Moving House for Education in the Pre-School Years

Science.gov (United States)

Hansen, Kirstine

2014-01-01

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

Improper nutrition and diseases in pre-school children

OpenAIRE

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

2017-01-01

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

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

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Skaistė Kovienė

2017-04-01

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

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

NARCIS (Netherlands)

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

2014-01-01

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

Different Clinical Features and Lower Scores in Clinical Scoring Systems for Appendicitis in Preschool Children: Comparison with School Age Onset

OpenAIRE

Song, Chun Woo; Kang, Joon Won; Kim, Jae Young

2018-01-01

Purpose To clarify the clinical features of appendicitis in preschool children and to explore clinical appendicitis scoring systems in this age group. Methods We retrospectively collected data on 142 children, aged 10 years or younger, with confirmed diagnosis of appendicitis based on surgical and pathologic findings. Enrolled subjects were divided into two groups: Group 1 (preschool children aged ≤5 years, n=41) and Group 2 (school children aged >5 to ≤10 years, n=101). Data analyzed include...

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

CSIR Research Space (South Africa)

Smith, Andrew C

2007-04-01

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

Islamic Pre-School Management and Its Implications towards Students’ Learning Quality Improvement

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Rosniati Hakim

2016-07-01

Full Text Available Islamic education in schools had not completely assessed the development of students’ character and personality. Therefore, additional religious education through non-formal education and religious practices were needed in Islamic Pre-Schools. It provided a forum to foster, develop, cultivate, and transform the religious value of the students to improve their personality. The purpose of this research was to examine social phenomenon that occur naturally through the facts related to management activities of students. Qualitative research was used in this study where the data taken from head of Islamic pre-school and the school deputy, teacher, staffs, mosque administrators of Baitul Haadi, administrator of the school, staffs of Ministry of Religious Affairs as well as Islamic pre-school inspectors, parents, community leaders, and administrators of professional organizations. The finding showed that students’ management applied in Islamic pre-school through the management functions is able to provide the successful of student’s education and learning implementation. It was also found that student management applied in Islamic pre-school is planning activities of students’ admission process through the administration regularly with various regulations related to the success of education. Thus, it is expected that the government will provide the guidance and implement constant supervision in accordance with applicable regulations.

Prevalence of Acute Malnutrition in Pre-School Children in a Rural ...

African Journals Online (AJOL)

Objectives: To determine the prevalence of acute malnutrition in pre-school children in Karma Albald village, Northern Sudan. Design: Prospective observational study. Setting: Four kindergartens in Karma Albald village, Northern Sudan. Subjects: Pre-school children attending kindergartens in Karma Albald village (n ...

COMMUNICATION WITH PARENTS PRE-SCHOOL EDUCATION VIA MODERN TECHNOLOGY

OpenAIRE

KOZLOVÁ, Lucie

2009-01-01

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

Children’s participation in Finnish pre-school education - Identifying, Describing and Documenting Children’s Participation

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Jonna Leinonen

2014-04-01

Full Text Available This article describes, analyzes, and evaluates children’s participatory in Finnish pre-school groups. Children’s participation is viewed in the context of the Core Curriculum for Pre-school Education in Finland (2010, in which children are considered active subjects, who interact with both other people and the environment. However, in practical data, collected via survey from pre-school educators, this ideology is restricted and the educators in pre-school groups focus on children’s participation from a narrow point of view that reflects a lack of connection between the Core Curriculum goals for pre-school education and the actual participatory practices children face.

Developmental Profiles of Mucosal Immunity in Pre-school Children

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Patricia Ewing

2010-01-01

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

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

Science.gov (United States)

Gatumu, Jane Ciumwari; Kathuri, Wilfred Njeru

2018-01-01

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

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

NARCIS (Netherlands)

S.I. (Sanne) de Vries; Karen Broekhuizen; Anne-Marie Scholten

2014-01-01

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

Prevalence of vitamin A deficiency among pre-school and school ...

African Journals Online (AJOL)

Objective: To investigate vitamin A status of pre-school and school aged children in the study area. Design: Cross-sectional. Setting: Arssi, Ethiopia Subjects: Four hundred and two children. Results: Night blindness, Bitots spot, corneal xerosis, corneal ulceration and corneal scar were observed in 7.2%, 2.2 %, 0.2%, 0.5%, ...

