20. Relationship of Bender Gestalt Developmental Scores and Human Drawing Developmental Scores in a Sample of Turkish Preschool Children

    Science.gov (United States)

    Ozer, Serap

    2009-01-01

    The Bender Gestalt test and Human Drawings are frequently utilized tests in assessing school readiness in children. This study was a pilot attempt to evaluate these two tests in a Turkish sample as they relate to first grade behaviour as measured by teacher ratings. One hundred and five children were evaluated at the end of kindergarten using the…

  1. Sensory profile of first grade students: analysis and comparison with school performance

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    Fernanda de Burgos Rocha

    2013-08-01

    Full Text Available Introduction: Children must adequately perceive their environment before they can actually develop and manipulate it. Human beings perceive their environment through their senses. To manipulate this environment, we must capture information through our sense organs and decode, process, integrate and interpret the pieces of information, so that we can act adequately in our environment. Difficulties to process or interpret sensory information will result in learning impairment. Objective: To compare the Sensory Profile results with the scores of first grade students aged between 6 and 8 years old; to observe the relation between sensory processing quality and school performance. Methods: This is a descriptive cross-sectional study. Results: Results indicate high incidence of sensory problems that interfere in the quality of muscular tonus and body posture. Visual information presented the highest processing quality, while vestibular and oral information presented the lowest processing quality. Finally, it was possible to observe that children who present sensory processing at Typical Performance and Probable Difference scores tend to present the best academic achievement. Conclusion: Sensory processing interferes in academic achievement, but this is not the only factor that predicts good school scores. The highest number of changes presented is related to vestibular information.

  2. Programming experience promotes higher STEM motivation among first-grade girls.

    Science.gov (United States)

    Master, Allison; Cheryan, Sapna; Moscatelli, Adriana; Meltzoff, Andrew N

    2017-08-01

    The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Relationship between Phonological Awareness, Rapid Automatized Naming and Reading in First Grade Students in Tehran, Iran

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    Zahra Soleymani

    2010-06-01

    Full Text Available Background and Aim: Reading is one of the human's communicative skills. Phonological awareness and rapid automatized naming are parts of the person's linguistic knowledge. Research in different languages and communities suggest that there is a relation between phonological awareness, rapid automatized naming and reading. To survey these relations in Persian language is the aim of this study.Methods: In this study 130 male students from the first grade were selected at random. They were normal in IQ, visual and hearing status. Language development was also normal in these children. This study was a cross-sectional one. Pearson correlation coefficient and linear regression test were used to analyze data.Results: The relation between phonological awareness and automatized rapid naming was significant (p<0.0001. Pearson correlation coefficient between phonological awareness and reading was direct (0.86. Pearson correlation coefficient between rapid automatized naming and reading was indirect that equals -0.87. In investigating the relation of two variables simultaneously with reading we concluded that the relation between phonological awareness, rapid automatized naming and reading is statistically significant (p<0.0001.Conclusion: The results of this research revealed that in Persian language like other languages there is a relation between phonological awareness, rapid automatized naming, and reading. Reading skills of children could be improved with this exercises.

  4. Cognitive Predictors of Word and Pseudoword Reading in Spanish First-Grade Children

    Science.gov (United States)

    González-Valenzuela, María J.; Díaz-Giráldez, Félix; López-Montiel, María D.

    2016-01-01

    The study examines the individual and combined contribution of several cognitive variables (phonemic awareness, phonological memory, and alphanumeric and non-alphanumeric rapid naming) to word and pseudoword reading ability among first-grade Spanish children. Participants were 116 Spanish-speaking children aged 6 years and without special educational needs, all of whom were attending schools in a medium socioeconomic area. Descriptive/exploratory and bivariate analyses were performed with the data derived from three measures of reading ability (accuracy, speed, and efficiency), and hierarchical multivariate regression models were constructed. In general, the results confirm that, with the exception of non-alphanumeric rapid naming, the cognitive variables studied are predictors of reading performance for words and pseudowords, although their influence differs depending on the reading measures and type of linguistic unit considered. Phonemic awareness, phonological memory, and alphanumeric rapid naming were the best predictors of reading accuracy for words and pseudowords. Variability in the other two measures of reading ability (speed and efficiency) was best explained by alphanumeric rapid naming. These results suggest that reading is a complex skill that depends on different types of cognitive variables according to the age and/or level of the reader, the type of orthography and the type of measure used. Furthermore, they highlight the need to provide instruction in these processes from an early age so as to address or prevent the problems that children may present. PMID:27303336

  5. Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties.

    Science.gov (United States)

    Vaughn, Sharon; Linan-Thompson, Sylvia; Mathes, Patricia G; Cirino, Paul T; Carlson, Coleen D; Pollard-Durodola, Sharolyn D; Cardenas-Hagan, Elsa; Francis, David J

    2006-01-01

    The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75).

  6. Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

    Science.gov (United States)

    Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

    2015-10-01

    Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy.

  7. Organizational issues in the first graded schools of Lisbon (second half of the 19th century

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    Carlos Manique da Silva

    2016-07-01

    Full Text Available This study is focused on the graded schools of Lisbon (Casa Pia and municipal schools in the second half of the nineteenth century. The aim was to understand how the dysfunctions of the graded school model were being «corrected». Indeed, it was inconceivable for the model to be contested (as the research shows, – it simply had to work better. The greatest organizational difficulty in such schools resulted from the teacher’s task of looking after students with different cognitive levels and needs. During the 1880s, this classroom heterogeneity resulted in several classroom management problems in the institutional context of the Lisbon Casa Pia, even though the graded school model had proved its effectiveness there in the 1860s. Among other measures introduced to counter such problems, the school board was set up with the idea of overcoming organizational difficulties by involving teachers in the decision-making process. However, the extremely strict criteria that needed to be met to pass onto a higher grade hampered the flux of students in the municipal schools of Lisbon, making grade retention an ordinary procedure – particularly in the first grades. The school boards proposed several solutions to this problem, among which curriculum segmentation.

  8. Kindergarten and First Grade Teachers' Knowledge of Reading and Associations with Teacher Characteristics and Instructional Practices at Rural Low-Wealth Schools

    Science.gov (United States)

    Jordan, Rebecca Lee Payne

    2016-01-01

    The notably low level of reading proficiency across the United States, combined with the known importance of teachers for student success, necessitates improved understanding of teachers' knowledge, how it is acquired, and its role in instruction. This study had four goals: (1) identify whether domains of content knowledge and pedagogical content…

  9. WISC, Illinois Test of Psycholinguistic Abilities, and Bender Visual-Motor Gestalt Test Performance of Spanish-American Kindergarten and First-Grade School Children

    Science.gov (United States)

    Killian, L. R.

    1971-01-01

    The specific cognitive deficits which might account for the poor school performance of Spanish American school children were examined. The results suggest that Spanish American children are deficient on the input side of communicative skills, especially in understanding sentences and pictures. Bilingualism does not appear to be an important…

  10. Physical activity and play in kindergarten age children

    DEFF Research Database (Denmark)

    Caroli, Margherita; Malecka-Tendera, Ewa; Epifani, Susi

    2011-01-01

    PERISCOPE project assesses factors promoting or preventing obesity development in early age. A specifi c aim is to assess preschool children ’ s physical activity habits in three different European countries. PERISCOPE has been implemented in 1094 children attending kindergartens in Denmark, Italy...... and Poland. The parents ’ and children ’ s physical activity habits and attitudes assessed by a questionnaire fi lled by the parents. Overweight and obesity assessed by Cole ’ s BMI cut-off points. Statistical analysis performed by χ^2 test and the test of proportion. Denmark shows the lowest rate (14...

  11. Importance of Introducing Simple Drama Games to Kindergarten Children of the First Age Group

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    Šinko Sabina

    2013-04-01

    Full Text Available This article discusses the importance of introducing simple drama games to kindergarten children of the first age group. Based on the knowledge and experience of experts from countries where such games are played and used in kindergartens on a daily basis, we can clearly talk about a positive impact they have on child's cognitive, emotional, social, and motor development. As examples of good practice, we showcase the findings of theses by students of Preschool Education at the Faculty of Education in Maribor.

  12. Immigrant Parents' Choice of a Bilingual versus Monolingual Kindergarten for Second-Generation Children: Motives, Attitudes, and Factors

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    Schwartz, Mila; Moin, Victor; Leikin, Mark; Breitkopf, Anna

    2010-01-01

    This study investigated how immigrant parents describe and explain their family language policy concerning their child's preschool bilingual development, and also explored the factors linked to the parents' choice of bilingual or monolingual kindergarten for their child. The study design was based on a comparison of 2 groups of parents: those who…

  13. Immigrant Parents' Choice of a Bilingual versus Monolingual Kindergarten for Second-Generation Children: Motives, Attitudes, and Factors

    Science.gov (United States)

    Schwartz, Mila; Moin, Victor; Leikin, Mark; Breitkopf, Anna

    2010-01-01

    This study investigated how immigrant parents describe and explain their family language policy concerning their child's preschool bilingual development, and also explored the factors linked to the parents' choice of bilingual or monolingual kindergarten for their child. The study design was based on a comparison of 2 groups of parents: those who…

  14. The stability of elementary school contexts from kindergarten to third grade.

    Science.gov (United States)

    Lowenstein, Amy E; Wolf, Sharon; Gershoff, Elizabeth T; Sexton, Holly R; Raver, C Cybele; Aber, J Lawrence

    2015-08-01

    The nature and measurement of school contexts have been the foci of interest in community, developmental, and school psychology for decades. In this paper, we tested the stability of six elementary school-context factors over time, using a nationally representative and longitudinal sample of schools from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), and systems theories as a conceptual framework. Confirmatory factor analyses and tests of measurement equivalence revealed that six latent factors fit the data equally well across kindergarten, first grade, and third grade: school strain, school safety practices, school academic performance, school instructional resources, positive school climate, and school violence and crime. The factors were highly stable across the early elementary school years, with standardized stability coefficients ranging from .87 to .99 between kindergarten and first grade and from .71 to .98 between the first and third grades. Equivalence in the two sets of stability coefficients was also found across time. Both the magnitude and equivalence of the stability coefficients were robust to the inclusion of five key exogenous school characteristics as covariates in the model. Results suggest that elementary school contexts are remarkably stable over time and shed light on methodological considerations regarding the treatment of school-level measures in analyses that examine links between school context and children's academic and developmental trajectories. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  15. Views of Future Preschool Teachers on Creativity

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    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.

  16. Playing with geometry in preschool education

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    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

  17. 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...

  18. Changing Kindergartens: Four Success Stories.

    Science.gov (United States)

    Goffin, Stacie G., Ed.; Stegelin, Dolores A., Ed.

    This document relates the experiences of individuals who have embraced the concept of developmentally appropriate practice in kindergarten and made the effort to translate their understandings into practice in public school settings. The book's primary authors are a kindergarten teacher, an elementary school principal, a school superintendent, and…

  19. Parent-Child Home Numeracy Intervention and the Mathematics Scores of First Grade Students in Urban Catholic Schools

    Science.gov (United States)

    Lavelle-Lore, Millicent D.

    2014-01-01

    This study investigated the effects of a parent-child home numeracy intervention on the mathematics scores of first grade students attending urban, Catholic schools. The participants included 60 parents (29 Black; 2 Asian; 1 Latino; 26 White; and 2 other) from two urban, Catholic schools. Parents, randomly assigned to the experimental group,…

  20. Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

    Science.gov (United States)

    Rodriguez, Cathi Draper; Filler, John; Higgins, Kyle

    2012-01-01

    Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were…

  1. The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty

    Science.gov (United States)

    Powell, Sarah R.; Driver, Melissa K.

    2015-01-01

    Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

  2. Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

    Science.gov (United States)

    Rodriguez, Cathi Draper; Filler, John; Higgins, Kyle

    2012-01-01

    Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were…

  3. Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

    Science.gov (United States)

    Salmah, Ummy; Putri, Ratu Ilma Indra; Somakim

    2015-01-01

    The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students' spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity.…

  4. Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students

    Science.gov (United States)

    Maddox, Krissy; Feng, Jay

    2013-01-01

    The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher's general education classroom of a non-Title I school. Stratified sampling was used to randomly divide…

  5. Experimental Results that Question the Ramirez-Castaneda Model for Teaching Reading to First Grade Mexican Americans.

    Science.gov (United States)

    Cohen, S. Alan; Rodriquez, Samuel

    1980-01-01

    Results of a study conducted with first-grade Mexican American children indicate that direct reading instruction to precise behavioral objectives is more effective than teaching to Mexican American children's supposed "cultural learning styles" as recommended by Manuel Ramirez and Alfredo Castaneda in 1974. (GT)

  6. Experimental Results that Question the Ramirez-Castaneda Model for Teaching Reading to First Grade Mexican Americans.

    Science.gov (United States)

    Cohen, S. Alan; Rodriquez, Samuel

    1980-01-01

    Results of a study conducted with first-grade Mexican American children indicate that direct reading instruction to precise behavioral objectives is more effective than teaching to Mexican American children's supposed "cultural learning styles" as recommended by Manuel Ramirez and Alfredo Castaneda in 1974. (GT)

  7. Enhancing First-Grade Students' Addition-Fact Fluency Using Classwide Cover, Copy, and Compare, a Sprint, and Group Rewards

    Science.gov (United States)

    Poncy, Brian C.; Skinner, Christopher H.

    2011-01-01

    The authors used a multiple-probe, across-tasks design to evaluate the effects of a classwide, multicomponent intervention on first-grade students' addition-fact fluency. Intervention components included "cover, copy, and compare," a 2-min math sprint, and a weekly group reward. Results showed that classwide digits correct per minute averages…

  8. Piloting a Cooperative Extension Service Nutrition Education Program on First-Grade Children's Willingness to Try Foods Containing Legumes

    Science.gov (United States)

    Edwards, Cassandra S.; Hermann, Janice R.

    2011-01-01

    Many nutrition education campaigns targeting children in the United States focus on increasing fruit and vegetable consumption, but most don't specifically promote legumes. The project described here sought to pilot the effect of an Extension nutrition education program on first grade children's willingness to try foods containing legumes. A…

  9. Working Memory and Individual Differences in Mathematics Achievement: A Longitudinal Study from First Grade to Second Grade

    Science.gov (United States)

    De Smedt, Bert; Janssen, Rianne; Bouwens, Kelly; Verschaffel, Lieven; Boets, Bart; Ghesquiere, Pol

    2009-01-01

    This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of…

  10. A First-Grade Whole-Language Teacher in a Traditional Urban School: Managing Evaluation and Supporting Children's Learning.

    Science.gov (United States)

    Freppon, Penny A.

    A study investigated how a teacher managed her whole-language instructional approach within the constraints of the district skills-based evaluation program. Data gathering and analysis took place over a 5-month period in a first-grade urban midwestern classroom. Data included field notes, interviews, artifacts, and classroom observations. The…

  11. Caracterização do consumo alimentar, ambiente socioeconômico e estado nutricional de pré-escolares de creches municipais Characteristics of dietary intake, socioeconomic environment and nutritional status of preschoolers at public kindergartens

    Directory of Open Access Journals (Sweden)

    Teresa Gontijo de Castro

    2005-06-01

    Full Text Available OBJETIVO: Analisar o consumo alimentar, o ambiente socioeconômico, a freqüência de anemia ferropriva e o estado nutricional de pré-escolares. MÉTODOS: A população estudada constituiu-se de 89 crianças de 24 a 72 meses de idade, assistidas em creches municipais de Viçosa, MG. Foram avaliados: nível de hemoglobina, peso, estatura, presença de parasitose, consumo alimentar dos pré-escolares e o perfil biossocioeconômico de suas famílias. RESULTADOS: O estado nutricional do grupo foi considerado satisfatório, e a prevalência de anemia relativamente baixa (11,2%. Condições adequadas de saneamento, nível razoável de escolaridade dos pais, baixo número de filhos e ausência de parasitas envolvidos com a gênese da anemia podem justificar o perfil observado. Não foi observada associação da anemia ferropriva nem com desnutrição nem com parasitose. CONCLUSÃO: Apesar de alguns fatores biossocioeconômicos apresentarem-se favoráveis ao estado nutricional e à baixa prevalência de anemia, observa-se, entretanto, que a insuficiente renda per capita e a dieta deficiente poderão levar esse grupo de pré-escolares, no futuro, a um pior estado de saúde.OBJECTIVE: To evaluate the dietary intake, the socioeconomic environment, the frequency of iron deficiency anemia, and the preschoolers' nutritional status. METHODS: The evaluated population consisted of 89 children aged 24 to 72 months, who were assisted at the public nursery schools in Viçosa, MG, Brazil. Evaluation was performed for hemoglobin level, body weight, stature, parasites' presence and dietary intake of the children, as well as for their families' biological and socioeconomic profiles. RESULTS: The group's nutritional status was considered satisfactory, and anemia prevalence was relatively low (11.2%. This profile may be justified by the adequate conditions of sanitation, reasonable level of parents' schooling, low numbers of children per family, and absence of parasites

  12. Raising a Fit Preschooler

    Science.gov (United States)

    ... 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: ...

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

    Science.gov (United States)

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

    2016-01-01

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

  14. Reflection of pedagogical practice in kindergartens: dimensions and its significance for professional development

    OpenAIRE

    POLAK, ALENKA

    2010-01-01

    The following paper presents the theoretical analysis of the reflection activity and the reflection process of pedagogical practice in kindergartens. Moreover, different dimensions of reflection, direction and the level of reflection are presented. Useful aspects of reflection are based on elements of the Reggio Emilia Approach and analysed from the perspective of professional development of preschool staff. Professional reflection is a way of thinking about pedagogical acti...

  15. A systematic review of types of healthy eating interventions in preschools

    OpenAIRE

    Mikkelsen, Mette V; Husby, Sofie; Skov, Laurits R; Perez-Cueto, Federico JA

    2014-01-01

    Background With the worldwide levels of obesity new venues for promotion of healthy eating habits are necessary. Considering children’s eating habits are founded during their preschool years early educational establishments are a promising place for making health promoting interventions. Methods This systematic review evaluates different types of healthy eating interventions attempting to prevent obesity among 3 to 6 year-olds in preschools, kindergartens and day care facilities. Studies that...

  16. Corrosion Verification Test for the Welds of CEFR Sodium Storage Tank and Sodium Drainage Under the First-Grade Accident

    Institute of Scientific and Technical Information of China (English)

    2002-01-01

    The main purpose of this test is to observe and analyze the compatibility between the welds and hightemperature sodium at the simulated realistic working conditions of CEFR sodium storage tank andsodium drainage under the first-grade accident. The observation and analysis are focused on theintergranular corrosion at the weld and its heat affection region, in order to provide the test basis for thesafe operation and analysis of CEFR.

  17. Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers

    OpenAIRE

    Y. S. Kim; Wagner, Richard K.; Foster, E.

    2011-01-01

    The present study examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models (SEM) with latent variables using data from 316 first-grade students, (1) silent and oral reading fluency were found to be related yet distinct forms of reading fluency; (2) silent reading fluency predicted reading comprehension better for skilled readers than for average readers; (3) list reading fluency predicted reading compr...

  18. Pre-Kindergarten Teachers' Use of Transition Practices and Children's Adjustment to Kindergarten

    Science.gov (United States)

    LoCasale-Crouch, Jennifer; Mashburn, Andrew J.; Downer, Jason T.; Pianta, Robert C.