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

Science.gov (United States)

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

2018-01-01

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

Preschool + School + Communication = What for Educator Relationships?

Science.gov (United States)

Hopps, Kathryn

2014-01-01

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

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

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N Arlappa

2012-03-01

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

Evidence-Based Family-School Interventions with Preschool Children

Science.gov (United States)

Bates, Stacey L.

2005-01-01

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

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

Science.gov (United States)

Koran, Nihan; Avci, Neslihan

2017-01-01

This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers'…

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

Science.gov (United States)

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

2016-09-01

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

Parental knowledge of pre-school child oral health.

Science.gov (United States)

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

2013-10-01

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

Title I Preschool Program in the Wake County Public School System (WCPSS): Short- and Long-Term Outcomes. Eye on Evaluation. E&R Report No.11.16

Science.gov (United States)

Baenen, Nancy

2011-01-01

The longitudinal study of the 2005-06 preschool in Wake County Public School System (WCPSS) found short-term gains during the preschool year, but limited impact by kindergarten and no average impact by the end of 3rd grade on achievement, retention rates, special education placements, or attendance. Small sample sizes limit conclusions that can be…

Healthy incentive scheme in the Irish full-day-care pre-school setting.

LENUS (Irish Health Repository)

Molloy, C Johnston

2013-12-16

A pre-school offering a full-day-care service provides for children aged 0-5 years for more than 4 h\\/d. Researchers have called for studies that will provide an understanding of nutrition and physical activity practices in this setting. Obesity prevention in pre-schools, through the development of healthy associations with food and health-related practices, has been advocated. While guidelines for the promotion of best nutrition and health-related practice in the early years\\' setting exist in a number of jurisdictions, associated regulations have been noted to be poor, with the environment of the child-care facility mainly evaluated for safety. Much cross-sectional research outlines poor nutrition and physical activity practice in this setting. However, there are few published environmental and policy-level interventions targeting the child-care provider with, to our knowledge, no evidence of such interventions in Ireland. The aim of the present paper is to review international guidelines and recommendations relating to health promotion best practice in the pre-school setting: service and resource provision; food service and food availability; and the role and involvement of parents in pre-schools. Intervention programmes and assessment tools available to measure such practice are outlined; and insight is provided into an intervention scheme, formulated from available best practice, that was introduced into the Irish full-day-care pre-school setting.

Mentally-Retarded Children of a Pre-School Age and the Development of Movement Skills

OpenAIRE

Morávková, Šárka

2006-01-01

The diploma work covers the issues of children with mental retardation in pre-school age aimed to the development of the movement abilities. It focuses on the relationships between the pre-school child with mental retardation and possibilities of developing its motor skills in context of an organized pre-school education. Theoretical part of the Diploma work indicates the development specifics of the indi- vidual due to mental retardation, describes mainly the movement development of the chil...

Factors of Social Adjustment to School: Child's Personality, Family and Pre-School

Science.gov (United States)

Zupancic, Maja; Kavcic, Tina

2011-01-01

The role of child's characteristics (gender, cognitive ability, mother-perceived personality traits), family environment (maternal education, self-reported parenting practices) and pre-school experience (at least three years vs. no experience) in social adjustment to school, reflected through teacher reports on social competence and internalising…

Do KS/BE Preschools Help Hawaiian Children Succeed in the Public Schools?

Science.gov (United States)

Heath, Robert W.; Plett, Jerald D.

Presented are results of the tracking of the 1985-86 cohort of preschool alumni of the Kamehameha Schools/Bishop Estate (KS/BE) as they entered and completed kindergarten in the 1986-87 school year. During the 1985-86 program year, 100 preschoolers were enrolled in the KS/BE Pre-kindergarten Education Program at five sites. An additional group of…

Home-School Literacy Bags for Twenty-First Century Preschoolers

Science.gov (United States)

Brand, Susan Trostle; Marchand, Jessica; Lilly, Elizabeth; Child, Martha

2014-01-01

Combining home-school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children's literacy development. Using home-school literacy bags, children and parents learned…

Preschool anxiety disorders predict different patterns of amygdala-prefrontal connectivity at school-age.

Directory of Open Access Journals (Sweden)

Kimberly L H Carpenter

Full Text Available In this prospective, longitudinal study of young children, we examined whether a history of preschool generalized anxiety, separation anxiety, and/or social phobia is associated with amygdala-prefrontal dysregulation at school-age. As an exploratory analysis, we investigated whether distinct anxiety disorders differ in the patterns of this amygdala-prefrontal dysregulation.Participants were children taking part in a 5-year study of early childhood brain development and anxiety disorders. Preschool symptoms of generalized anxiety, separation anxiety, and social phobia were assessed with the Preschool Age Psychiatric Assessment (PAPA in the first wave of the study when the children were between 2 and 5 years old. The PAPA was repeated at age 6. We conducted functional MRIs when the children were 5.5 to 9.5 year old to assess neural responses to viewing of angry and fearful faces.A history of preschool social phobia predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces. Preschool generalized anxiety predicted less functional connectivity between the amygdala and dorsal prefrontal cortices in response to fearful faces. Finally, a history of preschool separation anxiety predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces and greater school-age functional connectivity between the amygdala and dorsal prefrontal cortices to angry faces.Our results suggest that there are enduring neurobiological effects associated with a history of preschool anxiety, which occur over-and-above the effect of subsequent emotional symptoms. Our results also provide preliminary evidence for the neurobiological differentiation of specific preschool anxiety disorders.

The Effect of Preschool on Children's School Readiness

Science.gov (United States)

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

2008-01-01

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

Open pre-schools at integrated health services - A program theory

Directory of Open Access Journals (Sweden)

Agneta Abrahamsson

2013-04-01

Full Text Available Introduction: Family centres in Sweden are integrated services that reach all prospective parents and parents with children up to their sixth year, because of the co-location of the health service with the social service and the open pre-school. The personnel on the multi-professional site work together to meet the needs of the target group. The article explores a program theory focused on the open pre-schools at family centres.Method: A multi-case design is used and the sample consists of open pre-schools at six family centres. The hypothesis is based on previous research and evaluation data. It guides the data collection which is collected and analysed stepwise. Both parents and personnel are interviewed individually and in groups at each centre.Findings: The hypothesis was expanded to a program theory. The compliance of the professionals was the most significant element that explained why the open access service facilitated positive parenting. The professionals act in a compliant manner to meet the needs of the children and parents as well as in creating good conditions for social networking and learning amongst the parents. Conclusion: The compliance of the professionals in this program theory of open pre-schools at family centres can be a standard in integrated and open access services, whereas the organisation form can vary. The best way of increasing the number of integrative services is to support and encourage professionals that prefer to work in a compliant manner.

Open pre-schools at integrated health services - A program theory

Directory of Open Access Journals (Sweden)

Agneta Abrahamsson

2013-04-01

Full Text Available Introduction: Family centres in Sweden are integrated services that reach all prospective parents and parents with children up to their sixth year, because of the co-location of the health service with the social service and the open pre-school. The personnel on the multi-professional site work together to meet the needs of the target group. The article explores a program theory focused on the open pre-schools at family centres. Method: A multi-case design is used and the sample consists of open pre-schools at six family centres. The hypothesis is based on previous research and evaluation data. It guides the data collection which is collected and analysed stepwise. Both parents and personnel are interviewed individually and in groups at each centre. Findings: The hypothesis was expanded to a program theory. The compliance of the professionals was the most significant element that explained why the open access service facilitated positive parenting. The professionals act in a compliant manner to meet the needs of the children and parents as well as in creating good conditions for social networking and learning amongst the parents. Conclusion: The compliance of the professionals in this program theory of open pre-schools at family centres can be a standard in integrated and open access services, whereas the organisation form can vary. The best way of increasing the number of integrative services is to support and encourage professionals that prefer to work in a compliant manner.