    2008-01-01

    This study describes pre-kindergarten teachers' use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers' judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten…

  19. The Impact of Transitional Kindergarten on Kindergarten Readiness. A Report from the Study of California's Transitional Kindergarten Program: Executive Summary

    Science.gov (United States)

    American Institutes for Research, 2015

    2015-01-01

    Transitional kindergarten--the first year of a two-year kindergarten program for California children born between September 2 and December 2--is intended to better prepare young five-year-olds for Kindergarten and ensure a strong start to their educational career. The goal of this study was to measure the success of the program by determining the…

  20. Social Interpretations of Readiness for Kindergarten.

    Science.gov (United States)

    Graue, M. Elizabeth

    1992-01-01

    Data from this ethnographic study of kindergartens in three communities suggest that teachers, parents, and the school as an institution interacted to develop a social interpretation of school readiness. This interpretation framed children's kindergarten experience in each community. (BC)

  1. Decayed, Missing, and Filled Teeth (DMFT Index among First-grade Elementary Students in Mazandaran Province, Northern Iran

    Directory of Open Access Journals (Sweden)

    Mahdi Babaei Hatkehlouei

    2017-06-01

    Full Text Available Background Decayed, Missing, and Filled Teeth (DMFT indicator is one of the most epidemiologic indexes in dentistry indicating the situation of oral and dental health among people of a society. The present study has been conducted with the aim of determining the dmft index among Iranian first-grade elementary students. Materials and Methods This study was conducted on 3,000 (1,500 girls and 1,500 boys, first-grade elementary students in Mazandaran province through descriptive-analytical method. Sample members were gathered using random sampling method. Participants were checked sitting at a conventional seat on the natural light using disposable mirror and dental explorer by a senior dental student. Results The total dmft of students was 4.08 ± 2.93 at which there were no significant differences between the dmft of boys and girls. dmft of students in urban areas was 3.94 ± 3 and in rural areas the dmft of students was 4.43 ± 2.66 that the statistical difference between these two groups was significant (P=0.032. dmft difference between healthy people and those with systemic disease was not significant (P=0.818. Conclusion The results of this study showed that dental health status of first-grade students in Mazandaran province needs more attention in order to get closer to the international standards in this regard. Also, preventive measures such as Fluoride therapy and fissure sealants, and teaching the appropriate way of brushing and flossing must be used.

  2. A systematic review of types of healthy eating interventions in preschools

    DEFF Research Database (Denmark)

    Mikkelsen, Mette Vang; Husby, Sofie; Skov, Laurits Rohden

    2014-01-01

    This systematic review evaluates different types of healthy eating interventions attempting to prevent obesity among 3 to 6 year-olds in preschools, kindergartens and day care facilities. Studies that included single interventions, educational interventions and/or multicomponent interventions were eligible...

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

    Science.gov (United States)

    Russell, Catherine Georgina; Worsley, Anthony

    2008-01-01

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

  4. The Perception of and Motivation for Foreign Language Learning in Pre-School

    Science.gov (United States)

    Brumen, Mihaela

    2011-01-01

    The purpose of the present study is to investigate how children aged 4-6 perceive and are motivated by foreign language learning in kindergarten. The central part of the paper focuses on the tendencies and guidelines for the teaching and learning of foreign languages at the pre-school level and on children's motivation for foreign language…

  5. Using Socialization to Increase Academic Skills in a Pre-School Classroom

    Science.gov (United States)

    Saunders, Ashley N.

    2010-01-01

    Recent research has shown that students who enter kindergarten with prior academic knowledge are more successful later in their school careers. Yet, pre-school teachers face the problem of limited time in a day to focus on the academic skills of students, as well as work on their basic needs. The goal of this study was to find out if students can…

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

    Science.gov (United States)

    Russell, Catherine Georgina; Worsley, Anthony

    2008-01-01

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

  7. Assessing Preschool Children's Competitive Behaviour: An Observational System

    Science.gov (United States)

    Tsiakara, Angeliki; Digelidis, Nikolaos M.

    2014-01-01

    The aim of this study was to develop a direct observational system in order to assess competitive behaviours in preschool children. Participants were 176 children (90 boys, 86 girls; M[subscript age]?=?5.2 years) from 10 kindergarten classes of one town of Central Greece. A new observational system (Observational System Assessing Competition in…

  8. Hand in Hand: A Journey toward Readiness for Profoundly At-Risk Preschoolers.

    Science.gov (United States)

    Parke, Beverly N.; Agness, Phyllis

    2002-01-01

    Discusses the seven principles of the Hand in Hand early childhood program for at-risk preschoolers designed to furnish the children with the tools they need to lessen their risk for failure on entry to kindergarten. Notes risk factors under which the students live, including violence, abandonment, homelessness, starvation, and abuse. (Author/SD)

  9. Hand in Hand: A Journey toward Readiness for Profoundly At-Risk Preschoolers.

    Science.gov (United States)

    Parke, Beverly N.; Agness, Phyllis

    2002-01-01

    Discusses the seven principles of the Hand in Hand early childhood program for at-risk preschoolers designed to furnish the children with the tools they need to lessen their risk for failure on entry to kindergarten. Notes risk factors under which the students live, including violence, abandonment, homelessness, starvation, and abuse. (Author/SD)

  10. Kindergarten Vejtoften, Høje-Taastrup, Denmark

    DEFF Research Database (Denmark)

    Rose, Jørgen; Thomsen, Kirsten Engelund

    2012-01-01

    Built in 1971 with minimal insulation standard. One of 27 kindergartens in the municipality that will undergo and extensive energy renovation. The method developed in this project will be applied in all the other kindergartens in teh municipiality......Built in 1971 with minimal insulation standard. One of 27 kindergartens in the municipality that will undergo and extensive energy renovation. The method developed in this project will be applied in all the other kindergartens in teh municipiality...

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

    Science.gov (United States)

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

    2012-01-01

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

  12. Earthquakes in the kindergarten educate for risk mitigation

    Science.gov (United States)

    Mata, Isabel; Rodrigues, Isabel; Matias, Luis

    2016-04-01

    "Earthquakes in the kindergarten educate for risk mitigation" Isabel Rodrigues, Jardim de Infância D. Dinis, Odivelas, Isabel Mata, Secondary School Adelaide Cabette, Odivelas Luis Matias (UL / IDL), Instituto Dom Luiz, Universityof Lisbon, Lisbon, Portugal In Portugal Education for risk is now recognized as a child training component and young learners should develop the right skills in the first years of life. School can have an important role in this process, as a privileged actor in the mobilization of every society, providing and promoting dynamic and educational practices aimed at the wider spectrum of education for citizenship, the adoption of safety behaviours, prevention and adequate management of risk. The Group of Schools Adelaide Cabette in Odivelas is now a set of schools, from Kindergarten to Secondary. Aiming at educating for risk prevention, we developed an experiment with a pre-school class directed to the seismic risk, which was extended to Earth Sciences because it is difficult to teach this topic to the youngest learners, either from Kindergarten or from Primary School, as they haven't learned enough about planet Earth (many don't even know that it is not flat but round like a ball). This experiment involved a working project 1, which was initially developed in one of the classrooms, in kindergarten D. Dinis, and many questions have been asked by the students. The explanation for the students' questions gave origin to a set of experiences developed in the Secondary school. The same class concluded the project in their own classroom. In this project the young learners could have contact with pre-school teachers, secondary and university researchers, thus promoting the sharing of different knowledge, including the scientific linked to the educational one. We would like to share our poster summarizing our experience which we feltwas not only a great challenge, but also a rewarding way to disseminate science to the youngest learners. 1. Keywords

  13. Kindergarten Teachers' Perceptions of Students' Readiness Skills

    Science.gov (United States)

    Soltero-Ruiz, Erlinda E.

    2013-01-01

    Children need to be ready to enter kindergarten, or they may begin to fall further and further behind. The achievement gap may start prior to children entering kindergarten due to their lack of early learning opportunities. The purpose of this study was to examine the perceptions of kindergarten teachers regarding which readiness skills preschool…

  14. Standardized Tests and Froebel's Original Kindergarten Model

    Science.gov (United States)

    Jeynes, William H.

    2006-01-01

    The author argues that American educators rely on standardized tests at too early an age when administered in kindergarten, particularly given the original intent of kindergarten as envisioned by its founder, Friedrich Froebel. The author examines the current use of standardized tests in kindergarten and the Froebel model, including his emphasis…

  15. 普及学前教育视野下民办幼儿园发展的现状与对策--以山东省为例%Present Situation and Countermeasures of the Development of Private Kindergarten under the Vision of Universal Preschool Education---Taking Shandong Province as an Example

    Institute of Scientific and Technical Information of China (English)

    唐立宁; 张晗

    2015-01-01

    "National medium and long-term educational reform and development plan"promulgated, the development of private kinder-garten has made great progress, but there still exist many problems:lack of financial support, the high cost of kindergarten running;the lack of social identity, the kindergarten pressure;lack of teacher development support system, it is difficult to attract outstanding teachers. Therefore, improve the policy and financial system, promote the healthy development of private kindergarten;ensure the teacher treat-ment, improve the construction of private kindergarten teachers;pay attention to the connotation development, improve the quality of edu-cational services.%《国家中长期教育改革和发展规划纲要》颁布以来,民办幼儿园取得较大发展,但仍存在诸多问题:缺乏财政支持,办园成本高;缺乏社会认同,办园压力大;缺乏教师支持政策,难以吸引优秀师资。因此,需要健全政策与财政制度,促进民办园良性发展;保障教师待遇,促进教师队伍建设;注重内涵发展,提升教育服务质量。

  16. 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.

  17. Remodeling of the interior of preschool institutions in the context of improvement of ambient value and quality of space

    Directory of Open Access Journals (Sweden)

    Nikolić Vojislav

    2013-01-01

    Full Text Available Starting from the attitude that in conceiving, designing and equipping of the areas where children stay, the areas’ quality becomes enriched, this paper treats the remodeling of the interior in the revitalization process of the existing preschool institutions. The issue was handled using the input of the critique and the studies of the psychological aspects of children’s stay in preschool institutions. The basic goal of the research is finding of a practical model of interior space renovation in the preschool facilities in Nis, as in a typical urban environment. The innovation potential was analyzed on proposed remodeling of the interior of kindergarten „Bajka". The conclusions from this research can be used as guidelines for remodeling of the interior of other kindergartens built in the same period. [Projekat Ministarstva nauke Republike Srbije, br. 036045: Revitalization of preschool facilities in Serbia - The program and methods of environmental, functional, and energy efficiency improvement

  18. Prevalence of Enterobius vermicularis among preschool children in 2003 and 2013 in Xinxiang city, Henan province, Central China

    Science.gov (United States)

    Wang, Shuai; Yao, Zhijun; Hou, Yichen; Wang, Dong; Zhang, Haizhu; Ma, Jingbo; Zhang, Luwen; Liu, Shiguo

    2016-01-01

    The present study was performed to assess the prevalence of Enterobius vermicularis infection among preschool children in Xinxiang city, Henan province, China and the changes in the egg positive rate for E. vermicularis over a 10 year period. A total of 510 preschool children in 17 kindergartens were examined using the cellophane-tape perianal swab method in 2003, while 1734 preschool children in 10 kindergartens were examined in 2013 using the same method. The overall egg positive rate for E. vermicularis was 12.75% (65 out of 510) in 2003 and 5.13% (89 out of 1734) in 2013; the former was significantly higher than the latter (p enterobiasis. The present study confirmed that the prevalence of E. vermicularis infection among preschool children decreased significantly over the 10 year period in Xinxiang city, but infection was still prevalent. Improving sanitation and personal hygiene practices, especially hand washing, could help prevent the transmission of E. vermicularis. PMID:27460881

  19. Learning from Fantasy and Real Characters in Preschool and Kindergarten

    Science.gov (United States)

    Richert, Rebekah A.; Shawber, Alison B.; Hoffman, Ruth E.; Taylor, Marjorie

    2009-01-01

    In three experiments, 3 1/2- to 6-year-old children were presented with analogical problems in which the protagonists were either real people or fantasy characters. Children were more likely to transfer solutions from the stories about real people rather than the stories about fantasy characters. These results suggest that the use of a fantasy…

  20. Speech Therapy Prevention in Kindergarten

    Directory of Open Access Journals (Sweden)

    Vašíková Jana

    2017-08-01

    Full Text Available Introduction: This contribution presents the results of a research focused on speech therapy in kindergartens. This research was realized in Zlín Region. It explains how speech therapy prevention is realized in kindergartens, determines the educational qualifications of teachers for this activity and verifies the quality of the applied methodologies in the daily program of kindergartens. Methods: The empirical part of the study was conducted through a qualitative research. For data collection, we used participant observation. We analyzed the research data and presented them verbally, using frequency tables and graphs, which were subsequently interpreted. Results: In this research, 71% of the teachers completed a course of speech therapy prevention, 28% of the teachers received pedagogical training and just 1% of the teachers are clinical speech pathologists. In spite of this, the research data show that, in most of kindergartens, the aim of speech therapy prevention is performed in order to correct deficiencies in speech and voice. The content of speech therapy prevention is implemented in this direction. Discussion: Awareness of the teachers’/parents’ regarding speech therapy prevention in kindergartens. Limitations: This research was implemented in autumn of 2016 in Zlín Region. Research data cannot be generalized to the entire population. We have the ambition to expand this research to other regions next year. Conclusions: Results show that both forms of speech therapy prevention - individual and group - are used. It is also often a combination of both. The aim of the individual forms is, in most cases, to prepare a child for cooperation during voice correction. The research also confirmed that most teachers do not have sufficient education in speech therapy. Most of them completed a course of speech therapy as primary prevention educators. The results also show that teachers spend a lot of time by speech therapy prevention in

  1. Forms of Physical Activity of Biała Podlaska Preschool Children

    Directory of Open Access Journals (Sweden)

    Gradus Paulina

    2014-09-01

    Full Text Available Introduction. Physical activity is fundamental to children's all-round development in the first six years of their life. It is particularly significant in preschool age, when the need for movement is predominant. Psychomotor development, conditioned by children's innate abilities and their own activity, depends upon the influence of external surroundings as well as parental upbringing and preschool education. The aim of the study was to obtain data regarding physical activity (both structured and unstructured of children during their stay in a kindergarten. Material and methods. The study was conducted in five state kindergartens situated in four main housing estates of Bia³a Podlaska. It included 11 groups of older preschool children. It was a diagnostic study. A diagnostic poll method employed in the study included interviews with teachers, lesson observations (during one day and document analyses (programmes and class registers. Results. During their stay in a kindergarten children take part in physical activities for 1.5 hours a day. During this period they participate in obligatory forms of physical activity such as morning gymnastics, movement plays, outdoor activities and gymnastic exercises. Furthermore, optional movement activities are organised in kindergartens (different forms in different kindergartens. Such extra classes enable children to be physically active for over two more hours per week. Conclusions. In terms of caring about health and motor development of children, not all elements of preschool education programmes are fully realised. Training sessions, workshops and lectures showing diverse forms of physical activity for children ought to be organised for preschool teachers.

  2. The development of communicative competence of the preschool-aged children in context of curricular reform of Czech education

    OpenAIRE

    2008-01-01

    This bachelor thesis introduces the problems of the communicative competence development in the Frame work educational programme for pre-school education (below RVP PV) and describes how to include this issue in the school educational programme of the kindergarten, where I work. The main objective is to create an experimental programme to support pre-school children communication skills development followed by subsequent verification of its effectivity. The theoretical part of the thesis deal...

  3. Developing the intervention material to increase physical activity levels of European preschool children : the ToyBox-study

    OpenAIRE

    Duvinage, K.; Ibrügger, S; Kreichauf, S.; Wildgruber, A.; De Craemer, M.; Decker, E; Androutsos, O.; Lateva, M; Iotova, V; Socha, P.; Zych, K.; Mouratidou, T.; Mesana Graffe, M I; Manios, Y; Koletzko, B.

    2014-01-01

    Early childhood is an important period for adopting positive health-related behaviours. More than 95% of European preschool children attend kindergartens, making these settings ideal for the implementation of health promotion interventions. The ToyBox-intervention addressed preschool children, their parents/caregivers and teachers. The aim of the intervention was to improve four energy balance-related behaviours (i.e. healthy snacking, water consumption, physical activity and sedentary behavi...

  4. Hochdeutsch im Kindergarten

    Directory of Open Access Journals (Sweden)

    Gyger, Mathilde

    2007-01-01

    Full Text Available According to the results of the Programme for International Students Assessment (PISA the linguistic competencies of Swiss students need to be improved. Currently, there is a strong tendency to ban local Swiss-German dialects from Swiss schools, including nursery-schools, and to replace them by Standard High-German more or less completely.Since parts of the Swiss-German speaking population have strong reservations about High-German or at least the use of High-German in nursery-schools, school authorities look for scientific support. Indeed linguistic research has shown favourable results for the pre-school use of High-German: German speaking children are encouraged to use High-German freely and spontaneously. Migrant children benefit regarding fluency and proficiency in German as a second language.The following article comments on some steps taken by school-authorities and summarizes the current discussions on the part of educational and linguistic research in Switzerland.

  5. Physical activity and play in kindergarten age children

    DEFF Research Database (Denmark)

    Caroli, Margherita; Malecka-Tendera, Ewa; Epifani, Susi

    2011-01-01

    and Poland. The parents ’ and children ’ s physical activity habits and attitudes assessed by a questionnaire fi lled by the parents. Overweight and obesity assessed by Cole ’ s BMI cut-off points. Statistical analysis performed by χ^2 test and the test of proportion. Denmark shows the lowest rate (14......PERISCOPE project assesses factors promoting or preventing obesity development in early age. A specifi c aim is to assess preschool children ’ s physical activity habits in three different European countries. PERISCOPE has been implemented in 1094 children attending kindergartens in Denmark, Italy.......6 %) of overweight, followed by Poland (17.1%), while Italy shows the highest (21.2 %) (p children, but only the 50...

  6. Children’s use of Bahasa Indonesia in Jakarta kindergartens

    Directory of Open Access Journals (Sweden)

    Bernadette Kushartanti

    2015-04-01

    Full Text Available At a very young age children living in Jakarta use both Colloquial Jakarta Indonesia and Bahasa Indonesia. The children’s first and most used language is Colloquial Jakarta Indonesia. In the formal school setting Bahasa Indonesia is frequently used and stimulated on a daily basis, and the learning process of Bahasa Indonesia is accelerated. The question addressed in this article is: how do these children choose from their repertoire of language varieties at this stage of language development? In our study 63 children (aged three to five, were interviewed in a formal and an informal situation in three playgroups and kindergartens. This study shows that even in the preschool setting, young children are already developing their sociolinguistic competence, knowing when to choose which language variety.

  7. On the Question of Methodological Support of Research on Relationships of Interpersonal Significance in Kindergarten Groups

    Directory of Open Access Journals (Sweden)

    Iliyn V.A.

    2016-03-01

    Full Text Available The paper focuses on the importance of in-depth research (in particular, employing an algorithm developed by M.Yu. Kondratyev for defining integral status of an individual on child-child interpersonal relationship in kindergarten groups. Although relationships with significant adults are by all means essential for preschool children, interpersonal relation- ships on the child-child level to a great extent shape the content of the social situation of development in general. Still, when it comes to revealing status and role position of the child in the structure of interpersonal relationships within the kindergarten group, there’s the challenge of defining informal intragroup structure of power in contact community (due to the age specifics. The paper suggests how this challenge may be addressed and provides a version of the technique suitable for preschoolers that helps overcome age restrictions implied by the original technique. Also, the paper reports on the outcomes of approbation of this version which proved its heuristic nature. For instance, the outcomes show a high degree of correlation between the results of kindergarten group members ranking in accordance with their influence upon peers carried out by teachers working in these groups.

  8. Association between socioeconomic vulnerability and height with obesity in low-income Chilean children in the transition from preschool to first grade.

    Science.gov (United States)

    Kain, Juliana; Orellana, Yasna; Leyton, Bárbara; Taibo, Marcela; Vio, Fernando

    2014-01-01

    This study determined the percentage of obesity among lower-income Chilean children 4-6 years of age, by socioeconomic vulnerability (family score assessing the children's risk of becoming poor) and height. The sample included 17,080 children with anthropometry at 4, 5, and 6 years of age, and three categories of socioeconomic vulnerability. Body mass index Z-score (BMI Z), % obesity, height/age Z-score (HAZ) by socioeconomic vulnerability/sex, the effect of socioeconomic vulnerability on BMI Z and HAZ by age/sex, and BMI Z and % obesity at 4-6 years, according to initial height, were determined. Between 4-6 years, % obesity is very high, especially among the less-vulnerable and taller children. Preventive measures should prioritize this group.