Attitude towards Inclusive Education: The Perspective of Slovenian Preschool and Primary School Teachers

Science.gov (United States)

Štemberger, Tina; Kiswarday, Vanja Riccarda

2018-01-01

The paper is built on premises that teachers' attitude is one of the most important factors of implementing inclusive education and it focuses on preschool and primary school teachers' attitudes towards inclusive education. The purpose of the study was to establish what attitude Slovenian preschool and primary school teachers hold towards…

Fairy-Tale Niche Marketing: Neoliberal Appropriation of Pre-School Education

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Urszula Dzikiewicz-Gazda

2013-12-01

Full Text Available In the article the author describes specfic mechanisms of neoliberalization at work in pre-school education in Poland. The argument is based on an ethnographic analysis of a theatre performance which crowned one of Wrocław’s educational projects called “Enterprising Pre-school Student”. It demonstrates the workings of neoliberal ideology, which—based on the niche marketing strategy—targets specific needs of particular consumer groups. Addressing children with a specialised marketing message, the strategy uses fairy tales as a tool and cover for instilling desired behaviour patterns in them.

Preschool and Children's Outcomes in Elementary School: Have Patterns Changed Nationwide Between 1998 and 2010?

Science.gov (United States)

Bassok, Daphna; Gibbs, Chloe R; Latham, Scott

2018-04-17

This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes-both at school entry (M age  = 5.6 years in both cohorts) and through third grade-have changed over time. Findings are strikingly similar across these two, nationally representative, U.S. cohorts: preschool is positively associated with academic outcomes and negatively associated with behavioral outcomes both at school entry and as children progress through school. Heterogeneity is documented with respect to child and preschool characteristics. However, there is no evidence that associations between preschool and medium-term child outcomes differ by elementary school characteristics. © 2018 Society for Research in Child Development.

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

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Anna Rudenko

2015-12-01

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

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

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Dragan Krivokapić

2014-06-01

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

Integration of main directions of development of preschool children in innovative successive educational system “World of Music”

OpenAIRE

Baklanova Tatiana I.; Novikova Galina P.

2016-01-01

This article describes an innovative education system of pre-school music education “Music world” byT. I. Baklanova, and G. P. Novikova included in a new system of Russian preschool education “Paths”.The education system “Music world” consists of an author’s concept, an integrated programme of musical education, training, development and improvement of health of children of preschool age (3-7 years), two grants for children, methodical recommendations for tutors and musical directors of presc...

A CURRICULUM FOR THE PRE-SCHOOL CHILD.

Science.gov (United States)

MOLITOR, M. GRAHAM; AND OTHERS

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

Educational environment of supplementary schools as a factor of formation of older preschooler`s creative-oriented personality

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Oleksandr Semenov

2017-03-01

Full Text Available In article the author examines the role of the educational environment in forminga creatively directed personality of the child of the senior preschool age. It was found thateducational environment of out-of-school educational institution has a multicomponentstructure, which consists of interrelated components: creative, gaming, developmental,affective and emotional. Stated that the educational environment of out-of-school educationalinstitutionplays in society especially significant features that give us reason to consider it asan important factor in the formation of the creatively directed personality of the 5th year child.Prospects for further scientific researches are determined in studying the psychological andeducational of creative potential characteristics of personality of the pedagogue in out-ofschooleducational institution.Key words: educational environment of out-of-school educational institutions, thecreatively directed personality of the senior preschooler, components of the educationalenvironment, functions of the educational environment.

Pressing Tasks in the Care of Children of Preschool and School Age

National Research Council Canada - National Science Library

Tseytlin, I

1960-01-01

...). It concerns pressing tasks of public health with regard to the care of children of pre-school and school age in order to strengthen the bond between school and life which also promotes the further...

PEDAGOGICAL ASPECTS OF KINDERGARTEN TEACHERS IN PRE-SCHOOL INSTITUTIONS

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Duško Bjelica

2013-07-01

Full Text Available A poll procedure has been done at sample of 102 kindergarten teachers with Bachelor degree attending Specialist studies at Department of Pre-School Education of the Faculty of Philosophy in Niksic, and the aim of the poll was to determine the examinees’ opinions on games organizations in pre-school institutions, from all towns of Montenegro. All of the questioned teachers were employed during the poll or they had already had working experience. The poll was based on the 14 questions ques¬tionnaire, especially made for this purpose in which the questions were classified in groups in order to determine 4 aspects that are important for successful organization of games. The first group of the questions regards choice of the games to be played; the second group relates to space choice for the game, as the third group of the questions refers to the way of making groups of children during preparation. The fourth group of the questions regards making cooperation and tolerance among the children during the games’ realization. This poll is a part of the research done at the Faculty of Sports and Physical Education in Niksic with the aim to get directions for improving teaching and expert work in pre-school institutions through monitoring and insight into opinions of Specialist studies’ students.