  9. Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program.

    Science.gov (United States)

    Bierman, Karen L; Welsh, Janet A; Heinrichs, Brenda S; Nix, Robert L; Mathis, Erin T

    2015-01-01

    Head Start enhances school readiness during preschool, but effects diminish after children transition into kindergarten. Designed to promote sustained gains, the Research-based Developmentally Informed (REDI) Parent program (REDI-P) provided home visits before and after the kindergarten transition, giving parents evidence-based learning games, interactive stories, and guided pretend play to use with their children. To evaluate impact, two hundred 4-year-old children in Head Start REDI classrooms were randomly assigned to REDI-P or a comparison condition (mail-home math games). Beyond the effects of the classroom program, REDI-P promoted significant improvements in child literacy skills, academic performance, self-directed learning, and social competence, demonstrating the utility of the approach in promoting gains in cognitive and social-emotional skills evident after the transition into kindergarten.

  10. Development of the literacy achievement gap: a longitudinal study of kindergarten through third grade.

    Science.gov (United States)

    Foster, Wayne A; Miller, Merideth

    2007-07-01

    The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text comprehension development through the third grade. Students in the average and high literacy readiness groups achieved high scores in decoding (phonics) by the end of the first grade. Students in the low readiness group did not match these scores until the third grade. Although the phonics gap was essentially closed in the third grade, a second, very significant text comprehension gap was exposed. The 3 readiness groups were analyzed to assess the relative contributions of parent education, income, and kindergarten literacy score to third-grade literacy achievement. The results of this study stress the need for speech-language pathologists to assess emergent literacy skills in their speech and language clients and to include appropriate literacy goals in the treatment regimen as a means for reducing the potential need for identification as learning disabled in reading in the later years of elementary school.

  11. Effects of a classroom-embedded occupational therapist-teacher handwriting program for first-grade students.

    Science.gov (United States)

    Case-Smith, Jane; Weaver, Lindy; Holland, Terri

    2014-01-01

    This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems.

  12. Parenting influences on Latino children's social competence in the first grade: parental depression and parent involvement at home and school.

    Science.gov (United States)

    Valdez, Carmen R; Shewakramani, Vansa; Goldberg, Simon; Padilla, Brian

    2013-10-01

    Although it is widely accepted that parental depression is associated with problems with children's socioemotional adjustment, the pathways by which parental depression influences children's adjustment, particularly in low-income Latino children are not fully understood. In our investigation of 1,462 low-income Latino children in the first grade and their Spanish- and English-dominant parents, a factor analysis revealed three main pathways of possible influence of parent involvement in children's social development: emotional involvement and educational involvement at home and at school. The findings from multigroup structural equation modeling revealed that whereas the first two pathways mediated the effect of parental depression on child social competence for Spanish-dominant parents, only emotional involvement explained parental depression effects for English-dominant parents. Parent educational involvement at school did not mediate parental depression effects for either Spanish- or English-dominant Latino parents. Discussion and implications of findings with respect to research, practice, and policy with Latinos follow.

  13. Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments.

    Science.gov (United States)

    Kim, Young-Suk; Puranik, Cynthia; Otaiba, Stephanie Al

    2015-06-01

    We examined growth trajectories of writing and the relation of children's socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children in the quality and productivity of writing. Even after accounting for their vocabulary and literacy skills, students with language and/or speech impairment had lower scores in the quality and organization of writing. Growth rates in writing were not different as a function of children's SES and language/speech impairment status. Theoretical and practical implications are discussed.

  14. Freezing resistance of first grade soybean oil%一级大豆油抗冻性研究

    Institute of Scientific and Technical Information of China (English)

    王化林; 马传国; 殷俊俊; 裴梦雪

    2014-01-01

    该文研究了市售4种一级大豆油的部分理化指标、脂肪酸组成、甘三酯组成、甘一酯、甘二酯以及甾醇含量对其低温下抗冻性的影响。通过自制实验装置对大豆油进行冷冻试验和对大豆油固体脂肪含量的测定结果表明,脂肪酸组成、甘三酯组成、酸值、碘值、过氧化值、甘一酯含量对4种一级大豆油的抗冻性没有直接影响,而甘二酯的含量对一级大豆油抗冻性有一定影响。%The influence of the composition of fatty acids and triglycerides,part of the chemical indictors and the content of monoglycerides,diglycerides and sterols of the first grade soybean oils to their freezing resistance were evaluated here. According to the freezing experiments carried by the self-made experimental facility and the determination of the solid fat content of soybean oils,the results indicated that,the composition of fatty acids and triglycerides,iodine value,acid value,peroxide value,and the content of monoglycerides,and sterols had no direct influence on the freezing resistance, whereas the content of diglycerides had a certain influence on the freezing resistance of the first grade soybean oil.

  15. The effect of a multicomponent literacy instruction model on literacy growth for kindergartners and first-grade students in Chile.

    Science.gov (United States)

    Pallante, Daniel H; Kim, Young-Suk

    2013-01-01

    In the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish-speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first-grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency, vocabulary, reading comprehension and writing, and included coaching and sustained follow-up as key elements for teacher professional development. The results showed promise for the CLLIP model in the Chilean context. Kindergartners in CLLIP classrooms had faster growth rates in letter naming, word reading, vocabulary, and phonemic segmentation fluency than those in control classrooms, and had higher scores at the end of the year in phonemic segmentation fluency, letter naming, and word reading. In addition, kindergartners from high SES families had faster growth rates than kindergartners from low SES families in letter naming and word reading. Effect sizes ranged from small (d = .18 in word reading) to fairly large (d = .70 in letter-naming fluency). First-grade students in CLLIP classrooms had faster growth rates than students in control classrooms in vocabulary, nonword reading fluency, word reading, and reading comprehension. Effect sizes were small in vocabulary, nonword reading fluency, and reading comprehension (.23 ≤ d ≤ .28) and medium in word reading (d = .50). These results suggest that the present multicomponent literacy instructional model had a positive impact on Chilean children's literacy acquisition.

  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. Dysregulated fear predicts social wariness and social anxiety symptoms during kindergarten.

    Science.gov (United States)

    Buss, Kristin A; Davis, Elizabeth L; Kiel, Elizabeth J; Brooker, Rebecca J; Beekman, Charles; Early, Martha C

    2013-01-01

    Fearful temperament is associated with risk for the development of social anxiety disorder in childhood; however, not all fearful children become anxious. Identifying maladaptive trajectories is thus important for clarifying which fearful children are at risk. In an unselected sample of 111 two-year-olds (55% male, 95% Caucasian), Buss ( 2011 ) identified a pattern of fearful behavior, dysregulated fear, characterized by high fear in low threat situations. This pattern of behavior predicted parent- and teacher-reported withdrawn/anxious behaviors in preschool and at kindergarten entry. The current study extended original findings and examined whether dysregulated fear predicted observed social wariness with adults and peers, and social anxiety symptoms at age 6. We also examined prosocial adjustment during kindergarten as a moderator of the link between dysregulated fear and social wariness. Consistent with predictions, children with greater dysregulated fear at age 2 were more socially wary of adults and unfamiliar peers in the laboratory, were reported as having more social anxiety symptoms, and were nearly 4 times more likely to manifest social anxiety symptoms than other children with elevated wariness in kindergarten. Results demonstrated stability in the dysregulated fear profile and increased risk for social anxiety symptom development. Dysregulated fear predicted more social wariness with unfamiliar peers only when children became less prosocial during kindergarten. Findings are discussed in relation to the utility of the dysregulated fear construct for specifying maladaptive trajectories of risk for anxiety disorder development.

  18. A comparison of the effects of directive visuomotor intervention versus nondirective supportive intervention in kindergarten and elementary school children.

    Science.gov (United States)

    Lahav, Orit; Apter, Alan; Ratzon, Navah

    2008-08-01

    To compare the efficacy of a directive visual motor intervention (DVMI) versus a nondirective supportive intervention (NDSI) on psychological-adjustment, self-esteem, and visuomotor-integration (VMI) skills in mainstream elementary school and kindergarten children. A total of 168 poor VMI children of low socioeconomic status attending regular kindergarten or first grade were randomly allocated to receive 12 weeks of DVMI, NDSI, or no treatment. Psychological adjustment, self-esteem, and VMI skills were evaluated before and after the intervention period. In the kindergarten subset, NDSI significantly improved VMI skills compared to DVMI and no treatment. In the first-graders, NDSI and DVMI yielded a similar, significant, improvement in VMI compared to no treatment. There were no significant differences among the NDSI, DVMI, and control groups in improvement in psychological-adjustment or self-esteem. This study, conducted in a socioeconomically disadvantaged population, suggests that kindergarten children with poor VMI might benefit from the positive and meaningful relationships inherent in NDSI.

  19. Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

    Science.gov (United States)

    Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

    2016-01-01

    Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed.

  20. Factors Related to Overweight in Kindergarten School Children

    Directory of Open Access Journals (Sweden)

    Helwiah Umniyati

    2014-04-01

    Full Text Available Obesity has become a significant public health problem of the twenty first century. An increasing number of preschool children are becoming overweight. Although many risk factors have been identified for school-age children, less is known about this young age group. This study was aimed to determine factors associated with overweight among preschool children. Study design was a cross sectional survey. Sample in this study was 90 children aged 3–6 years old in Bina Putik Kindergarten School in Cempaka Putih District (total sampling. The prevalence of overweight and obesity in this sample were 24.4% and 13.3% respectively. There were significant relationships between overweight and some variables using chi-square test such as: age of the children, having overweight parents, nutritional knowledge of the mother, duration of breast feeding, frequency of fast food consumption (p5 years old. It could be concluded that mother’s knowledge on nutrition played an important role in preventing overweight children. Suggested recommendation in order to prevent overweight since childhood was by increasing mother’s knowledge through optimizing relevant programs in the Puskesmas.

  1. Am I a Teacher? How Educare Givers in Taiwan Construct Their Professional Identity during Socialisation into Public Preschools

    Science.gov (United States)

    Kao, Yu-Shu; Chen, Ya-Ling

    2017-01-01

    A new job position, "educare giver," which was created after kindergartens and preschools in Taiwan were integrated in 2012, has caused several problems such as ambiguity in the role of childcare givers and inequity in the division of labour. Studies have provided a limited scope and have not examined the identities and struggles of…

  2. Am I a Teacher? How Educare Givers in Taiwan Construct Their Professional Identity during Socialisation into Public Preschools

    Science.gov (United States)

    Kao, Yu-Shu; Chen, Ya-Ling

    2017-01-01

    A new job position, "educare giver," which was created after kindergartens and preschools in Taiwan were integrated in 2012, has caused several problems such as ambiguity in the role of childcare givers and inequity in the division of labour. Studies have provided a limited scope and have not examined the identities and struggles of…

  3. An Investigation of the Ethical Decision-Making of Preschool Teachers: A Cultural Study of a Sample in Turkey

    Science.gov (United States)

    Ozturk, Safak

    2011-01-01

    In this study, the ethical decision-making of preschool teachers (N = 26) in Samsun, on the northern coast of Turkey, was examined. For this analysis, six real-life dilemmas were prepared, chosen from the problems that most often arise in kindergartens in Turkey. These dilemmas addressed the commitment of the teacher to the child, to self, to the…

  4. Can Teacher Ratings of Students' Skills at Kindergarten Entry Predict Kindergarten Retention?

    Science.gov (United States)

    Goldstein, Jessica; Eastwood, Melissa; Behuniak, Peter

    2014-01-01

    Though early childhood literature defines kindergarten readiness in the context of the whole child across multiple domains, there is little research to demonstrate the relative influence of these domains on success in the kindergarten year. In this study, we use teacher judgments of students at the start of the kindergarten year across multiple…

  5. Managing the Taiwan kindergarten evaluation system

    Directory of Open Access Journals (Sweden)

    Lin, Hsiu Fen

    2012-04-01

    Full Text Available The purpose of this study is to explore the content of Taiwan’s kindergarten accreditation system and its current status, and set forth conclusions and recommendations for future references by policy-making authorities in kindergarten education. Using the documentary analysis method, results show that current evaluation system should practice more transparency in its administration. Furthermore, managers of such system should be encouraged to consider other countries’ kindergarten accreditation systems for references.

  6. Estresse cotidiano na transição da 1ª série: percepção dos alunos e associação com desempenho e ajustamento Daily hassles in the first-grade transition: student perception and association with school achievement and adjustment

    Directory of Open Access Journals (Sweden)

    Edna Maria Marturano

    2009-01-01

    Full Text Available O artigo apresenta uma pesquisa conduzida em escolas públicas, com o objetivo de avaliar a intensidade do estresse percebido, associado ao cotidiano escolar na transição da 1ª série, bem como investigar associações entre desempenho, ajustamento e estresse em domínios específicos da vida escolar. Participaram 171 alunos da 1ª série, com idade entre 6 e 8 anos. Os instrumentos utilizados foram: Inventário de Estressores Escolares, Teste de Desempenho Escolar, Avaliação do Desempenho e do Ajustamento pelo Professor. Nos resultados, as crianças apontaram como mais estressantes os domínios de relacionamento com os companheiros e demandas do novo contexto. O estresse no domínio acadêmico foi negativamente associado a desempenho. A freqüência à educação infantil contribuiu para minimizar o estresse.This article describes a study conducted in public schools aiming at evaluating how much upset children feel about school daily hassles during the first grade transition. The relationships between daily hassles in different domains of school life and measures of achievement and adjustment were also investigated. One hundred and seventy-one (171 first grade students participated in the study. The instruments used were the School Hassles Inventory, the School Achievement Test, and the items for the assessment of children's achievement and adjustment from the Teacher Report Form. The results showed that: children rated hassles with peers and nonacademic school demands as the most stressful domains during first grade whereas academic concerns correlated negatively to achievement. Prior kindergarten attendance was associated with lower levels of daily stress.

  7. Kindergarten Events for the Public

    OpenAIRE

    KOUDELKOVÁ, Hana

    2014-01-01

    This bachelor thesis deals with the events of the nursery schools organized by them both for parents and wide public. The first chapter of the work offers an outline of the different types of the events in terms of their assessment by teachers and parents. It introduces these events as a form of the pre-school education and highlights their importance for the childern of pre-school age and for the relations between the school and family. The practical chapter aims to get the evaluation of the...

  8. Evacuation exercise at the Kindergarten

    CERN Multimedia

    2001-01-01

    Every year fire evacuation exercises are organized through out CERN and our facility's Kindergarten is no exception. Just a few weeks ago, a fire simulation was carried out in the Kindergarten kitchen facility using synthetic smoke. The purpose of the exercise was to teach staff to react in a disciplined and professional manner when in the presence of danger. The simulation is always carried out at a random time so as to ensure that people in the area under the test are not aware of the exercise. For the Kindergarten the exercise was held early in the school year so as to train those who are new to the establishment. The evacuation was a complete success and all went as it was supposed to. When the children and teachers smelt smoke they followed the prescribed evacuation routes and left the building immediately. Once outside the situation was revealed as an exercise and everyone went back to business as usual, everyone that is, except the fire brigade and fire inspector.  The fire brigade checked t...

  9. STUDYING REPRESENTATIONS OF ENVIRONMENTAL COMPONENTS WITH KINDERGARTEN CHILDREN USING A GEOGRAPHICAL AND PSYCHOLOGICAL PERSPECTIVE

    OpenAIRE

    GABRIELA ALINA TĂMAȘ

    2014-01-01

    We have analyzed 21 drawings on the topic "My house" as drawn by 18 pre-school children attending a kindergarten in the town of Dej, Cluj County, Romania. I carried out the research during the 2013-2014 school year, analyzing the houses drawn by 4/5-year-old, 5/6-year-old, and 6/7-year-old children, considering these drawings as spatial representations. I also analyzed the same drawings of the houses from a psychological perspective.

  10. THE ANALYSIS OF CREATIVE WRITING TEACHING THROUGH STORY BOOK READING FOR THE FIRST GRADE STUDENTS OF TUNAS MUDA INTERNATIONAL SCHOOL

    Directory of Open Access Journals (Sweden)

    Jaclyn Ryani Agus

    2011-11-01

    Full Text Available One method to support the success of teaching of writing skills is using story books. It has manykinds of benefits that provides the students more creative and challenging texts that require personalexploration, easier understanding of information which are commonly hard to comprehend and remember,and easier illustration in making connection among various elements and concepts being taught. Thisresearch deals with teaching creative writing through story book reading, and it is aimed at findingwhether this method is beneficial or not in increasing creativity in writing. The study is carried out using apre-test and post-test design to 14 students from the first grade. Between the two tests, the students wereprovided with basic knowledge of creative writing. The data of the research were the scores of the pre-testand post-test compared and analyzed based on the rubric of ideas, organization, word choice, sentencefluency, and conventions. The pre-test result shows that 29% of the students achieve the standard ofachievement. After the creative writing process, the post-test result indicates that 93% of the studentsachieve the standard of student achievement in creative writing.

  11. THE ANALYSIS OF CREATIVE WRITING TEACHING THROUGH STORY BOOK READING FOR THE FIRST GRADE STUDENTS OF TUNAS MUDA INTERNATIONAL SCHOOL

    Directory of Open Access Journals (Sweden)

    Jaclyn Ryani Agus

    2011-10-01

    Full Text Available One method to support the success of teaching of writing skills is using story books. It has many kinds of benefits that provides the students more creative and challenging texts that require personal exploration, easier understanding of information which are commonly hard to comprehend and remember, and easier illustration in making connection among various elements and concepts being taught. This research deals with teaching creative writing through story book reading, and it is aimed at finding whether this method is beneficial or not in increasing creativity in writing. The study is carried out using a pre-test and post-test design to 14 students from the first grade. Between the two tests, the students were provided with basic knowledge of creative writing. The data of the research were the scores of the pre-test and post-test compared and analyzed based on the rubric of ideas, organization, word choice, sentence fluency, and conventions. The pre-test result shows that 29% of the students achieve the standard of achievement. After the creative writing process, the post-test result indicates that 93% of the students achieve the standard of student achievement in creative writing.

  12. Using First-Grade Teacher Ratings to Predict Third-Grade English Language Arts and Mathematics Achievement on a High-Stakes Statewide Assessment

    Directory of Open Access Journals (Sweden)

    Dorinda J. GALLANT

    2013-03-01

    Full Text Available Early childhood professional organizations support teachers as the best assessors of students’ academic, social, emotional, and physical development. This study investigates the predictive nature of teacher ratings of first-grade students’ performance on a standards-based curriculum-embedded performance assessment within the context of a state accountability system. The sample includes 4292 elementary school students cross-classified by 131 first-grade and 137 third-grade schools attended. This study uses extant statewide assessment data for students located in a state in the southeastern part of the United States. Controlling for student and school demographic variables in cross-classified random effects multilevel models, first-grade teacher ratings—as reflected by domain scores on a performance assessment—are found to positively and significantly correlate with students’ third-grade academic achievement.

  13. Construction of questionnaire for kindergarten teachers about the attitudes towards inclusion of children with disabilities

    Directory of Open Access Journals (Sweden)

    Sindik Joško

    2013-01-01

    Full Text Available The main objective of this study was to construct an measuring instrument for estimating the attitudes about inclusion. The sample of preschool teachers from kindergartens in Osijek and Zagreb was examined, using the questionnaire Atittudes of the experts about the inclusion of children with development disabilities. We have confirmed the existence of seven latent dimensions of attitudes about the inclusion, defined as a simple linear combination of the items that define each factor, showing low and marginally satisfactory reliability, which ranges from very low (organizational adaptation, monitoring the inclusion criteria to moderately high. From all the correlations between the dimensions of attitudes about inclusion, more than a third of them are mainly low, but statistically significantly and positively correlated. Based on the established metric characteristics, measuring instrument can be considered sufficiently good initial starting point for the construction of the final version of the instrument, intended for the evaluation of training on inclusion of preschool children's teachers.