Examining Prospective Pre-School and Biology Teachers’ Metacognitive Awareness and Epistemological Beliefs

OpenAIRE

BEDEL, Emine Ferda; ÇAKIR, Mustafa

2013-01-01

The primary aim of this study was to describe prospective pre-school and biology teachers’ level of metacognitive awareness and epistemological beliefs and to examine differences between the groups. The total of 286 pre-school and biology teacher candidates participated in the study. Participants were asked to complete the central epistemological beliefs questionnaire which consisted of four sub-scales namely: belief in science as a source of knowledge, belief in rational society, belief in s...

An Innovation in Morocco's Koranic Pre-Schools. Working Papers in Early Childhood Development, No. 23.

Science.gov (United States)

Bouzoubaa, Khadija

This working paper describes the ATFALE project to introduce pedagogical innovation into Moroccan preschools. Following a review of the history of the traditional Muslim Kuttab school for preschool and early elementary school children, the paper discusses the educational reform goals of the ATFALE project. Specifically, the project plans to…

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

African Journals Online (AJOL)

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

Assessing executive functions in preschoolers using Shape School Task

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Marta Nieto

2016-09-01

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

Transitions from preschool to primary school

DEFF Research Database (Denmark)

Broström, Stig; Einarsdottir, Johanna; Vrinioti, Kalliope

2010-01-01

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

THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

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Galiya H. Vakhitova

2015-03-01

Full Text Available The aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of development of

THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

Directory of Open Access Journals (Sweden)

Galiya H. Vakhitova

2015-01-01

Full Text Available RETRACTED ARTICLEThe aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of

The Chinese number naming system and its impact on the arithmetic performance of pre-schoolers in Hong Kong

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Ng, Sharon Sui Ngan

2012-06-01

Asian children, including Chinese children, perform better than their English-speaking peers in cross-national mathematics studies. This superior Asian performance is attributed to several factors including cultural beliefs, educational systems and practices, and the Chinese number naming system. Given the limited empirical evidence on pre-school mathematics learning in Chinese societies, the outcomes of Western studies are often borrowed and adopted in curriculum planning in Asian schools. The study reported in this paper investigated the performance of Hong Kong Chinese pre-school children based on Western studies involving English-speaking children, and examined the relationship between the Chinese number naming system and children's performance in number and operation concepts. Data were collected from 299 pre-school children aged between 3 and 5 years. The learning sequence of the children in mastering number and operation concepts was established using the Rasch Model. This study provides empirical evidence for the feasibility of borrowing lists of mathematics concepts from studies of English-speaking children to serve as a reference for school-based curriculum planning in a Chinese-speaking context. However, it is not enough to establish the relationship between children's performance and the Chinese number naming system. Classroom instruction and cultural beliefs in mathematics learning are also important in explaining children's performance.

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

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

2013-01-03

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

CREATIVITY OF PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS AND THEIR STUDENTS.

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Sali, Güneş; Akyol, Aysel Köksal

2015-12-01

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

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

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Gur, Cagla; Kocak, Nurcan

2018-01-01

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

design guidelines for High/Scope methodology in pre-schools

African Journals Online (AJOL)

increase in language skills” and the “ability to control their behavior” (Brown, Isaacs,. Krinke ... period. The influence of preschool learning skills on a child's success in school has ...... Understanding the brain: The birth of a learning science.

Classification of mental health disorders in preschool and primary school children

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O.V. Khukhlaeva

2014-08-01

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

The Preschool-Aged and School-Aged Children Present Different Odds of Mortality than Adults in Southern Taiwan: A Cross-Sectional Retrospective Analysis.

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Peng, Shu-Hui; Huang, Chun-Ying; Hsu, Shiun-Yuan; Yang, Li-Hui; Hsieh, Ching-Hua

2018-04-25

Background : This study aimed to profile the epidemiology of injury among preschool-aged and school-aged children in comparison to those in adults. Methods : According to the Trauma Registry System of a level I trauma center, the medical data were retrieved from 938 preschool-aged children (aged less than seven years), 670 school-aged children (aged 7⁻12 years), and 16,800 adults (aged 20⁻64 years) between 1 January 2009 and 31 December 2016. Two-sided Pearson’s, chi-squared, and Fisher’s exact tests were used to compare categorical data. A one-way analysis of variance (ANOVA) with the Games-Howell post-hoc test was used to assess the differences in continuous variables among different groups of patients. The mortality outcomes of different subgroups were assessed by a multivariable regression model under the adjustment of sex, injury mechanisms, and injury severity. Results : InFsupppjury mechanisms in preschool-aged and school-aged children were remarkably different from that in adults; in preschool-aged children, burns were the most common cause of injury requiring hospitalization (37.4%), followed by falls (35.1%) and being struck by/against objects (11.6%). In school-aged children, injuries were most commonly sustained from falls (47.8%), followed by bicycle accidents (14%) and being struck by/against objects (12.5%). Compared to adults, there was no significant difference of the adjusted mortality of the preschool-aged children (AOR = 0.9; 95% CI 0.38⁻2.12; p = 0.792) but there were lower adjusted odds of mortality of the school-aged children (AOR = 0.4; 95% CI 0.10⁻0.85; p = 0.039). The school-aged children had lower odds of mortality than adults (OR, 0.2; 95% CI, 0.06⁻0.74; p = 0.012), but such lower odds of risk of mortality were not found in preschool-aged children (OR, 0.7; 95% CI, 0.29⁻1.81; p = 0.646). Conclusions : This study suggests that specific types of injuries from different injury mechanisms are predominant among preschool

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

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Byun Wonwoo

2013-01-01

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

Pre-School Attendance and Child Development

DEFF Research Database (Denmark)

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

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

Integration оf Foreign Educational Technologies іn the Content of Program of Pre-School Education in Ukraine

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Nadiia Frolenkova

2017-02-01

Full Text Available Reveals the integration and implementation of foreign educational technologies in the content of educational programs of preschool education in Ukraine. The emphasis on the implementation of programs for the ideas of Waldorf education, Montessori programs, “SelfEsteem”, “Step by Step”, “Education for sustainable development for children of pre-school age”. It is proved that the integration of foreign educational technologies in the process of optimizing the scientific and methodological support preschool education content Ukraine simulated based priority, primarily oriented humanistic, pedagogical ideas and technologies.Key words: educational technologies, integration, educational program, content of preschool education, children of pre-school age.

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

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

2015-11-01

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

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

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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…

Reflection of phases of interviews with preschool and younger school children, during the creative art activities with ceramic clay.

OpenAIRE

HOŘKÁ, Vlasta

2014-01-01

The author will first introduce the reason she had chosen her topic, which is focused on using clay as the mean of promoting creativity while interviewing children, this is to help personality growth and preparation to enter school in preschool children. In the theoretical part the author will touch on some developmental theories of preschool and younger school-age children, followed by pointing out the specifics of pre-school education and the importance of an educator's personality with reg...

Prevalence of strabismus among pre-school children community in ...

African Journals Online (AJOL)

Background: Though strabismus is a common presenting ocular problem at outpatient clinics of ophthalmology its magnitude in Ethiopia is not known. Objective: To determine the magnitude and type of manifest strabismus and strabismic amblyopia among pre-school children. Methods: A cros-sectional study was ...

Early language mediates the relations between preschool inattention and school-age reading achievement.

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O'Neill, Sarah; Thornton, Veronica; Marks, David J; Rajendran, Khushmand; Halperin, Jeffrey M