  14. Predicting bilingual Spanish–English children’s phonological awareness abilities from their preschool English and Spanish oral language

    Science.gov (United States)

    Scarpino, Shelley E.; Lawrence, Frank R.; Davison, Megan D.; Hammer, Carol S.

    2012-01-01

    This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish–English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children’s 2 years in Head Start for a total of four measurement occasions. Phonological awareness was assessed during the spring of children’s kindergarten year. Results indicated that English receptive vocabulary at the end of preschool predicted English phonological awareness abilities in kindergarten, whereas Spanish vocabulary was observed to have a negative predictive relationship with children’s English phonological awareness abilities. However, after controlling for English vocabulary, Spanish vocabulary no longer had an effect on English phonological awareness. Broad receptive language abilities in English and Spanish did not predict later English phonological awareness skills. PMID:23258945

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

    Directory of Open Access Journals (Sweden)

    Panajotis Cakirpaloglu

    2014-12-01

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

  16. Gesture in a Kindergarten Mathematics Classroom

    Science.gov (United States)

    Elia, Iliada; Evangelou, Kyriacoulla

    2014-01-01

    Recent studies have advocated that mathematical meaning is mediated by gestures. This case study explores the gestures kindergarten children produce when learning spatial concepts in a mathematics classroom setting. Based on a video study of a mathematical lesson in a kindergarten class, we concentrated on the verbal and non-verbal behavior of one…

  17. Serving Young Learners: Exploring Junior Kindergarten

    Science.gov (United States)

    Lawton, Stephen B.

    2012-01-01

    Full-day kindergarten programs did not survive the recession in some states, where districts reduced them to half-day programs in light of severe funding cuts. Now, with rising tax revenues and falling unemployment rates, the restoration of full-day kindergarten is back on the agenda. However, now that funds are available, is restoring full-day…

  18. For Parents: An Introduction to Kindergarten.

    Science.gov (United States)

    New Brunswick Dept. of Education, Fredericton. Student Services Branch.

    This booklet for parents explains the activities that take place in kindergarten and the characteristics of kindergarten staff. Also discussed is the manner in which the activities and staff help children develop. Activities considered center around dramatic play; children helping themselves and others; pets; cooking; snacks; exercise; reading and…

  19. Gesture in a Kindergarten Mathematics Classroom

    Science.gov (United States)

    Elia, Iliada; Evangelou, Kyriacoulla

    2014-01-01

    Recent studies have advocated that mathematical meaning is mediated by gestures. This case study explores the gestures kindergarten children produce when learning spatial concepts in a mathematics classroom setting. Based on a video study of a mathematical lesson in a kindergarten class, we concentrated on the verbal and non-verbal behavior of one…

  20. PREVENTION OF THE SYNDROME OF EMOTIONAL BURNING OUT AT TEACHERS OF PRESCHOOL EDUCATIONAL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Л. Г. Богославец

    2014-01-01

    Full Text Available Preschool educational institutions are unique since children for the first time get some skills of interaction and pedagogic influence.Thus basic tendencies of development and modernization of preschool education are connected with creation of favorable atmosphere and psychological climate in the team. Overcoming of negative consequences such as bad feeling, tiredness indicate emotional burnout of pedagogues of preschool educational institutions.Purpose. Prevention of a syndrome of emotional burning out at DOW’S teachers.Methodology researches and works on identification of the reasons, factors of emotional burning out of teachers of DOW.Results: stressovoustoychivost increase with installation of the favorable psychological atmosphere in staff of kindergarten.Practical implications: preschool education.Purchase on Elibrary.ru > Buy now

  1. Teaching minority children hygiene: investigating hygiene education in kindergartens and homes of ethnic minority children in northern Vietnam.

    Science.gov (United States)

    Rheinländer, Thilde; Samuelsen, Helle; Dalsgaard, Anders; Konradsen, Flemming

    2015-01-01

    Ethnic minority children in Vietnam experience high levels of hygiene- and sanitation-related diseases. Improving hygiene for minority children is therefore vital for improving child health. The study objective was to investigate how kindergarten and home environments influence the learning of hygiene of pre-school ethnic minority children in rural Vietnam. Eight months of ethnographic field studies were conducted among four ethnic minority groups living in highland and lowland communities in northern Vietnam. Data included participant observation in four kindergartens and 20 homes of pre-school children, together with 67 semi-structured interviews with caregivers and five kindergarten staff. Thematic analysis was applied and concepts of social learning provided inputs to the analysis. This study showed that poor living conditions with lack of basic sanitation infrastructures were important barriers for the implementation of safe home child hygiene. Furthermore, the everyday life of highland villages, with parents working away from the households resulted in little daily adult supervision of safe child hygiene practices. While kindergartens were identified as potentially important institutions for improving child hygiene education, essential and well-functioning hygiene infrastructures were lacking. Also, hygiene teaching relied on theoretical and non-practice-based learning styles, which did not facilitate hygiene behaviour change in small children. Minority children were further disadvantaged as teaching was only provided in non-minority language. Kindergartens can be important institutions for the promotion of safe hygiene practices among children, but they must invest in the maintenance of hygiene and sanitation infrastructures and adopt a strong practice-based teaching approach in daily work and in teacher's education. To support highland minority children in particular, teaching styles must take local living conditions and caregiver structures into account

  2. [Faustlos -- promotion of social-emotional competences in elementary schools and kindergartens].

    Science.gov (United States)

    Schick, Andreas; Cierpka, Manfred

    2005-11-01

    Aggressive and violent behavior of children often is caused by a lack of social and emotional competences, which blocks constructive problem- and conflict-management. Therefore lots of different US-American prevention approaches for the promotion of crucial social competences have been developed. Faustlos is the first German violence prevention curriculum, which promotes the social and emotional competences of first grade pupils and kindergarten aged children. The curriculum builds on the promotion of empathy, impulse control and anger management. Evaluation studies on the effectiveness of Faustlos prove its positive effects on aggressive behavior and on the promotion of social-emotional competence. Further, the feedback of people working with Faustlos concerning the acceptance and practicability of the program is positive too. Besides the development of additive materials (e. g. Faustlos for parents) evaluation studies on the long-term effects of the program are needed.

  3. Science Informational Trade Books: An Exploration of Text-based Practices and Interactions in a First-grade Classroom

    Science.gov (United States)

    Schreier, Virginia A.

    Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks. Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in

  4. 浅析幼儿园虐童事件的微观管理%Research on Micromanagement of Kindergarten Child Abuse

    Institute of Scientific and Technical Information of China (English)

    凌晓俊

    2014-01-01

    Occur of kindergarten child abuse incident has many negative effects on young children's physical and mental devel-opment.Kindergarten should strengthen management from the following perspectives:legally recruit qualified preschool teach-ers;second,conduct in-service training to kindergarten teacher according to "kindergarten teacher professional standards";third,strengthen the daily supervision of teaching work,regulate the teaching behavior of kindergarten teachers;four,improve kindergarten teachers'salaries and benefits,enhance professional happiness.%幼儿园虐童事件的发生对幼儿的身心发展会产生很多负面影响。幼儿园应加强管理,可以从以下几个角度采取措施:依法招聘合格幼儿教师,严把幼儿园教师入口关;二、依照《幼儿园教师专业标准》,做好对幼儿园教师的在职培训;三、加强日常保教工作的监督检查,规范幼儿园教师的保教行为;四、提高幼儿教师工资福利待遇,增强幼儿教师职业幸福感。

  5. Refractive error and visual functions in children with special needs compared with the first grade school students in Oman

    Directory of Open Access Journals (Sweden)

    Vora Urmi

    2010-01-01

    Full Text Available Background: We evaluated the refractive status and visual function of children with special needs (other handicap in 2010 and compared them with healthy 1 st grade school students in Oman. Materials and Methods: This was a cohort study. Optometrists recorded vision using a logarithm of minimum angle of resolution (LogMAR chart. Preferential looking method was used for testing 31 children. Cycloplegic refraction was performed on all children. Contrast sensitivity was tested using 2.5%, 10%, and 100% contrast charts. Ocular movement, alignment, and anterior segment were also assessed. A pediatrician reviewed the health records of all the children at the time of their enrollment in this study to determine if the child had been diagnosed with a systemic condition or syndromes. The visual functions were assessed by study investigators. We estimated the rates and the risk of different visual function defects in children with special needs. Result: The prevalence of refractive error in 70 children (4.7 ± 0.8 years with special needs (group 1 and 175 normal healthy first grade students (group 2 were 58.5% and 2.9%, respectively. The risk of refractive error was significantly higher in children with special needs [relative risk, 48.1 (95% confidence interval, 17.54-131.8]. Hyperopia (>1.00 D, myopia (≥ 1.00D and astigmatism (≥ ±1.00 D were found in 18.6%, 24.3%, and 27.1%, respectively, in group 1. Six children in this group had defective near vision. Sixteen (80% children with Down syndrome had refractive error. Seven (50% children with developmental disorder showed decreased contrast sensitivity. Conclusion: Prevalence of uncorrected refractive error was much higher in children with special needs. Prevalence of strabismus, nystagmus, and reduced contrast sensitivity was also higher in children with special needs. Early vision screening, visual function assessment, correction of refractive error, and frequent follow-up are recommended.

  6. 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 ...

  7. 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…

  8. 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.…

  9. Arctic Animals of Alaska. First Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    Science.gov (United States)

    Boe, Sandra

    The Arctic is covered with ice and snow for most of the year. Animals that live in Alaska's arctic region must be able to survive long winters and very cold temperatures. Surprisingly, many animals live in the harsh, cold climate. This first-grade activity plan helps students learn about the animals of the far north. The plan gives six steps for…

  10. Mothers' Early Depressive Symptoms Predict Children's Low Social Competence in First Grade: Mediation by Children's Social Cognition

    Science.gov (United States)

    Wang, Yiji; Dix, Theodore

    2015-01-01

    Background: This study examined whether social-cognitive processes in children mediate relations between mothers' depressive symptoms across the first 3 years and children's first-grade social competence. Three maladaptive cognitions were examined: self-perceived social inadequacy, hostile attribution, and aggressive response generation.…

  11. "Our Zoo to You": The Link between Zoo Animals in the Classroom and Science and Literacy Concepts in First-Grade Journal Writing

    Science.gov (United States)

    Wilson, Kathleen; Trainin, Guy; Laughridge, Virginia; Brooks, David; Wickless, Mimi

    2011-01-01

    This study examined first-grade students' journal writing to determine how placing live zoo animals in classrooms for science education links to students' emergent and early writing. Students were asked to write journal entries during the daily language arts period. Although no direct instruction in informational text writing was offered, teachers…

  12. Twenty Lives: A Longitudinal Study of the Effects of 5 Variables on the Lives of 20 Students Who Were Low Readiness in First Grade (1964-1976).

    Science.gov (United States)

    Newman, Anabel P.

    An analytical field study of 20 students whose first grade low readiness scores contrasted sharply with their ninth grade academic achievement sought to ascertain what variables were associated with such differences. Interview and standardized test data were used to determine the relationships between student development and five nonschool…

  13. "Our Zoo to You": The Link between Zoo Animals in the Classroom and Science and Literacy Concepts in First-Grade Journal Writing

    Science.gov (United States)

    Wilson, Kathleen; Trainin, Guy; Laughridge, Virginia; Brooks, David; Wickless, Mimi

    2011-01-01

    This study examined first-grade students' journal writing to determine how placing live zoo animals in classrooms for science education links to students' emergent and early writing. Students were asked to write journal entries during the daily language arts period. Although no direct instruction in informational text writing was offered, teachers…

  14. Using First-Grade Teacher Ratings to Predict Third-Grade English Language Arts and Mathematics Achievement on a High-Stakes Statewide Assessment

    Science.gov (United States)

    Gallant, Dorinda J.

    2013-01-01

    Early childhood professional organizations support teachers as the best assessors of students' academic, social, emotional, and physical development. This study investigates the predictive nature of teacher ratings of first-grade students' performance on a standards-based curriculum-embedded performance assessment within the context of a state…

  15. Portfolio Assessment: Does It Really Give the Benefits That It Purports to Offer? Views of Early Childhood and First-Grade Teachers

    Science.gov (United States)

    Alaçam, Nur; Olgan, Refika

    2016-01-01

    Early childhood (n = 10) and first-grade teachers' (n = 10) views concerning portfolio usage were investigated in the current research. After collecting the data, six themes were constituted regarding the teachers' opinions about portfolio use concerning "portfolio conception," "advantages, disadvantages and challenges of…

  16. Mothers' Early Depressive Symptoms Predict Children's Low Social Competence in First Grade: Mediation by Children's Social Cognition

    Science.gov (United States)

    Wang, Yiji; Dix, Theodore

    2015-01-01

    Background: This study examined whether social-cognitive processes in children mediate relations between mothers' depressive symptoms across the first 3 years and children's first-grade social competence. Three maladaptive cognitions were examined: self-perceived social inadequacy, hostile attribution, and aggressive response generation.…

  17. Effects of Multilevel Support on First-Grade Teachers' Use of Research-Based Strategies during Beginning Reading Instruction

    Science.gov (United States)

    Schnorr, Crystalyn Innocence

    2013-01-01

    The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. Teachers were trained to use research-based strategies, including choral responding, response…

  18. Assessment of the Impact of an Animal Welfare Educational Course with First Grade Children in Rural Schools in the State of Morelos, Mexico

    Science.gov (United States)

    Aguirre, Virginio; Orihuela, Agustin

    2010-01-01

    The purpose of this study was to evaluate if an educational package used for animal welfare teaching would have significant effects on the knowledge of first grade children in a rural area of Mexico. The research was conducted with 276 students in six public schools. In the experimental group, 177 children participated in a 10 week-long animal…

  19. Fairview German Bilingual School: A Successful Model for Elementary-School, Second-Language Learning, Part II. Laying the Foundation: German in the First Grade.

    Science.gov (United States)

    Ryan, Marianne

    The first grade program of the Fairview German Bilingual School, the elementary (K-5) segment of the Cincinnati public school system's German bilingual alternative program, is described. The school provides intensive second-language instruction in German for monolingual English-speaking children with bilingualism as the objective. The school is…

  20. Assessment of the Impact of an Animal Welfare Educational Course with First Grade Children in Rural Schools in the State of Morelos, Mexico

    Science.gov (United States)

    Aguirre, Virginio; Orihuela, Agustin

    2010-01-01

    The purpose of this study was to evaluate if an educational package used for animal welfare teaching would have significant effects on the knowledge of first grade children in a rural area of Mexico. The research was conducted with 276 students in six public schools. In the experimental group, 177 children participated in a 10 week-long animal…

  1. To address gender equality since the preschool education: research and practices

    OpenAIRE

    Piscalho, Isabel; Cardona, Maria João; Tavares, Teresa; Uva, Marta

    2010-01-01

    To study the school careers of boys and girls from pre-school is one of the objectives of a study that took place in Santarém (Portugal). With this intention, in recent years a line of research, training and organization of materials for work on gender in preschool, has been developed. In this text we analyze some guidelines of our work presenting some examples of the data collected in kindergartens on the representations of gender and age (which is to be a man, woman, boy a...

  2. Early social fear predicts kindergarteners' socially anxious behaviors: Direct associations, moderation by inhibitory control, and differences from nonsocial fear.

    Science.gov (United States)

    Brooker, Rebecca J; Kiel, Elizabeth J; Buss, Kristin A

    2016-10-01

    Although social and nonsocial fear are discernable as early as preschool, little is known about their distinct associations with developmental outcomes. For example, fear has been identified as a predictor of social anxiety problems, but no work has examined whether social and nonsocial fear make independent contributions to risk. We investigated the extent to which early social and nonsocial fear were associated with socially anxious behaviors during kindergarten. To do this, we identified distinct trajectories of social and nonsocial fear across toddlerhood and preschool. Only social fear was associated with socially anxious behaviors at ages 2 and 5. Because the ability to regulate fear contributes to the degree to which fearful children are at risk for anxiety problems, we also tested whether an early developing aspect of self-regulation modulated associations between early fear and kindergarten socially anxious behaviors. Specifically, we tested whether inhibitory control differentially modulated associations between early levels of social and nonsocial fear and socially anxious behaviors during kindergarten. Associations between trajectories of early social fear and age 5 socially anxious behaviors were moderated by individual differences in inhibitory control. Consistent with previous research showing associations between overcontrol and anxiety symptoms, more negative outcomes were observed when stable, high levels of social fear across childhood were coupled with high levels of inhibitory control. Results suggest that the combination of social fear and overcontrol reflect a profile of early risk for the development of social inhibition and social anxiety problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  3. Physical activity and play in kindergarten age children.

    Science.gov (United States)

    Caroli, Margherita; Malecka-Tendera, Ewa; Epifani, Susi; Rollo, Rodolfo; Sansolios, Sanne; Matusik, Pawel; Mikkelsen, Bent E

    2011-10-01

    PERISCOPE project assesses factors promoting or preventing obesity development in early age. A specific aim is to assess preschool children's physical activity habits in three different European countries. PERISCOPE has been implemented in 1094 children attending kindergartens in Denmark, Italy and Poland. The parents' and children's physical activity habits and attitudes assessed by a questionnaire filled by the parents. Overweight and obesity assessed by Cole's BMI cut-off points. Statistical analysis performed by χ(2) test and the test of proportion. Denmark shows the lowest rate (14.6 %) of overweight, followed by Poland (17.1%), while Italy shows the highest (21.2 %) (p < 0.0001). The Polish families show the highest rate of walking from home to kindergarten and back, followed by the Italians and, lastly, the Danish ones (p < 0.001). Almost all the Danish and Polish children, but only the 50.1 % of the Italians play outside (p < 0.001). During the weekdays, 34.9 % of Polish children, 22.2 % of Italians and 19.8 % of the Danish play outside more than one hour a day (p < 0.0001). During the weekend, 91.1 % of Polish children, 86.7 % of Danish children, but only 54.4 % of Italians play outside more than one hour (p < 0.0001). 53.5 % of Danish children, 31.9 % of Polish children, and 18.2 % of Italian ones practice sport (p < 0.0001). Danish children are the most active, the Polish are in the middle and the Italians are the least active. The difference in infrastructures (safety of walking streets, access to playgrounds/parks, etc.) can play an important role, in addition to cultural and social family characteristics, to the development of overweight.

  4. Lithuanian narrative language at preschool age

    Directory of Open Access Journals (Sweden)

    Ingrida Balčiūnienė

    2012-05-01

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

  5. Processes in the development of mathematics in kindergarten children from Title 1 schools.

    Science.gov (United States)

    Foster, Matthew E; Anthony, Jason L; Clements, Doug H; Sarama, Julie H

    2015-12-01

    This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R(2) values = .49 and .32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (ΔR(2) = .05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (ΔR(2) = .14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small.

  6. Bilingual Children’s Language Abilities and Early Reading Outcomes in Head Start and Kindergarten

    Science.gov (United States)

    Hammer, Carol Scheffner; Lawrence, Frank R.; Miccio, Adele W.

    2012-01-01

    Purpose The purpose of this study was to investigate the relationship between Head Start children’s receptive language development and their kindergarten reading outcomes. Method Eighty-eight bilingual children who were eligible to attend Head Start for 2 years participated in the study. Growth curve models were used to examine the relationship between children’s language abilities during 2 years in Head Start and end-of-kindergarten reading outcomes. Results The results revealed that children’s English and Spanish receptive language abilities increased during Head Start, and children’s early reading abilities in English were within the typical range of monolingual norms at the end of kindergarten. Children’s early reading abilities in Spanish were nearly 1 SD below the test mean or lower. The results also showed that children’s growth in their English and Spanish language abilities during Head Start predicted their early reading abilities in English and Spanish. Implications The findings imply that preschool programs are needed that target children’s growth in language and not their performance measured at a particular point in time. Also, the results demonstrate the importance of early and regular evaluation of bilingual children’s development in both languages in order to monitor children’s growth in their two languages. PMID:17625050

  7. Bilingual children's language abilities and early reading outcomes in Head Start and kindergarten.

    Science.gov (United States)

    Hammer, Carol Scheffner; Lawrence, Frank R; Miccio, Adele W

    2007-07-01

    The purpose of this study was to investigate the relationship between Head Start children's receptive language development and their kindergarten reading outcomes. Eighty-eight bilingual children who were eligible to attend Head Start for 2 years participated in the study. Growth curve models were used to examine the relationship between children's language abilities during 2 years in Head Start and end-of-kindergarten reading outcomes. The results revealed that children's English and Spanish receptive language abilities increased during Head Start, and children's early reading abilities in English were within the typical range of monolingual norms at the end of kindergarten. Children's early reading abilities in Spanish were nearly 1 SD below the test mean or lower. The results also showed that children's growth in their English and Spanish language abilities during Head Start predicted their early reading abilities in English and Spanish. The findings imply that preschool programs are needed that target children's growth in language and not their performance measured at a particular point in time. Also, the results demonstrate the importance of early and regular evaluation of bilingual children's development in both languages in order to monitor children's growth in their two languages.

  8. The Investigation Of Pre-School Children’s Print Awareness And Skills For Writing Preparation

    OpenAIRE

    ŞİMŞEK ÇETİN, Özlem

    2014-01-01

    The goal of the study is to investigate the pre-school children’s print awareness and skills for writing preparation. Descriptive research method was used in the study. The children attending kindergarten classes in the primary schools of five different central districts of Ankara province in 2009-2010 academic year formed the study group of the research. The sampling of the research consists of 376 children who were chosen via stratified sampling method. Control List for the Evaluation of Pr...

  9. Influence of a physical education plan on psychomotor development profiles of preschool children

    OpenAIRE

    Teixeira Costa, Hélder José; Abelairas-Gomez, Cristian; Arufe-Giráldez, Vìctor; Pazos-Couto, José María; Barcala-Furelos, Roberto

    2015-01-01

    This study aimed to investigate the influence of structured physical education on the psychomotor development of 3 to 5 year-old preschool children. The sample consisted of 324 students of both sexes (3 to 5 year-old) from 9 public kindergarten classes in Porto, Portugal. A battery of psychomotor tests (pre-test) was used to assess the students’ psychomotor development profiles. The sample was divided in 2 groups: an experimental group (162 students) and a control group (162 students). Physic...

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

    Science.gov (United States)

    Yazici, Elçin

    2017-01-01

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

  11. "We Keep the Education Goin' at Home All the Time": Family Literacy in Low-Income African American Families of Preschoolers

    Science.gov (United States)

    Jarrett, Robin L.; Coba-Rodriguez, Sarai

    2017-01-01

    Researchers have examined the impact of family on child literacy among low-income African American families and preschoolers considered to be at risk for not being ready for kindergarten. Quantitative studies identify family-parental variables associated with poorer literacy outcomes, whereas qualitative studies detail family practices that…

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

    Directory of Open Access Journals (Sweden)

    Tomaž Zupančič

    2015-12-01

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

  13. Nutritional status of preschool children in Novi Sad

    Directory of Open Access Journals (Sweden)

    Stupar Dušan

    2014-01-01

    Full Text Available The aim of this study was to determine the nutritional status of preschool children (preparatory group - before starting school, aged 6 to 7 years. The survey was conducted in four kindergartens preschool 'Happy Childhood' in Novi Sad, in a sample of 209 children (116 boys and 92 girls. Anthropometric measurements were carried out in October 2012. Based on the results calculated BMI (body mass index (weight (kg / body height2 (m2 and determined the degree of nutritional status of each child. Parameter values of BMI were adjusted by age and gender. Survey results show that 116 boys, 72.41% has an normal weight, under nutrition were 5.17%, while moderate nutritional abnormalities observed at 13.79%, obesity was found in 8.62% boys. The girls have similar results, namely obesity was 9.78%, prone to obesity 7.61%, the optimal weight of 75% and under nutrition 7.61% girls.

  14. The written language in the final stage of preschool education

    Directory of Open Access Journals (Sweden)

    Maria Helena Martins da Cruz Horta

    2015-12-01

    Full Text Available The main objective of this qualitative study, which adopted a multiple case study approach, is to learn about the process of methodology of the written language in the final stage of preschool education, in kindergartens located in Eastern Algarve and belonging to the public network of the Ministry of Education. The study shows that the way in which the approach to written language in preschool education takes place is the result of a set of variables of diverse nature: the management curriculum developed; the perspective that each protagonist has of the written language (a form of expression and communication; their attitude vis-à-vis early conceptions about the written language of children (an attitude of support and stimulation; the assurance offered to children so that they can feel confident about their knowledge and learning in the transition to the next educational level, making them believe that they are capable of achieving it.

  15. Occupant Expectations on the Main IEQ Factors at Workspace: The Studies of Private Preschool Buildings

    Directory of Open Access Journals (Sweden)

    Salleh Naziah Muhamad

    2016-01-01

    Full Text Available This study explores the relationship between the perceived performance of specific IEQ factors and occupants’ overall satisfaction with their workspace. The Indoor Environmental Quality (IEQ in buildings is one of the most important factors affecting the physical development of children. The early education is compulsory and escalated numbers of 4-6 years children has boosted the numbers of private preschool. Frequently its operate in premises that have been fully refurbished, either in housing schemes, commercial buildings or institutional buildings. This has invited the questions on the building capability to provide a good environment to the children during the learning activities. Malaysia still lacks studies on the modification of the quality of the internal environment for private kindergartens. Post-Occupancy Evaluation (POE is one method that has been used satisfactorily in the study and effect of IEQ in kindergartens. This research focuses on identifying occupant satisfaction towards IEQ in selected refurbished pre-school or kindergarten buildings. The objectives of the study are to iden-tify and determine the IEQ through feedback from building users. The study collected data on overall satisfaction and overall design importance through building inspection and questionnaires, the data obtained was analyzed to become a benchmark for the studies. 240 kindergartens in the whole country were selected for the study of IEQ.

  16. Database design for a kindergarten Pastelka

    OpenAIRE

    Grombíř, Tomáš

    2010-01-01

    This bachelor thesis deals with analysis, creation of database for a kindergarten and installation of the designed database into the database system MySQL. Functionality of the proposed database was verified through an application written in PHP.

  17. Thestatus, causes and countermeasures on frequent flow of Private kindergarten teachers%民办幼儿园教师频繁流动的现状、原因及对策探讨

    Institute of Scientific and Technical Information of China (English)

    刘琼; 王选平

    2014-01-01

    The phenomenon of teachers’ out-flow/in-flow in private kindergarten is becoming more and more serious. This paper analyzes the causes of frequent flow of private kindergarten teachers, such as the low social prestige, incomplete kindergarten recruitment and management, pressure of preschool teachers and in-correct teachers’ concept, etc. . At last, it puts forward corresponding solving measures for these problems:First, improving the preschool teachers’ salaries in the social aspects and perfecting social security system. Second, perfecting kindergarten humanized management and training; Third, making preschool teachers learn constantly and improving their sense of professional happiness.%民办幼儿园教师的流出或流入现象越来越严重。导致民办幼儿园教师频繁流动的原因在于社会声望低、幼儿园招聘和管理不完善、幼儿教师的压力大与教师观念不正确等。其解决措施一是在社会方面健全社会保障体系,提高幼儿教师工资;二是完善幼儿园人性化管理和培训;三是要帮助幼儿教师不断学习、完善,提升自我的职业幸福感。

  18. Relationships between academic performance, SES school type and perceptual-motor skills in first grade South African learners: NW-CHILD study

    OpenAIRE

    Pienaar, A.E.; Barhorst, R.; Twisk, J. W. R.

    2013-01-01

    Background Perceptual-motor skills contribute to a variety of basic learning skills associated with normal academic success. This study aimed to determine the relationship between academic performance and perceptual-motor skills in first grade South African learners and whether low SES (socio-economic status) school type plays a role in such a relationship. Methods This cross-sectional study of the baseline measurements of the NW-CHILD longitudinal study included a stratified rando...

  19. 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)

  20. Kindergarten Teachers' and Their Assistants' Knowledge of First Aid in Slovenian Kindergartens

    Science.gov (United States)

    Slabe, Damjan; Fink, Rok

    2013-01-01

    Objective: Rapid physical and mental development in childhood also brings about a high risk of being injured. Since children spend a large amount of their time in kindergarten, there is a possibility that they would be injured while there. Design: A questionnaire for professionals was sent to a Slovenian kindergarten. Setting: The aim of this…

  1. Nueva investigacion sobre kindergarten de dia completo (Recent Research on All-Day Kindergarten). ERIC Digest.

    Science.gov (United States)

    Clark, Patricia

    Noting that much of the early research on the effects of all-day kindergarten had serious problems with internal and external validity due to inadequate methodological standards, this Spanish-language digest reviews research conducted in the 1990s. The digest discusses the academic, social, and behavioral effects of all-day kindergarten, as well…

  2. Validity and Reliability of Preschool, First and Second Grade Versions of Berkeley Parenting Self-Efficacy Scale

    Directory of Open Access Journals (Sweden)

    Shahrbanoo Tajeri

    2009-02-01

    Full Text Available "nObjective: The purpose of this study is to examine the factor structure, internal consistency, and construct validity of preschool, first and second grade versions of Berkeley Parenting self-efficacy scale. "nMethod:  The subjects were 317 mothers: (102 mothers of preschool children, 111 mothers of first grade children and 104 mothers of second grade children who were randomly selected from schools in Tehran. They completed Berkeley parenting self-efficacy and Rotter `s locus of control scales. Factor analysis using the principle component method was used to identify the factor structure of parenting self-efficacy scale. Cronbach`s alpha coefficient was used to identify the reliability of parenting self efficacy scale. "nResults: Results of this study indicated that the cronbach`s alpha coefficient was 0.84, 0.87, 0.64 for preschool, first grade and second grade versions respectively. Based on the scree test ,,factor analysis produced two factors of maternal strategy and child outcome, and it also produced the highest level of total variance explained by these 2 factors. The Parenting self-efficacy scale was negatively associated with measure of locus of control(r=-0.54 for the preschool version, -0.64 for the first grade version and -0.54 for the second grade version. "nConclusion: Due to relatively high reliability and validity of preschool, first and second grade versions of Berkeley Parenting Self-Efficacy scale, this scale could be used as a reliable and valid scale in other research areas

  3. 大连市基地幼儿园建设调研报告%Investigation Report on Construction of Dalian’s Base Kindergartens

    Institute of Scientific and Technical Information of China (English)

    李云翔

    2016-01-01

    The construction of base kindergartens is one of the key jobs of improving education quality of regional kindergartens,and it is also the important content of research,instruction and service in pre-school research and training.The investigation helps to understand the development trends of base kinder-gartens and teachers’research and training demand,by which effective research and study plans can be worked out.The quality improvement of base kindergartens will promote the improvement of teaching and research in regional kindergartens.%基地幼儿园建设是带动区域幼儿园教育质量不断提升的重要内容,也是学前研训工作的研究、指导与服务的主要内容。基地幼儿园建设与研究调研可以了解基地幼儿园的发展态势及研训需求,并以此为依据制定切实有效的基地研修计划与方案,以基地幼儿园的质量提升带动整个区域幼儿园教育教学质量及研究水平的提高。

  4. Prevalence of Oxyuriasis and its Influencing Factors in Elected Kindergartens in Ali Abad-e-Katoul, North of Iran

    Directory of Open Access Journals (Sweden)

    Morteza Mansourian

    2016-11-01

    Full Text Available Background: Enterobius vermicularis (formerly Oxyuriasis vermicularis, is a prevalent parasitic infection especially in preschool children worldwide. The present study aimed to explore the prevalence of Oxyuriasis and its influencing factors in kindergartens.Materials and Methods: A cross-sectional study was conducted on 175 children using multi-stage sampling method in Ali Abad-e-Katoul city- Iran in 2015 year. Data were collected using a three-part demographic questionnaire including personal characteristics, predisposing factor of infection, and clinical symptoms. Possibility of infection was tested by Graham method. Data were also analyzed using SPSS software (version 18. Significant level was also considered significant as

  5. Including Students with Moderate and Severe Complexity of Disability in Kindergarten and First Grade: Investigating the Relationship between Inclusive Classroom Quality Indicators, Level of Inclusive Education, and Social Competence

    Science.gov (United States)

    Matz, Amy Kristen

    2013-01-01

    The development of social competence for children is critical to their ability to navigate social decision making processes; however, children with complex disabilities have many difficulties in developing social competence. In an educational environment, the optimal setting for a child to develop social competence is within the inclusive…

  6. 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…

  7. The“Disappearance” and“Reproduce” of Rural Preschool Education in the Integration Process of the Urban and Rural Education---A Study on Some Village Kindergartens in Hunan%城乡教育一体化进程中农村学前教育的“存在”与“消亡”--以湖南某村幼儿园为例

    Institute of Scientific and Technical Information of China (English)

    王中华

    2015-01-01

    In the process of integration of urban and rural education ,there exist some problems about rural preschool education ,and even“wither away” the preschool education .But with some changes ,such as the national policy of improving rural preschool education ,and the faster rural economic and social de‐velopment ,the rural preschool education has gotten a better place ,called "reproduce".In order to further the development of rural preschool education ,to solve the problem of rural preschool education effectively , and to strengthen the management of the rural preschool education ,we have to continue to strengthen the social policy of preschool education in the countryside ,to promote the professional skills of rural preschool teachers ,to strengthen the social force of public opinion about the importance of the rural preschool educa‐tion ,and to strengthen the research on rural preschool education that could provide the theoretical support for the development of rural preschool education .%在城乡教育一体化过程中,农村学前教育遭遇到一些问题,甚至出现“消亡”。但是随着国家政策向农村学前教育的倾斜、农村经济社会的发展等因素的影响,因而“重现”。为了进一步保障农村学前教育的发展,我们需要从政策上继续关注和加强农村学前教育,切实解决农村学前教育经费问题,加强农村学前教育的管理和监测,同时,积极推进农村学前教师队伍建设,加强社会对农村学前教育的舆论力量,并且还要加强农村学前教育的研究以便为农村学前教育发展提供理论支持。

  8. Zagreb Amblyopia Preschool Screening Study: near and distance visual acuity testing increase the diagnostic accuracy of screening for amblyopia

    OpenAIRE

    Bušić, Mladen; Bjeloš, Mirjana; Petrovečki, Mladen; Kuzmanović Elabjer, Biljana; Bosnar, Damir; Ramić, Senad; Miletić, Daliborka; Andrijašević, Lidija; Kondža Krstonijević, Edita; Jakovljević, Vid; Bišćan Tvrdi, Ana; Predović, Jurica; Kokot, Antonio; Bišćan, Filip; Kovačević Ljubić, Mirna

    2016-01-01

    Aim To present and evaluate a new screening protocol for amblyopia in preschool children. Methods Zagreb Amblyopia Preschool Screening (ZAPS) study protocol performed screening for amblyopia by near and distance visual acuity (VA) testing of 15 648 children aged 48-54 months attending kindergartens in the City of Zagreb County between September 2011 and June 2014 using Lea Symbols in lines test. If VA in either eye was >0.1 logMAR, the child was re-tested, if failed at re-test, the child was ...

  9. Kindergarten students' cognitive engagement in science learning

    Science.gov (United States)

    Tsai, Meng-Fang

    The study is based on a secondary analysis of data from the 3rd year of the Scientific Literacy Project (SLP), a federally funded research project that examines how kindergarten students learn science in inquiry settings (Mantzicopoulos, Patrick, & Samarapungavan, 2005). Videotapes of classroom lessons implemented as part of the Year 3 intervention were analyzed to identify kindergarten students' patterns of cognitive engagement during inquiry-based science learning, as well as to identify patterns of teacher discourse that promoted students' cognitive engagement. The data for the current study were drawn from videotapes and transcriptions of classroom discourse in 3 intervention classrooms that participated in the SLP. Three teachers and 55 kindergarten students participated in the study. Twelve categories of kindergarten students' cognitive engagement and eleven categories of teacher discourse were identified. The initial 12 student and 11 teacher discourse categories were further grouped into two superordinate categories (Higher Order and Basic) respectively. Chi Square analyses indicated that there was a statistically significant association between student and teacher superordinate discourse (alpha = .05). MANOVA analyses indicated that there was no significant difference on overall rates of kindergarten students' cognitive engagement by class (alpha = .05).

  10. The Predictive Validity of the Phelps Kindergarten Readiness Scale

    Science.gov (United States)

    Augustyniak, Kristine M.; Cook-Cottone, Catherine P.; Calabrese, Nancy

    2004-01-01

    This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain-specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State…

  11. Mathematics Content Coverage and Student Learning in Kindergarten

    Science.gov (United States)

    Engel, Mimi; Claessens, Amy; Watts, Tyler; Farkas, George

    2016-01-01

    Analyzing data from two nationally representative kindergarten cohorts, we examine the mathematics content teachers cover in kindergarten. We expand upon prior research, finding that kindergarten teachers report emphasizing basic mathematics content. Although teachers reported increased coverage of advanced content between the 1998-1999 and…

  12. Reclaiming Kindergarten: Part II--Questions about Policy

    Science.gov (United States)

    Gullo, Dominic F.; Hughes, Kim

    2011-01-01

    Part II of "Reclaiming Kindergarten" continues the discussion related to responding to the crisis in today's kindergarten. In Part II, two policy questions are posed, the answers to which seek to respond to this continuing crisis. The questions center on issues related to engaging families in kindergarten and the need to consider a new early…

  13. Impact of California's Transitional Kindergarten Program, 2013-14

    Science.gov (United States)

    Manship, Karen; Quick, Heather; Holod, Aleksandra; Mills, Nicholas; Ogut, Burhan; Chernoff, Jodi Jacobson; Blum, Jarah; Hauser, Alison; Anthony, Jennifer; González, Raquel

    2015-01-01

    Transitional kindergarten--the first year of a two-year kindergarten program for California children born between September 2 and December 2--is intended to better prepare young five-year-olds for kindergarten and ensure a strong start to their educational career. The goal of this study was to measure the success of the program by determining the…

  14. The Role of Sports in Kindergarten Teachers' Recreational Habits

    Science.gov (United States)

    Ozturk, Huseyin

    2016-01-01

    The aim of this study is to investigate the role of the sports in the recreational habits of kindergarten teachers. The survey population comprises kindergarten teachers who are employed in the province of Gaziantep. The sample constitutes a total of 378 kindergarten teachers determined by circumstantial method. The survey developed by Tunçel was…

  15. Common Sense or Professional Qualifications? Division of Labour in Kindergartens

    Science.gov (United States)

    Steinnes, Gerd Sylvi

    2014-01-01

    This article compares the division of labour between kindergarten teachers and assistants in Norwegian kindergartens and discusses the two groups' perceptions of what kind of knowledge is important in order to carry out their tasks. This study is based on a survey representing kindergartens from all over Norway, and is part of a national…

  16. The Effects of Computers on Kindergarten Children's Social Skills

    Science.gov (United States)

    Kumtepe, Alper T.