2016-05-01

Early inattention is associated with later reading problems in children, but the mechanism by which this occurs is unclear. We investigated whether the negative relation between preschoolers' ADHD symptoms and 8-year-old reading achievement is directly related to the severity of inattention or is mediated by early language skills. Children (n = 150; 76% boys) were evaluated at 3 time points: preschool (T1), mean (SD) age = 4.24 (.49) years; 1 year later (T2), mean (SD) age = 5.28 (.50) years; and during school age (T3), mean (SD) age = 8.61 (.31) years. At T1, parents' Kiddie-SADS responses were dimensionalized to reflect ADHD severity. Children completed the Language domain of the NEPSY (i.e., A Developmental Neuropsychological Assessment) at T1 and again at T2. At T3, children completed the Wechsler Individual Achievement Test, Second Edition Word Reading, Pseudoword Decoding, Reading Comprehension, and Spelling subtests, and their teachers completed ratings of Reading and Written Expression performance in school. The mediating effect of T2 Language on the relation between preschool Inattention and age 8 Reading was examined using the nonparametric bootstrapping procedure, while controlling for T1 Language. Language ability at T2 mediated the path from preschool inattention (but not hyperactivity/impulsivity) to 8-year-old reading achievement (both test scores and ratings) after controlling for preschoolers' language ability. Early attentional deficits may negatively impact school-age reading outcomes by compromising the development of language skills, which in turn imperils later reading achievement. Screening children with attentional problems for language impairment, as well as implementing early intervention for both attentional and language problems may be critical to promote reading achievement during school years. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

School Counselors' Job Satisfaction: A Comparative Study of Preschool and Primary-School Counselors in Turkey

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Nas (Dalçiçek), Esref; Sak, Ramazan; Sahin Sak, Ikbal Tuba

2017-01-01

This mixed-methods research compared job satisfaction among counselors working in pre-schools and primary-schools. Its quantitative phase included 223 counselors, 70 of whom also participated in the qualitative phase. A demographic information form, job-satisfaction scale and a semi-structured interview protocol were used to collect data.…

Social disparities in children's vocabulary in early childhood. Does pre-school education help to close the gap?

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Becker, Birgit

2011-03-01

Children start school with differing levels of skills. Thus, children of different social origin have different probabilities of educational success right from the start of their school career. This paper analyses how the gap in language abilities of children with different social backgrounds develops from age three to five. A focus lies on the question whether pre-school education can help to close this gap. The data of the UK Millennium Cohort Study (MCS) show that children's score on a standardized vocabulary test strongly depends on their parents' education. These social differences remain stable or even increase slightly over the two-year period. Using fixed effect models, it is demonstrated that children of higher educated parents can improve their vocabulary more strongly than children whose parents have a lower educational level. Participation in an early education institution positively affects the vocabulary development of children with lower educated parents while there is no significant pre-school effect for children of higher educated parents. The results indicate that pre-school attendance does not lead to a catching-up process of children with lower educated parents. But without pre-school attendance, the gap between children of higher and lower educated parents widens even further. © London School of Economics and Political Science 2011.

Prospective Pre-School Teachers' Attitudes towards Astronomy

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Türk, Cumhur; Demir, Esra

2016-01-01

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

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

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Zora JACOVA

1997-12-01

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

Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

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Marković Živorad

2015-08-01

Full Text Available In their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that “fine motor skills” are determined by the development of its large motorics, the authors point to the significance of the content and structure of physical education programme in preschool institutions and younger age school classes. It is evident that the effects of cultivating of children development during preschool period can be seen in younger primary school classes. The goal of this research was to determine if and how much the different organization of preparatory part of physical education lesson for younger school children, determines the differences in the development of their motor abilities. By the use of experimental method, the effects of prolonged preparatory part of a lesson in younger school classes. This part was realized through complex of exercises which were supposed to have influence on transformation of motor abilities in relation to the structure with standard duration of certain parts of a lesson. It is determined that certain increase in body movement of students during physical activity can significantly contribute to better development of motor abilities. These abilities determine correct physical development and strengthening of health, which determines general aim of physical education.

BASIC SUPPOSITIONS FOR ORGANIZING AND ESTABLISHING A COHERENT SYSTEM OF EARLY TREATMENT AND PRE-SCHOOL UPBRINGING OF CHILDREN WITH DEVELOPMENTAL DIFFICULTIES IN CONDITIONS OF TRANSITION (situation, problems and needs