    2006-01-01

    The purpose of the study was to examine the effects of computer use on children's social skills in kindergarten. Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), conducted by National Center for Educational Statistics, was utilized to analyze differential effects of home and school computer use on kindergarten social…

  17. Foundations of Mathematics Achievement: Instructional Practices and Diverse Kindergarten Students

    Science.gov (United States)

    Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth

    2014-01-01

    Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze…

  18. Kindergarten Teachers' Professional Training and Their Social Status in Korea

    Science.gov (United States)

    Lee, Guang-Lea; Myers, Donald A.; Kim, Kyoung Jin

    2009-01-01

    This article describes kindergarten teachers' professional training and their social status in Korea. It includes discussions of the historical development of Korea's kindergarten teacher training system and pedagogical methods, the unequal social status of kindergarten teachers, and the implementation of innovative pedagogical practices modeled…

  19. Guia curricular de saúde para o ensino de 1.º grau Curricular guide of health for the first grade school

    Directory of Open Access Journals (Sweden)

    Hebe da Silva Coelho

    1974-03-01

    Full Text Available Apresenta-se o "Guia Curricular de Saúde para o Ensino do 1.° Grau" aprovado oficialmente pela Secretaria de Educação do Estado de São Paulo para ser utilizado nas Escolas de 1.° grau. Após salientar os pontos fundamentais que foram levados em conta na sua elaboração - capacidade de aprendizado do escolar; situação do ensino formalizado de Saúde dentro do conjunto que se relaciona com a Saúde do Escolar; visão bio-psico-social de Saúde - foram destacados os objetivos gerais do guia e englobados o conteúdo de ensino em quatro temas básicos: Crescimento e Desenvolvimento; Nutrição; Higiene Física, Mental e Social; Agravos à Saúde. O conteúdo de cada tema básico é, depois, distribuido por série escolar e, finalmente, detalhados os objetivos específicos para cada série.There were presented the "Curricular Guide of Health for the First Grade School" which were oficially approved by Educational Department of S. Paulo State, Brazil, and which is to used for the First Grade School. There were emphasized the fundamental points which were used in the elaboration of the guide such as - the capacity of learning of the scholar; the situation of Education in Health in the context related to the Scholar Health; the bio-psycho-social view of Health - there were pointed out the general objectives which cover the education contents in four bascial items: Knowledge and development; Nutrition; Physical, Mental and Social Hygiene; Health damage. The content of each basical item is distributed for each year of the first grade school in order to cover specific objectives for each year.

  20. Inclusive education with students with intellectual disabilities (ID in first grade – first results regarding the effect on social status and social self-concept

    Directory of Open Access Journals (Sweden)

    Sabine Martschinke

    2012-06-01

    Full Text Available This study explores two inclusive first grade classes involving 31 regular students and 14 students with intellectual disability (ID during one school year. At the beginning of the school year, the social self-concept of the students with ID noted slightly higher than of those without ID, whereas the last-mentioned showed similar data as in a comparison group. All of these data are stable during the whole school year. Sociometric investigation shows that students with ID have also established a network of relationships to their classmates. Contrary to the expectations from research, they are not mentioned last in the rank order of namings.

  1. Empirical learning of children at kindergartens

    Science.gov (United States)

    Valovičová, Ľubomíra; Sollárová, Eva

    2017-01-01

    In the report we propose some results of psychology research, associated with development of kindergarten children's creativity, which in the course of one school year in kindergarten completed activities related to physics. Experience shows that the children at this evolution stage are not only capable of but also interested in discovering and getting to know new things. To this end, it is needed to motivate children and enable them to discover the beauty of physics. One possibility is to create educational activities for kindergarten children. In such activities children can investigate, discover, and indirectly learn physics. The goal is to develop physical thinking, natural sciences knowledge, and their personality and intellectual potential. In realization of some of them children practice their motoric and logical thinking as well as some skills.

  2. ICTs and Special Education in Kindergarten

    Directory of Open Access Journals (Sweden)

    Athanasios Drigas

    2014-06-01

    Full Text Available Recent development in the role of special education in kindergarten children includes the use of Information and Communication Technologies (ICTs. ICT nowadays is recognized as a tool that can foster the knowledge and the experiences for this crucial age and the support of specific areas in kindergarten according to the educational perspective and the areas of needs they serve is thought significant. In this paper we present a brief overview of the most representative studies of the last decade (2003-2013 which concentrates on the most frequent difficulties that children face in kindergarten and are supported by ICTs. The effectiveness of ICT in gifted and bilingual children is also presented.

  3. Motor Skill Development in Italian Pre-School Children Induced by Structured Activities in a Specific Playground

    OpenAIRE

    Patrizia Tortella; Monika Haga; Håvard Loras; Hermundur Sigmundsson; Guido Fumagalli

    2016-01-01

    This study examined the effects and specificity of structured and unstructured activities played at the playground Primo Sport 0246 in Northern Italy on motor skill competence in five years old children. The playground was specifically designed to promote gross motor skills in preschool children; in this study 71 children from local kindergartens came to the park once a week for ten consecutive weeks and were exposed to 30 minutes of free play and 30 minutes of structured activities. Before a...

  4. Improving preschooler conduct adaptation by using a social learning program based on motion games

    Directory of Open Access Journals (Sweden)

    Zsuzsa Szilárda

    2017-03-01

    Full Text Available Being aware of the changes which occur under the influence of environmental conditions, education, culture and social roles upon the child is indispensable with a view to build up a conduct adapted to the social environment. For any preschooler child, entering kindergarten is an important social event and getting adapted to the new situation is not easy. Broadening the relational framework with objects, other individuals, with one’s own self, results in disciplining preschooler conducts and increasing the number of socially desirable conducts. Relying upon the above statements, this study is aimed at working out a social learning programme made up of motion games involving socialization/cooperation elements intended for inducing amelioration in terms of the child’s conduct during the process of adaptation to the kindergarten environment. The experiment was conducted using a sample of “little group” preschoolers (children 3-4 years of age. As research methods, the following have been used: studying the reference literature, the method of pedagogical observation, the method of experiment and the method of playing. Further to the practical application of the programme worked out with a view to enhance the adaptation conduct in the said subjects, the experimental group proved to have undergone a significant positive evolution and each subject showed improvements considering the conduct of adaptation to kindergarten conditions, as highlighted by the change i.e. higher values in terms of the individual scores achieved at the final test. Preschool education is meant to provide all possible ways and means to enable any child’s integration into groups of children of a peer age, to develop sociability in children and to create favorable conditions for building out inter-children networks.

  5. [Neuropsychic development in preschool children in conditions of the informatization].

    Science.gov (United States)

    Tkachuk, E A; Tarmaeva, I Iu

    2014-01-01

    The new millennium was marked by the transition of humanity to a new stage of the development--the Information Society, which is an objective reality and affects on all aspects of living environment, including the health of children. The last decade was characterized by the increase of the use of means of informatization, the level of aggression and aggressiveness of children, the decrease of intellectual indices, deterioration of mental health, an increase of children with behavioral problems, hyperactivity, inattention, decrease of mental capacity. In a study on the example of preschool educational institution in the city of Irkutsk in the conditions of the changing of the informatization level of the society in the time period from 1998 to 2012, there were revealed the changes in indices of intellectual development, mental capacity and anxiety of children. Under observation there were 211 children aged from 5.5 to 6.5 years in the preschool institution of the central district of the city of Irkutsk. There were formed two groups of children: I group--children who attended kindergarten in 1998 and group II--children attending kindergarten in 2012. Age groups of preschool children were consistent with their calendar age: from 5 years 5 months 30 days to 6 years 5 months 30 days. In the study of intellectual development there has been shown the decrease of the number of children with average intelligence level and an increase in children with the below-average intelligence level, the increase of the speed (p < 0.05.) and the decrease of the quality (p < 0.05.) of the information processing in the Anfilov test for the mental performance and the increase the general level of anxiety, aggressive background and unmotivated fears "out" at the present time stage (2012).

  6. 幼儿师范信息化应用平台的开发与有效利用--以徐州幼儿师范高等专科学校为例%On Development and an Effective Utilization of Information Application Platform for Preschool Teachers:Taking Xuzhou Kindergarten Teachers College for Example

    Institute of Scientific and Technical Information of China (English)

    佟元之

    2014-01-01

    Based on campus network, the development of infor-mation application platform in Xuzhou Kindergarten Teachers College learns from the successful experience of many colleges and universities, and has many modifications and optimizations. The development of the school information application platform aims at serving teaching and optimizing school management. It makes full use of advanced technology and high quality resources, and has an effective integration of school teaching, scientiifc research, school management and logistics and other related information, forming a uniform users management, resource management and access control. It actively promotes institutional innovation, school teaching and management innovation, and improves modern educational level, which makes a solid step in the construction of an advanced, efifcient, and practical digital educational infrastructure.%徐州幼儿师范高等专科学校信息化应用平台的开发以学校校园网络为基础,汲取多个院校的成功经验,并进行多次修改、优化。学校开发的信息化应用平台以服务教学、优化管理为宗旨,充分利用先进技术和优质资源,有效整合和集成学校教学、科研、管理和后勤服务等相关信息,构成统一的用户管理、资源管理和权限控制,积极推动学校制度创新、教学和管理创新,提高学校现代化办学水平,在构建先进、高效、实用的数字化教育基础设施方面迈出扎实的一步。

  7. First-grade retention in the Flemish educational context: Effects on children's academic growth, psychosocial growth, and school career throughout primary education.

    Science.gov (United States)

    Goos, Mieke; Van Damme, Jan; Onghena, Patrick; Petry, Katja; de Bilde, Jerissa

    2013-06-01

    This study examined the effects of first-grade retention on children's academic growth, psychosocial growth, and future school career by following a cohort of first graders until the start of secondary school. The study took place in the Flemish educational context where primary school students are taught in uniform curricular year groups; the same curricular goals are set for all students, irrespective of ability; and grade retention is used as the main way to cater for students not reaching these goals. Propensity score stratification was used to deal with selection bias. Three-level curvilinear growth curve models, encompassing both grade and age comparisons, were used to model children's growth in math skills, reading fluency skills, and psychosocial skills. Two-level logistic regression models were used to model children's likelihood of repeating any grade between Grades 2 and 6, transitioning to a special education primary school, moving to another primary school, and transitioning to the A (versus B) track in secondary education. Overall, results showed that first-grade retention was less helpful for struggling students than generally thought by parents and educators. Limitations of the study and further research suggestions are provided, and practical implications are discussed.

  8. [Overweight, obesity and associated factors in first grade schoolchildren in a city of the metropolitan region of São Paulo, Brazil].

    Science.gov (United States)

    Mondini, Lenise; Levy, Renata Bertazzi; Saldiva, Silvia Regina Dias Médici; Venâncio, Sonia Isoyama; de Azevedo Aguiar, Jeanice; Stefanini, Maria Lúcia Rosa

    2007-08-01

    This study assessed the prevalence of overweight in public school first graders and the association between overweight and socio-environmental factors in a city in Greater Metropolitan São Paulo, Brazil. Children enrolling in public school first grade in Cajamar in 2005 were assessed. Overweight was defined according to body mass index, by gender and age. Socio-environmental information was obtained using a questionnaire applied to 58.6% of the children's mothers. Poisson regression models were used to evaluate associations between overweight in schoolchildren and socio-environmental variables. Seventeen percent of the children were overweight. Factors associated with overweight were: mother's obesity (PR = 3.54; CI: 2.16-5.80), high consumption of junk food (PR = 2.12; CI: 1.30-3.45), more than 4 hours a day watching TV (PR = 2.08; CI: 1.03-4.20), and daily household per capita availability of vegetal oil (around 3 tablespoons) (PR = 1.52; CI: 1.01-2.31). The family environment has a strong influence on overweight in children entering first grade in public schools. Prevention of childhood overweight should preferably target the parents and other caregivers.

  9. The Effects of Integrated Information Literacy in Science Curriculum on First-Grade Students’ Memory and Comprehension Using the Super3 Model

    Directory of Open Access Journals (Sweden)

    Lin Ching Chen

    2011-09-01

    Full Text Available The purpose of this study was to investigate the effects of integrated information literacy in first-grade science curriculum on students’ science learning. In this quasi-experimental study, two first-grade classrooms from a public elementary school were randomly assigned into the experimental group and control group. The former accepted an inquiry-based science curriculum infused information literacy using the Super3 model, while the latter accepted the traditional lecture-oriented instruction. The instructional unit in both experimental and control groups was taught by the same science teacher and lasted around three weeks, seven periods of time per week. Two tests were designed to test student’s memory of factual information and comprehension of scientific concepts. Results from the analyses of covariance showed that the experimental group significantly outperformed their counterparts on two measures of science learning. It is suggested that integrated information literacy instruction could have a positive impact on first-graders’ subject content learning and lay a foundation for young children to be lifelong learners.

  10. The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.

    Science.gov (United States)

    Kim, Young-Suk; Apel, Kenn; Al Otaiba, Stephanie

    2013-10-01

    The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.

  11. The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention

    Science.gov (United States)

    Kim, Young-Suk; Apel, Kenn; Otaiba, Stephanie Al

    2013-01-01

    Purpose We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RTI tier status. Conclusion These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed. PMID:23833281

  12. Motor skills in kindergarten: Internal structure, cognitive correlates and relationships to background variables.

    Science.gov (United States)

    Oberer, Nicole; Gashaj, Venera; Roebers, Claudia M

    2017-04-01

    The present study aimed to contribute to the discussion about the relation between motor coordination and executive functions in preschool children. Specifically, the relation between gross and fine motor skills and executive functions as well as the relation to possible background variables (SES, physical activity) were investigated. Based on the data of N=156 kindergarten children the internal structure of motor skills was investigated and confirmed the theoretically assumed subdivision of gross and fine motor skills. Both, gross and fine motor skills correlated significantly with executive functions, whereas the background variables seemed to have no significant impact on the executive functions and motor skills. Higher order control processes are discussed as an explanation of the relation between executive functions and motor skills. Copyright © 2017 Elsevier B.V. All rights reserved.

  13. Visiting nursery, kindergarten and after-school day care as astronomy for development

    Science.gov (United States)

    Tomita, Akihiko

    2015-08-01

    One of the frontiers of astronomy for development is astronomy education for young children. Note that it is not too-much-going-ahead education nor education for so-called gifted children. It is for all children in various situations. As an example, I present "Uchu no O-hanashi," a visiting activity which includeds slide show, story telling, and enjoying pictures on large sheets for children. Not only just for young children, but this activity also aims at intercultural understanding. Sometimes guest educator from abroad join the activity. Video letter exchange was successful even though there is a language barrier. For assessment of the activity, I have recorded the voice of children. I will present various examples of written records and their analysis of activites, at nursery, kindergarten, preschool, after-school day care for primary school children, and other sites. I hope exchanging the record will make a worldwide connection among educators for very young children.

  14. Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: a follow-up study of reading achievement from kindergarten to fifth grade.

    Science.gov (United States)

    Costa, Hugo Câmara; Perdry, Hervé; Soria, Carmen; Pulgar, Salomé; Cusin, Françoise; Dellatolas, Georges

    2013-03-01

    This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of concurrent relations between behavioral, familial and emergent literacy measures in a sample of 812 preschoolers, and their predictive power in explaining word reading achievement in a sub-sample of 150 children followed from kindergarten to fifth grade. Word reading at fifth grade was predicted by kindergarten measures of phonological awareness and letter knowledge. Teachers' reports of inattention symptoms at each grade level were associated with early reading skills and with subsequent word reading. Fa/Rd were concurrently and longitudinally associated with emergent literacy skills, teachers' reported inattention and word reading. These results indicate that children with a family history of reading difficulties are at increased risk for the co-occurrence of reading difficulties and attention problems from kindergarten onward. These findings confirm the shared influence of Fa/Rd on the comorbidity between inattention symptoms and reading difficulties in a non-diagnosed community sample of preschool children followed through late elementary school. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. Teacher perceptions of communication impairment at screening stage in preschool children living in Patras, Greece.

    Science.gov (United States)

    Okalidou, A; Kampanaros, M

    2001-01-01

    The general aim was to obtain piloting data for a series of experiments about the prevalence of communication impairment in preschool children in Greece. At this screening stage of the overall project, teacher perceptions of communication impairment in 57 kindergartens servicing 1113 children were examined via a questionnaire distributed in the urban region of Patras. The specific research goals were (1) to screen for specific categories of communication impairment such as articulation/phonology, receptive language, expressive language and pragmatics, hearing, stuttering, and voice, as they appear in the mainstreamed kindergarten population and (2) to offer comparative information on sex differences in communication impairment(s). The information was gathered by administration of a Greek-adapted version of the Communication Checklist for Pre-school Teachers, which was administered three times to obtain validity and reliability measures. The results were analysed separately for two studies (original and follow-up) and indicated teacher estimates of 14.4-18.7% for communication impairment in kindergarten children of the Patras region. Prevalence was higher for boys than for girls. Analysis of specific communication areas revealed that prevalence varies according to gender and category of communicative impairment. The limitations and follow-up needs of this study are discussed.

  16. Universal Screening for Writing Risk in Kindergarten

    Science.gov (United States)

    Coker, David L., Jr.; Ritchey, Kristen D.

    2014-01-01

    Early identification of students at risk for writing disabilities is an important step in improving writing performance. Kindergarten students (n = 84) were administered a set of researcher-developed writing tasks (letter writing, sound spelling, word spelling, and sentence writing) and school-administered reading tasks ("Dynamic Indicators…

  17. The Professional Project among Danish Kindergarten Teachers

    DEFF Research Database (Denmark)

    Bøje, Jakob Ditlev

    2016-01-01

    is realised as, respectively, a female professional project and a male qualification project. The consequences of these two projects are discussed in terms of ways they seem to produce and reproduce kindergarten teachers’ work. The article is based on ethnographic observations and interviews with newly...

  18. INTERPRETING MODERN MATHEMATICS GRADES KINDERGARTEN THROUGH SIX.

    Science.gov (United States)

    San Diego County Dept. of Education, CA.

    A TELEVISION SERIES ENTITLED "INTERPRETING MODERN MATHEMATICS" IS SPONSORED BY THE DEPARTMENT OF EDUCATION OF SAN DIEGO COUNTY AS AN INSERVICE EDUCATIONAL SERVICE FOR TEACHERS OF GRADES KINDERGARTEN THROUGH SIX. THE SERIES IS NOT INTENDED TO OFFER A COMPREHENSIVE COURSE IN MODERN MATHEMATICS, BUT RATHER TO DEAL WITH THE CONTENT,…

  19. Bringing Space Science into the Kindergarten Classroom

    Science.gov (United States)

    Bonett, D. M.; Little, K. E.

    2000-01-01

    With the advent of probes to Mars and the construction of the ISS, it is not presumptuous to introduce 5-year-olds to space science. A variety of projects have been implemented to integrate space science into the kindergarten curriculum.

  20. The Differential Effects of Repeating Kindergarten

    Science.gov (United States)

    Burkam, David T.; LoGerfo, Laura; Ready, Doug; Lee, Valerie E.

    2007-01-01

    We use the Early Childhood Longitudinal Study to investigate national patterns addressing (a) who repeats kindergarten, and (b) the subsequent cognitive effects of this event. Using OLS regression techniques, we investigate 1st-time kindergartners who are promoted, 1st-time kindergartners who are retained, and children who are already repeating…

  1. Kindergarteners, Fish, and Worms ... Oh My!

    Science.gov (United States)

    Plevyak, Linda; Arlington, Rebecca

    2012-01-01

    Children are natural scientists. They do what professional scientists do, but for slightly different and less conscious reasons--whether observing water flowing down a pipe, investigating how to make different colors with paints, or reasoning through a series of problems in relation to building a bridge. A kindergarten teacher wanted to expand and…

  2. Children's Voices on Bullying in Kindergarten

    Science.gov (United States)

    Helgeland, Anne; Lund, Ingrid

    2017-01-01

    Research suggests that bullying does occur in kindergarten. The extent of bullying in Norway and other Scandinavian countries is estimated to be about 12%. The purpose of this study is to investigate children's understanding and experiences of bullying. We use a qualitative approach and have conducted individual interviews and focus group…

  3. Nutritional Intervention and Breakfast Behavior of Kindergartens

    Directory of Open Access Journals (Sweden)

    Yongqing GAO

    2016-03-01

    Full Text Available Background: To examine the effect of nutritional education on children’s breakfast patternsMethods: A kindergarten based nutrition intervention was started in September 2001 among 8 kindergartens in Hefei with a total of 2,012 children aged 4-6 years and their parent pairs.Results: Monthly nutrition education sessions were held over two semesters in kindergartens part of the intervention arm.  The approach in education and the content of other activities were uniform across all the kindergartens. A validated questionnaire was used to record breakfast behavior over 7 days including at least one weekend. The parents recorded the children’s breakfast pattern (frequency, time, and food selection at baseline, middle, and end of the study. After intervention, there were significant differences at the final stage, but none at the baseline before intervention. There were changes not only in breakfast frequency, but also in the breakfast selectionConclusion: The breakfast pattern of Chinese children can be modified through nutrition education after a long term intervention. Keywords: Breakfast, Children, Intervention, China

  4. Computer Programming by Kindergarten Children Using LOGO.

    Science.gov (United States)

    Munro-Mavrias, Sandra

    Conservation ability, spatial motor ability, age, and gender were used as predictive variables in a study of 26 kindergarten children's computer programming ability. A preliminary pilot study with first graders had suggested that programming success was related to the ability to reverse thought processes. In both studies, children were taught to…

  5. The Interrelationships of Mathematical Precursors in Kindergarten

    Science.gov (United States)

    Cirino, Paul T.

    2011-01-01

    This study evaluated the interrelations among cognitive precursors across quantitative, linguistic, and spatial attention domains that have been implicated for math achievement in young children. The dimensionality of the quantity precursors was evaluated in 286 kindergarteners via latent variable techniques, and the contribution of precursors…

  6. Children's Voices on Bullying in Kindergarten

    Science.gov (United States)

    Helgeland, Anne; Lund, Ingrid

    2017-01-01

    Research suggests that bullying does occur in kindergarten. The extent of bullying in Norway and other Scandinavian countries is estimated to be about 12%. The purpose of this study is to investigate children's understanding and experiences of bullying. We use a qualitative approach and have conducted individual interviews and focus group…

  7. Cognitive Modes in Black Kindergarten Children.

    Science.gov (United States)

    Boone, Sherle; And Others

    This study employs the techniques developed by Wallach and Kogan as creativity instruments in conjunction with the Harris-Goodenough Draw-A-Man test as an I.Q. estimate and the Comtois Early Childhood Rating Scales as an indicator of classroom behavioral characteristics. The sample is a group of 19 black kindergarten children. The…

  8. What's Going On in the Children's Garden? Kindergarten Today. Research in Review.

    Science.gov (United States)

    Graue, Elizabeth

    2001-01-01

    Explores current practices in kindergarten education and describes the knowledge base related to kindergarten. Considers implications for making kindergarten a place where children can grow, learn, and thrive. Includes discussion of the kindergarten students, readiness-based interventions, scheduling, and kindergarten activities. (KB)

  9. 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 ...

  10. Epidemiology of Intestinal Parasite Infections among Kindergarten Children in Mekelle Town, Northern Ethiopia

    Directory of Open Access Journals (Sweden)

    Megbaru Alemu

    2015-11-01

    Full Text Available Back ground: Intestinal parasitic infections are among the major public health problems in the Sub-Saharan Africa. However, surveys for intestinal parasites conducted in different areas of Ethiopia focused on school age children. Consequently, there is scarcity of data on the burden of intestinal parasites among children in Kindergartens. Material and Method: This cross-sectional study was conducted in three Kindergartens in Mekelle City, North Ethiopia from October to November 2013. A total of 400 (240 male and 160 female pre-school children were eligible to provide stool samples. Wet mount preparations and Kato Katz technique were applied to process stool samples. Results: The overall prevalence of intestinal parasitic infection was 29.3% in the study. Six protozoan and helminthic parasites were indentified and Hymenelopis nana was the predominant species (8.75% followed by Giardia lamblia (5.75, Entamoeba histolytica (5%, Enterobius vermicularis (5% and Ascaris lumbricoides (4%. Hookworms and Schistosomiasis mansoni were the least prevalent species. Conclusions: Intestinal parasitosis was high in the study area which indicates a need for provision of anti protozoan and anti helminthics, sanitation, provision of safe water supply and latrines accompanied by appropriate health education.

  11. Preventing Disruptive Behavior via Classroom Management: Validating the Color Wheel System in Kindergarten Classrooms.

    Science.gov (United States)

    Watson, Tiffany L; Skinner, Christopher H; Skinner, Amy L; Cazzell, Samantha; Aspiranti, Kathleen B; Moore, Tara; Coleman, MariBeth

    2016-07-01

    Evidence suggests that installing a classroom management system known as the Color Wheel reduced inappropriate behaviors and increased on-task behavior in second- and fourth-grade classrooms; however, no systematic studies of the Color Wheel had been disseminated targeting pre-school or kindergarten participants. To enhance our understanding of the Color Wheel System (CWS) as a prevention system, a multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms. Partial-interval time-sampling was used to record classwide IVs, which were operationally defined as any comment or vocal noise that was not solicited by the teacher. Time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms. Teacher acceptability and interview data also supported the CWS. Implications related to prevention are discussed and directions for future research are provided. © The Author(s) 2016.

  12. 儿歌教学中师幼互动效果研究--以一次幼儿园语言活动课为例%Study on the Effect of the Interaction between Teachers and Preschoolers in the Teaching Activity of Children ’s Song:Taking a Language Activity Class in Kindergarten as an Example

    Institute of Scientific and Technical Information of China (English)

    潘祺蓉; 陶志琼

    2016-01-01

    儿歌学习对于幼儿语言能力的发展有着重要作用,儿歌教学活动中师幼互动效果是决定语言教学活动成功与否的关键。论文以儿童语言能力发展为目标,结合研究者自身在幼儿园上的一堂语言活动课为例,运用FIAC互动分析分类体系,对师幼互动情况进行研究。论文立足幼儿语言教学的实践活动,运用观察法、访谈法,为教师更好的组织语言课堂活动,提高幼儿园语言教学活动中的师幼互动质量提供建设性的意见。%Learning to chant children’s song is of great significance to children’s development in their language ability .The interaction between teachers and children determines the effect of the teaching activity of children ’s song .Based on the teaching experience of the author ,with FIAC as the major analyzing method ,this paper focuses on the interaction between teachers and children in children’ s development of language ability .Observation and interview are two major research methods mainly employed in this research .This study ,on the basis of language teaching practice ,aims at providing references for preschool teachers to improve their organization of their class ,and enhance the effect of the interaction between them and the children .

  13. Prevalence of Enterobius vermicularis among preschool children in 2003 and 2013 in Xinxiang city, Henan province, Central China

    Directory of Open Access Journals (Sweden)

    Wang Shuai

    2016-01-01

    Full Text Available The present study was performed to assess the prevalence of Enterobius vermicularis infection among preschool children in Xinxiang city, Henan province, China and the changes in the egg positive rate for E. vermicularis over a 10 year period. A total of 510 preschool children in 17 kindergartens were examined using the cellophane-tape perianal swab method in 2003, while 1734 preschool children in 10 kindergartens were examined in 2013 using the same method. The overall egg positive rate for E. vermicularis was 12.75% (65 out of 510 in 2003 and 5.13% (89 out of 1734 in 2013; the former was significantly higher than the latter (p < 0.05. In both 2003 and 2013, the egg positive rate for 5 to 6-year-old children was significantly higher than that of 2 to 4-year-old children (p < 0.05. However, positive rates were not significantly dependent on gender or area. Among selected personal hygiene factors, no hand washing before eating, sucking fingers or toys, and scratching around the anus were all associated with enterobiasis. The present study confirmed that the prevalence of E. vermicularis infection among preschool children decreased significantly over the 10 year period in Xinxiang city, but infection was still prevalent. Improving sanitation and personal hygiene practices, especially hand washing, could help prevent the transmission of E. vermicularis.

  14. Does an early childhood intervention affect cardiometabolic risk in adulthood? Evidence from a longitudinal study of preschool attendance in South Australia.

    Science.gov (United States)

    D'Onise, K; Lynch, J W; McDermott, R A

    2012-08-01

    There is an expectation that a positive social, cognitive and behavioural trajectory from early childhood developmental interventions will lead to improved population health and reduced health inequalities. However, there is limited direct evidence for this. The aim of this study was to assess the effect of participation in the South Australian Kindergarten Union preschool programme on adult cardiovascular biomedical risk factors. Kindergarten Union preschools delivered high-quality, comprehensive services to children aged 2-4 years and their families, including education, parenting and health services. Retrospective population-based cohort study. The effect of attendance at a Kindergarten Union preschool on a range of cardiometabolic risk factors was assessed using data from the North West Adelaide Health Study 1999-2007. The study sample was taken from participants in the 2007 survey (n = 1064, 44.8% attended preschool) who lived in South Australia as children and were born during the years 1937-1969. Preschool attendance had a beneficial effect on hypertension in adulthood [prevalence ratio 0.82, 95% confidence interval (CI) 0.69-0.97] and an indication of benefit on hypercholesterolaemia (prevalence ratio 0.86, 95% CI 0.71-1.05), but had no effect on dyslipidaemia, central obesity, high fasting blood glucose or metabolic syndrome. This study found that preschool attendance was associated with reduced risk of hypertension in adulthood, but no effect was seen for the other cardiometabolic factors. These findings may reflect differing causal pathways and trajectories of these risk factors from childhood to adulthood, but confirmation from other studies is required. Copyright © 2012 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  15. Prevalence of Hearing disorders in 3-6 year old Children of Kindergartens in Yazd City

    Directory of Open Access Journals (Sweden)

    Z Jafari

    2009-01-01

    Full Text Available Introduction: A hearing– impaired patient is defined as one with abnormal or reduced function in hearing resulting from an auditory disorder. The goal of any preschool and schools screening program should be to accurately indentify those children whose hearing has been impaired due to conductive and / or sensory– neural pathology. Methods: This cross– sectional descriptive study was done on 577 children (299 girls and 278 boys aged between 3–6 years at kindergartens of Yazd city from September 2005 to January 2006. The otoscopy examination, pure-tone screening and impedance study was conducted after completion of awareness form of the hearing loss existence by the parents. Results: In this study, there were 12.6% abnormal conditions of external ear canal, 34.2% abnormal tympanic membrane, 35.9% abnormal tympanograms and 13.4% hearing loss including 11.5% conductive hearing loss, 1.5% sensory-neural hearing loss and 0.5% mixed hearing loss. Conclusion: With respect to the high prevalence and negative effects of middle ear disorders in learning of preschool children, and also due to the importance of early identification and intervention of hearing loss in aural rehabilitation programs, increasing the awareness and education of people, especially parents about the effects of hearing disorders and its prevention and identification is very important

  16. Children’s exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development

    Science.gov (United States)

    Benner, Aprile D.; Thornton, Anna; Crosnoe, Robert

    2017-01-01

    Evidence that the learning gains of preschool fade as children transition into elementary school has led to increased efforts to sustain preschool advantages during this key transitional period. This study explores whether the observed benefits of sustainability practices for a range of child outcomes are explained and/or moderated by family and school mechanisms selecting children into experiencing these practices. Analyses of the Early Childhood Longitudinal Study-Birth Cohort revealed that both family and school factors predicted children’s exposure to several PK-3 sustainability practices. PK-3 sustainability practices were associated with reading (but not math) gains and better interpersonal skills (but not fewer externalizing behaviors) following the transition into kindergarten. These links were not conditioned by the selection mechanisms. The findings highlight who is more likely to seek out (at the family level) or offer (at the school level) sustainability practices and how relevant they are to fighting preschool fadeout. PMID:28794610

  17. Children's exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development.

    Science.gov (United States)

    Benner, Aprile D; Thornton, Anna; Crosnoe, Robert

    2017-01-01

    Evidence that the learning gains of preschool fade as children transition into elementary school has led to increased efforts to sustain preschool advantages during this key transitional period. This study explores whether the observed benefits of sustainability practices for a range of child outcomes are explained and/or moderated by family and school mechanisms selecting children into experiencing these practices. Analyses of the Early Childhood Longitudinal Study-Birth Cohort revealed that both family and school factors predicted children's exposure to several PK-3 sustainability practices. PK-3 sustainability practices were associated with reading (but not math) gains and better interpersonal skills (but not fewer externalizing behaviors) following the transition into kindergarten. These links were not conditioned by the selection mechanisms. The findings highlight who is more likely to seek out (at the family level) or offer (at the school level) sustainability practices and how relevant they are to fighting preschool fadeout.

  18. Kindergarten food familiarization. An exploratory study of teachers' perspectives on food and nutrition in kindergartens.

    Science.gov (United States)

    Lynch, Meghan

    2015-04-01

    This exploratory study employed a netnographic approach (netnography being a research methodology that adopts the practices of ethnography in an Internet-based setting) to reveal opportunities for kindergarten food familiarization. The study analyses kindergarten teachers' discussions on seven Internet message boards regarding the various food and nutrition experiences in their classes. Semi-structured interviews were then conducted with seven kindergarten teachers to explore further the message board findings. Five opportunities for how food familiarization occurs in kindergartens emerged from the analysis. These opportunities were categorized as being either "overt": (1) nutrition lessons, (2) snack times, (3) cooking experiences, or "covert" (4) food as teaching materials, and (5) dramatic play centres. Overt refers to any opportunity centred on food, healthy eating, or nutrition, whereas covert refers to opportunities where food was involved but in a non-exclusive manner. The five opportunities are examined and discussed in terms of their implications for children's food preference development. Results should be useful for future researchers for two main reasons. First, the results demonstrate the wide variety of food and nutrition experiences kindergarten students encounter throughout the day, beyond healthy eating interventions or foods served during meals. And second, because the findings are preliminary they require further research using various methods of data collection and samples of teachers. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. Analysis and development of kindergarten team management (case study)

    OpenAIRE

    Jelen, Silvija

    2012-01-01

    Work of a kindergarten or school headmaster can be defined as school management, comprising both administrative and pedagogical management. An individual in the role of a headmaster has difficulties in performing numerous position-related tasks with the same desired quality, so it would be sensible to develop teamwork in the field of kindergarten management as well. Team management in kindergartens is a current issue, which needs to be explored in depth. In the school year 2011/12 we form...

  20. Teaching and learning English in kindergartens in Kaohsiung

    OpenAIRE

    Chuang, Mei-Ling

    2001-01-01

    Learning English is very popular in Taiwan. This is evident by the increasing number of English cram schools for children and adults in Taiwan. The market for English learning and teaching is so vast that many kindergartens in Taiwan offer English classes, too. The purpose of this study is to investigate the situation of English learning and teaching in Kaohsiung's kindergartens. Since kindergarten children are very young, age is an important concern. There have been innumerable studies on ag...

  1. Relationship between Vision and Visual Perception in Hong Kong Preschoolers.

    Science.gov (United States)

    Ho, Wing-Cheung; Tang, Minny Mei-Miu; Fu, Ching-Wah; Leung, Ka-Yan; Pang, Peter Chi-Kong; Cheong, Allen Ming-Yan

    2015-05-01

    Although superior performance in visual motor and visual perceptual skills of preschool children has been documented in the Chinese population, a normative database is only available for the US population. This study aimed to determine the normative values for these visuomotor and visual perceptual tests for preschool children in the Hong Kong Chinese population and to investigate the effect of fundamental visual functions on visuomotor and visual perceptual skills. One hundred seventy-four children from six different kindergartens in Hong Kong were recruited. Distance visual acuity, near visual acuity, and stereopsis were tested, along with two measures of visual perception (VP): Visual-Motor Integration (VMI) and Test of Visual-Perceptual Skills (TVPS). Raw VMI and TVPS scores were converted into standard/scaled scores. The impact of basic visual functions on VP (VMI and TVPS) was examined using multiple regression. Visual functions were generally good: only 9.2 and 4.6% of subjects had unilateral and bilateral reduced habitual vision, respectively (distance visual acuity in the better eye >0.3 logMAR [logarithm of the minimum angle of resolution]). Performance in the VMI and in the visual memory and spatial relationships subtests of the TVPS exceeded that reported for age-matched children from the United States. Multiple regression analysis provided evidence that age had the strongest predictive value for the VMI and VP skills. In addition, near visual acuity was weakly associated with performance in the VMI and the visual discrimination and spatial relationships subtests of the TVPS, accounting for a limited proportion of the intersubject variability (R VMI and visual memory/spatial relationships of TVPS subtests, perhaps attributed to greater exposure to such material during their preschool home education. This study provided normality data for VMI and four subtests of the TVPS for Hong Kong Chinese preschool children as a reference for future studies.

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

    Directory of Open Access Journals (Sweden)

    Natalia Vasilyevna Bystrovа

    2015-08-01

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

  3. 由幼儿教师虐童案件频发引起的法律思考%Legal Considerations over Rampant Child Abuses at Chinese Kindergartens

    Institute of Scientific and Technical Information of China (English)

    党颖

    2015-01-01

    With child abuses happening with increasing frequency in China , and in light of the notorious illegal practices inherent in China ’ s preschool education , this paper presents a discussion on the causes of child abuses and proposes relevant countermeasures to address rampant child abuses in Chinese kindergartens .Such measures include improving the legal system of the protection of children and safeguard children ’ s rights and interests accord-ing to the law, increasing government investment in preschool education and enhancing kindergarten teachers ’ wel-fare and benefits , boosting the overall quality of preschool teachers by introducing pertinent professional training programs, and strengthening legal education on both kindergarten school teachers and children ’s parents.%随着“虐童”事件的频繁发生,看到目前我国幼儿教育违法现象面临的现状,研究探索引起“虐童”事件频繁发生的原因,提出可行性对策:健全儿童保护法律制度,遏制“虐童”思想的萌生;政府加大投资力度,提高幼儿教师待遇;利用幼儿教师职业培训提高幼儿教师队伍整体素质;加强幼儿教师及幼儿家长的法制教育。

  4. Recycling of solid wastes at kindergartens centers

    Directory of Open Access Journals (Sweden)

    Mohamed R.M.S.R.

    2017-02-01

    Full Text Available The present study aimed to conduct an activity on environmental awareness campaign at a kindergarten center, with the children age 4-6 years old. The activity included identify the various types of waste generated at the kindergarten and to realize the conservation practice by participating in simple waste management strategies and an explanation about recycling, reusing and reducing waste (3R. The activity provided the children more awareness about the importance of minimizing the plastic wastes. The activity had created an interesting experience to the young generation through practice activity and has given a light on the nature conservation along their growing years. It can be concluded that the awareness of environmental issues among children have risen up as noted by looking at students physical expression. Children have understood the potential to conserve nature from a simple action which is recycling. After the activity, children’s were able to identify and divide the rubbish.

  5. Beyond behavior modification: Benefits of social-emotional/self-regulation training for preschoolers with behavior problems.

    Science.gov (United States)

    Graziano, Paulo A; Hart, Katie

    2016-10-01

    The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; Mage=5.16years; 84% Hispanic/Latino background) with at-risk or clinically elevated levels of EBP. During the summer between preschool and kindergarten, children were randomized to receive three newly developed intervention packages. The first and most cost effective intervention package was an 8-week School Readiness Parenting Program (SRPP). Families randomized into the second and third intervention packages received not only the weekly SRPP, but children also attended two different versions of an intensive kindergarten summer readiness class (M-F, 8a.m.-5p.m.) that was part of an 8-week summer treatment program for pre-kindergarteners (STP-PreK). One version included the standard behavioral modification system and academic curriculum (STP-PreK) while the other additionally contained social-emotional and self-regulation training (STP-PreK Enhanced). Baseline, post-intervention, and 6-month follow-up data were collected on children's school readiness outcomes including parent, teacher, and objective assessment measures. Analyses using linear mixed models indicated that children's behavioral functioning significantly improved across all groups in a similar magnitude. Children in the STP-PreK Enhanced group, however, experienced greater growth across time in academic achievement, emotion knowledge, emotion regulation, and executive functioning compared to children in the other groups. These findings suggest that while parent training is sufficient to address children's behavioral difficulties, an intensive summer program that goes beyond behavioral modification and academic preparation by targeting socio-emotional and self-regulation skills can have incremental benefits across multiple aspects of school readiness

  6. The Prevalence of Obesity and Associated Factors in a Kindergarten in Ankara

    Directory of Open Access Journals (Sweden)

    Nurcan Yabanci

    2009-10-01

    Full Text Available AIM: The objective of this study was to assess the prevalence of obesity among preschool-age children and identify its associated factors. METHOD: This research has two steps, involving 375 preschool-age children ranging from 5 to 6 years-old, registered to a public kindergarten in Kecioren, Ankara. In the first step, measurements of weight, height, waist and hip circumferences were taken, body mass index (BMI and waist-hip ratio were calculated, BMI according to age and gender was classified considering the reference data of WHO-2007, the results were evaluated ≥85-<95. percentile as overweight, and ≥95.percentile as obese. In the second stage, forms prepared by the researchers were given to parents and the data obtained were assessed by statistical methods. RESULTS: The overall prevalence of overweight was 8.3%; the overall prevalence of obesity was 10.1%. The prevalence of overweight was higher in boys than in girls. The circumference of waist and hip of overweight/obese children were higher than other children (p<0.001. Negative and significant correlation was obtained (p<0.05 between the body weight and daily sportive activities of children and also between the period of exclusive breastfeeding. Moreover, positive correlation (p<0.01 was found between the body weight of children and the body weight of their parents. CONCLUSION: Obesity among preschool children is an important health problem. To evaluate obesity of children and encouraging them for having healthy eating behaviors and for doing sportive activities could contribute to prevent them to develop obesity in later ages. [TAF Prev Med Bull 2009; 8(5.000: 397-404

  7. Evacuation exercise at the CERN Kindergarten

    CERN Multimedia

    2001-01-01

    Every year fire evacuation exercises are organized through out CERN and our facility's Kindergarten is no exception. Just a few weeks ago, a fire simulation was carried out in the Kindergarten kitchen facility using synthetic smoke. The purpose of the exercise was to teach staff to react in a disciplined and professional manner when in the presence of danger. The simulation is always carried out at a random time so as to ensure that people in the area under the test are not aware of the exercise. For the Kindergarten the exercise was held early in the school year so as to train those who are new to the establishment. The evacuation was a complete success and all went as it was supposed to. When the children and teachers smelt smoke they followed the prescribed evacuation routes and left the building immediately. Once outside the situation was revealed as an exercise and everyone went back to business as usual, everyone that is, except the fire brigade and fire inspector. The fire brigade checked that the buil...

  8. Having the Touch of Motivation in Pre-school

    DEFF Research Database (Denmark)

    Lund, Ole

    2016-01-01

    the child to experiences of excitement through 1) physical contact and 2) theatrical performance. Furthermore, I will argue that the children's motivation is developed, because the educators actions create an environment of bodily felt uncertainty, which refers to ambiguous here-and-now-experiences in which......In this presentation, I will investigate the construction of embodied motivation in the interactions between educators and pre-school children during physical activity. The purpose of this study is to advancing the argument that motivation-building is more than pep-talks, magic formulaes...... in a Danish Kindergarten and phenomenological interpretations I will argue that motivation to participate and engage is facilitated when educators speak to the 'bodies' of children, rather than to their intellectual reasoning. I will illustrate how an educator motivates a child during a game of tag by guiding...

  9. [Work curve characteristics of preschool children by Uchida-Kraepelin psychodiagnostic test].

    Science.gov (United States)

    Takimoto, T; Yamada, K; Aoyagi, Y

    1984-12-01

    The work curve characteristics of preschool children aged five and six, were examined by Uchida-Kraepelin psychodiagnostic test; Scores were the amount of work, the effect of rest, PF profile fluctuation score and the relations among them. Subjects were 476 kindergarteners aged five and six. The results were as follows: The amounts of work increased with age, and girls' amount of work was larger than that of boys. The effect of rest was seen in the children aged six, but not in the children aged five. PF score tended to decrease as the amount of work increased. There was a negative correlation between the effect of rest and PF score.

  10. Relationship between parenting and proactive versus reactive aggression among Chinese preschool children.

    Science.gov (United States)

    Jia, Shoumei; Wang, Ling; Shi, Yingjuan

    2014-04-01

    This study examines the relationship between parenting and proactive versus reactive aggression among preschool children in China. Children (1164) from 10 kindergartens in Shanghai were rated by their parents and teachers using the Parent Behavior Inventory (PBI) and the Aggressive Behavior-Teacher's Checklist. Children had higher levels of reactive than proactive aggression, and older children and boys had higher levels of both proactive and reactive aggression. Hostile/coercive parenting style and low father education were significantly linked to aggression in children. These findings suggest that parenting style and type of aggression should be addressed when considering prevention and intervention. Crown Copyright © 2014. Published by Elsevier Inc. All rights reserved.

  11. 一级大豆油抗冻性影响因素的研究%Influencing factors of frost resistance of first grade soybean oil

    Institute of Scientific and Technical Information of China (English)

    徐爱军

    2013-01-01

    从原料大豆和加工工艺两个角度系统地分析了一级大豆油抗冻性的主要影响因素.结果表明:脂肪酸组成的分布情况对一级大豆油抗冻性影响很大,在一定程度上,饱和脂肪酸含量与凝固时间有较好的相关性;不同原料产地的大豆生产出来的大豆油因脂肪酸组成的分布不同,导致其抗冻性有一定的差异;加工工艺的影响是通过加工过程中改变脂肪酸组成的分布情况进而改变成品油的抗冻性,指标相近的大豆毛油经过不同的加工工艺精炼,得到的一级大豆油的抗冻性有时会有很大的差异.%The main influencing factors of frost resistance of first grade soybean oil were analyzed from the raw soybean and processing. The results showed that the distribution of fatty acid composition had great effect on frost resistance. To some extent, the content of saturated fatty acid and solidification time had good correlation. Due to the differences of fatty acid composition distributions of soybean oils produced by raw soybeans of different sources, the frost resistance was different. It was the change of the distribution of fatty acid composition during the refining process that affected the frost resistance of product oil. Produced by different refining processes, though indexes of the crude soybean oils were similar, the frost resistance of first grade soybean oils sometimes had great differences.

  12. Effect and Process Evaluation of a Cluster Randomized Control Trial on Water Intake and Beverage Consumption in Preschoolers from Six European Countries: The ToyBox-Study.

    Directory of Open Access Journals (Sweden)

    An-Sofie Pinket

    Full Text Available Within the ToyBox-study, a kindergarten-based, family-involved intervention was developed to prevent overweight and obesity in European preschoolers, targeting four key behaviours related to early childhood obesity, including water consumption. The present study aimed to examine the effect of the ToyBox-intervention (cluster randomized controlled trial on water intake and beverage consumption in European preschoolers and to investigate if the intervention effects differed by implementation score of kindergartens and parents/caregivers.A sample of 4964 preschoolers (4.7 ± 0.4 years; 51.5% boys from six European countries (Belgium, Bulgaria, Germany, Greece, Poland, Spain was included in the data analyses. A standardized protocol was used and parents/caregivers filled in socio-demographic data and a food-frequency questionnaire. To assess intervention effects, multilevel repeated measures analyses were conducted for the total sample and for the six country-specific samples. Based on the process evaluation questionnaire of teachers and parents/caregivers, an implementation score was constructed. To assess differences in water intake and beverage consumption by implementation score in the total sample, multilevel repeated measures analyses were performed.Limited intervention effects on water intake from beverages and overall beverage consumption were found. However, important results were found on prepacked fruit juice consumption, with a larger decrease in the intervention group compared to the control group. However, also a decline in plain milk consumption was found. Implementation scores were rather low in both kindergartens and parents/caregivers. Nevertheless, more favorable effects on beverage choices were found in preschoolers whose parents/caregivers and kindergarten teachers had higher implementation scores compared to those with lower implementation scores.The ToyBox-intervention can provide the basis for the development of more tailor

  13. Sideropenic anemia in preschool children and risk factors

    Directory of Open Access Journals (Sweden)

    Stojanović Dušica

    2006-01-01

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

  14. Self-regulation assessment among preschoolers with externalizing behavior problems.

    Science.gov (United States)

    Graziano, Paulo A; Slavec, Janine; Ros, Rosmary; Garb, Leanna; Hart, Katie; Garcia, Alexis

    2015-12-01

    This study examined the construct validity and clinical utility of a brief self-regulation assessment (Head-Toes-Knees-Shoulders, HTKS) among a clinical sample of children with externalizing behavior problems (EBP). Participants for this study included 101 preschool children (72% male; Mage = 5.10 years; 79% Hispanic) with at-risk or clinically elevated levels of EBP. Self-regulation measures included the HTKS task, 4 standardized subtests from the Automated Working Memory Assessment (AWMA), parent and teacher reports of children's executive functioning (EF), and children's self-regulation performance across a series of executive functioning classroom games conducted as part of a summer treatment camp. Additional outcomes included school readiness as measured by standardized achievement tests, and parent and teacher reports of kindergarten readiness and behavioral impairment related to academic functioning. Performance on the HTKS task was moderately correlated with children's performance on the standardized working memory tasks and observed self-regulation performance in the classroom. Low to moderate correlations were observed between performance on the HTKS task and parent report of children's EF difficulties, as well as parent and teacher reports of children's kindergarten readiness and behavioral impairment related to academic functioning. Moderate to high correlations were observed between performance on the HTKS task and standardized academic outcomes. These findings highlight the promise of the HTKS task as a brief, ecologically valid, and integrative EF task tapping into both behavioral and cognitive aspects of self-regulation that are important for children with EBP's success in school.

  15. Obesity in Hong Kong Chinese preschool children: where are all the nurses?

    Science.gov (United States)

    Chan, Christine M S; Deave, Toity; Greenhalgh, Trisha

    2010-08-01

    We report an ethnographic study of 10 preschool children aged 2-6 years recruited from kindergartens in Hong Kong, 6 of whom were overweight or obese. Each was followed for 12-18 months. We confirmed previously described risk factors and showed how these interacted to produce obesity in some but not all at-risk children. Despite much rhetoric in the literature about holistic care of the preschool child, we were struck by the lack of coordinated professional input to the needs of children at risk of obesity and by the absence of nursing input in particular. We argue that a "whole-systems" nursing role, based in the community and with remit that includes clinical care, education, and policy, is urgently needed, as well as review examples of such roles from other countries.

  16. Observed temperament from ages 6 to 36 months predicts parent- and teacher-reported attention-deficit/hyperactivity disorder symptoms in first grade.

    Science.gov (United States)

    Willoughby, Michael T; Gottfredson, Nisha C; Stifter, Cynthia A

    2017-02-01

    This study tested the prospective association between observational indicators of temperament, which were obtained across multiple assessments when children were 6-36 months of age, and parent and teacher reports of children's attention-deficit/hyperactivity disorder (ADHD) behaviors, when children were in first grade. Data were drawn from the Family Life Project and included 1,074 children for whom temperament and either parent- or teacher-reported ADHD behavioral data were available. The results of variable-centered regression models indicated that individual differences in temperament regulation, but not temperamental reactivity, was uniquely predictive of parent- and teacher-reported ADHD behaviors. Latent profile analyses were used to characterize configurations of temperamental reactivity and regulation. Person-centered regression models were subsequently estimated in which temperamental profile membership replaced continuous indicators of temperamental reactivity and regulation as predictors. The results of person-centered regression models indicated that temperamental reactivity and regulation both contributed (both alone and in combination) to the prediction of subsequent ADHD behaviors. In general, the predictive associations from early temperament to later ADHD were of modest magnitude (R 2 = .10-.17). Results are discussed with respect to interest in the early identification of children who are at elevated risk for later ADHD.

  17. An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties.

    Science.gov (United States)

    Fien, Hank; Smith, Jean Louise M; Smolkowski, Keith; Baker, Scott K; Nelson, Nancy J; Chaparro, Erin

    2015-01-01

    This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of Stanford Achievement Test-10th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-min daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students' decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement.

  18. [Food insecurity and overweight in first grade students in the municipal school system in São Leopoldo, Rio Grande do Sul State, Brazil].

    Science.gov (United States)

    Vicenzi, Keli; Henn, Ruth Liane; Weber, Ana Paula; Backes, Vanessa; Paniz, Vera Maria Vieira; Donatti, Talita; Olinto, Maria Teresa Anselmo

    2015-05-01

    This cross-sectional school-based study in São Leopoldo, Rio Grande do Sul State, Brazil, evaluated the association between food insecurity and overweight in first grade students in the municipal elementary school system. A total of 2,369 students were invited to participate, of whom 847 were examined, and of these, 782 had data available on weight and height. Dietary data were obtained from a parent or guardian. Food insecurity was measured by the Brazilian Food Insecurity Scale (EBIA). Data on weight and height were provided by the Nutrition Service of the Municipal Department of Education. Prevalence rates for overweight and food insecurity were 38.1% and 45.1%, respectively. After controlling for potential confounders, children with food insecurity had 22% lower odds of overweight. Notwithstanding the inverse association between the exposure and outcome, this sample showed high rates of food insecurity and overweight, revealing a complex relationship and indicating that further research is needed to understand it. Robust public policies are critical for addressing these conditions.

  19. A study of a science-based peer reading assignment and its effects on first grade student understanding and use of describing words in science

    Science.gov (United States)

    Pearson, Meghan Jeanne

    The first grade curriculum for science in Colorado requires students be able to use describing words to depict and compare objects and people; however, first graders struggle with using specific enough language to create strong descriptions. With science education research encouraging teachers to use alternative teaching methods to approach these challenging topics, it is important to provide teachers with resources appropriate to their students. One such alternative learning method is a reading partner. Reading partners have been shown to increase vocabulary, boost school performance, and improve self-esteem in children. This study analyzed the effectiveness of using a science-based peer reading assignment about describing words on increasing a first grader's understanding of the topic. The book required the class to work together to help the characters describe different images and characters in the book with the intent that students were engaged during the reading. In pre-interview and post-interview, students described pictures, and their responses were analyzed for quality of the describing words provided and the number of strong (specific and not opinion) describing words provided. In the post-interview, students had an overall increase in the number of strong describing words provided. The quantitative data was analyzed by comparing strong describing words used pre-reading and post-reading, and the effect size was very large. The results indicate reading the book explaining describing words that asked for student participation did increase students understanding and use of describing words.

  20. 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

  1. 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.

  2. K psychologii láskyplného vztahu: pedagogické inspirace se zaměřením na předškolní výchovu / On the psychology of an affectionate relationship: theoretical inspirations for pre-school education

    Directory of Open Access Journals (Sweden)

    Zdeněk Helus

    2014-08-01

    Full Text Available The paper focusses on the personal approach to a child in the pre-school phase of their life, which constitutes a complex of interconnected developmental influences and culminates when the child enters kindergarten. The personal approach includes (a regard to important characteristics of pre-school children (to its dependence, openness to experience, potential and developmental prognosis and (b regard to critical incidents in its previous development (primary relationships and attachment, separation-individuation tendency, the onset of assertive self, integration into kindergarten. An affectionate relationship is a precondition for child’s development to progress naturally, in an uninhibited or deformed manner. An affectionate relationship of a kindergarten teacher has specific characteristics and finds realisation in her creative reflection on the child as a personality in forming.

  3. 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…

  4. 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)

  5. 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…

  6. 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)…

  7. 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…

  8. 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…

  9. Kindergarten Teachers Speak out: "Too Much, Too Soon, Too Fast!"

    Science.gov (United States)

    Gallant, Patricia A.

    2009-01-01

    This article presents results of a study of 229 kindergarten teachers who completed a survey designed to gather information about the current state of Michigan kindergartens. In addition to detailed data that reveals teachers' literacy instructional practices, teachers provided written responses to the following open-ended questions: What are the…

  10. Kindergarten Teachers Speak out: "Too Much, Too Soon, Too Fast!"

    Science.gov (United States)

    Gallant, Patricia A.

    2009-01-01

    This article presents results of a study of 229 kindergarten teachers who completed a survey designed to gather information about the current state of Michigan kindergartens. In addition to detailed data that reveals teachers' literacy instructional practices, teachers provided written responses to the following open-ended questions: What are the…

  11. The Effects of Kindergarten Redshirting from a Parental Perspective

    Science.gov (United States)

    Dougan, Kelli

    2014-01-01

    Kindergarten redshirting is the term used to describe the phenomenon where a parent chooses to keep their child from attending kindergarten so that the child may gain a year's worth of maturity. This qualitative dissertation examines the decision making process undergone by parents who have redshirted their children. While some parents began the…

  12. ELL School Readiness and Pre-Kindergarten Care

    Science.gov (United States)

    Gottfried, Michael A.

    2017-01-01

    The increased utilization of non-parental pre-kindergarten care has spurred interest by both researchers and policy makers as to what types of care might be effective at boosting school readiness. Under-developed in the research has been an assessment of the influence of pre-kindergarten care on school readiness for English Language Learners…

  13. Pictograph Learning and Pictograph Sentence Memory Among Kindergarteners.

    Science.gov (United States)

    Ryan, Ellen Bouchard; Ledger, George

    The extent to which individual differences in pictograph recall performance are related to reading readiness and other aspects of language and cognitive development is examined in this paper. In each of three studies kindergarten children were taught names and toy enactions for approximately 30 pictographs. The kindergarteners were then…

  14. Toddlers Master Everyday Activities in Kindergarten: A Gender Perspective

    Science.gov (United States)

    Meland, Aud Torill; Kaltvedt, Elsa Helen; Reikerås, Elin

    2016-01-01

    This article discusses how 2-year olds cope with various everyday activities as observed by kindergarten staff from a gender perspective. Everyday activities are part of the daily pedagogical life in a kindergarten and are linked to situations such as meals, dressing and undressing, grooming and potty/toilet training. Data were collected through…

  15. Kindergarten Teachers' Experience with Reporting Child Abuse in Taiwan

    Science.gov (United States)

    Feng, Jui-Ying; Huang, Tzu-Yi; Wang, Chi-Jen

    2010-01-01

    Objective: The objectives were to examine factors associated with reporting child abuse among kindergarten teachers in Taiwan based on the Theory of Planned Behavior (TPB). Method: A stratified quota sampling technique was used to randomly select kindergarten teachers in Taiwan. The Child Abuse Intention Report Scale, which includes demographics,…

  16. Constructing Stories in Kindergarten: Children's Knowledge of Genre

    Science.gov (United States)

    Loizou, Eleni; Kyriakides, Elena; Hadjicharalambous, Maria

    2011-01-01

    This study investigated the ability of 23 kindergarten children to construct stories drawing upon genre conventions in order to differentiate simple narrative stories, a familiar and often-visited genre in the kindergarten literacy classroom, and humorous stories, familiar to the children's literacy experiences mostly outside official literacy…

  17. Kindergarten Teachers' Experience with Reporting Child Abuse in Taiwan

    Science.gov (United States)

    Feng, Jui-Ying; Huang, Tzu-Yi; Wang, Chi-Jen

    2010-01-01

    Objective: The objectives were to examine factors associated with reporting child abuse among kindergarten teachers in Taiwan based on the Theory of Planned Behavior (TPB). Method: A stratified quota sampling technique was used to randomly select kindergarten teachers in Taiwan. The Child Abuse Intention Report Scale, which includes demographics,…

  18. Correlates of Kindergarten Adjustment: Temperament and Communicative Competence.

    Science.gov (United States)

    Skarpness, Lorie R.; Carson, David K.

    1987-01-01

    The kindergarten adjustment of 217 Caucasian children was measured in relation to their temperament and communicative competence. Both communicative competence and various dimensions of temperament accounted for a significant proportion of the variance in kindergarten adjustment among the children. (Author/BB)

  19. Racial/Ethnic Disparities in ADHD Diagnosis by Kindergarten Entry

    Science.gov (United States)

    Morgan, Paul L.; Hillemeier, Marianne M.; Farkas, George; Maczuga, Steve

    2014-01-01

    Background: Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by…

  20. Reconceptualizing Kindergarten Education in South Korea: A Postcolonial Approach

    Science.gov (United States)

    Jahng, Kyung Eun

    2013-01-01

    This article examines the relevance of postcolonialism in early childhood education, with special reference to the kindergarten education system of South Korea. Most of the research on Korean kindergarten education has conceptualized it as preparing children for their later schooling and helping them learn the moral and social values most desired…