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Ljupco Ajdinski

1997-03-01

Full Text Available The author of this paper wants to pay attention to the utmost problems of treatment and pre-school upbringing, from several points of view ( health, social, educational, economic, normative etc., that are related to the establishment of the primary conditions and suppositions for successful organization of protection and rehabilitation of these children.Children with developmental difficulties are quite a complex problem of the family, society and professional problem. The complexity and the burden of this problem are seen through the type and level of impairment, through the number of such children, as in providing financial, personnel and other conditions that are needed for successful protection and treatment.Taking into consideration the number of these children, in the paper is given the prognosis according to some percentages used for the whole population by ON and WHO. It is considered that 5-7 % are children with developmental difficulties at pre-school period. because the main topic at this Symposium is early treatment and pre- school upbringing, the early age is taken for the mentioned percentage. According to this, in our country there are about 19.000 children from 0-9 years of age, if this percentage of 6 % is applied from the total number of children at that age, that shows in the latest census of the population in the R. of Macedonia in 1994 , that there are 313.908 children. This number shows the gravity of the problem that is elaborated in this paper. The author stresses that the complexity of this problem increases if we take into consideration the present conditions according to the range of these children with early treatment and preschool upbringing, as apart of the whole system of rehabilitation.The complete treatment, i.e. the rehabilitation of children with developmental difficulties presents the unity of all the provisions and proceedings that are necessary to be undertaken to eliminate or reduce to the minimum

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

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

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

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

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

2017-11-18

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

Preschoolers' Emotion Expression and Regulation: Relations with School Adjustment

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

2013-01-01

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

Web-Searching to Learn: The Role of Internet Self-Efficacy in Pre-School Educators' Conceptions and Approaches

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Kao, Chia-Pin; Chien, Hui-Min

2017-01-01

This study was conducted to explore the relationships between pre-school educators' conceptions of and approaches to learning by web-searching through Internet Self-efficacy. Based on data from 242 pre-school educators who had prior experience of participating in web-searching in Taiwan for path analyses, it was found in this study that…

An Insight into the Challenges Faced by Academic Women with Pre-School Age Children in Academic Life

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Günçavdi, Gizem; Göktürk, Söheyda; Bozoglu, Oguzhan

2017-01-01

This study aimed to explore the challenges academic women, especially those who were mothers of pre-school age children, went through. The main guiding question of this study was "How do academic mothers with pre-school age children survive in the academia from pregnancy through all the various stages of parenting and motherhood?". This…

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

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Natalia Vasilyevna Bystrovа

2015-08-01

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

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

DEFF Research Database (Denmark)

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

of staff with a pedagogic education, and a higher share of teachers with non-Danish ethnic background lead to significant improvements in children’s test results in Danish at the end of the 9th grade. Boys benefit more from pre-school quality than girls. We address possible selectivity by using...

Stimulation of development of notion about syntax in pre-school children

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Nikolić Mirjana

2009-01-01

Full Text Available This paper presents a part of the research the goal of which was to study the notion about syntax as one of the meta-linguistic abilities that contributes to adoption of reading. Research comprised two hundred children of pre-school age, divided into two groups, balanced according to gender, intelligence and socioeconomic status. The research was conducted by an experimental method test-retest. In the initial measuring, experimental and control group were given the list comprising three kinds of experimental tasks for determining the level of development of notion about syntax, constructed by the author of the research. Experimental program consisted of tasks for stimulation of development of notion about syntax, which children practiced in the course of ten days (up to 30 minutes a day, with the help of previously trained pre-school teachers. After the ten-day training, final measuring in both groups was performed in both groups of respondents, by parallel form of tasks. The goal of the research was to determine whether it is possible to encourage the development of notion about syntax in children of pre-school age by systematic practice. The results of final measuring indicate that both in experimental and control group there have been significant improvements with respect to development of notion about syntax, and that the number of answers in which judgement was based on the semantic criterion (experience and meaning was significantly reduced. In making judgements based on consequences (content of the sentence points to something which is a good or not a good thing to do, moral or immoral there were no significant differences in the final compared to the initial measuring in both groups. Significant differences in retest were found in making judgements based on meaning. The mere experience with test material at pre-school age brings about the improvement of the notion about language, and practice contributes considerably to shifting the

Ocular wavefront aberration and refractive error in pre-school children

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

2011-11-01

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

Integration of main directions of development of preschool children in innovative successive educational system “World of Music”

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Baklanova Tatiana I.

2016-01-01

Full Text Available This article describes an innovative education system of pre-school music education “Music world” byT. I. Baklanova, and G. P. Novikova included in a new system of Russian preschool education “Paths”.The education system “Music world” consists of an author’s concept, an integrated programme of musical education, training, development and improvement of health of children of preschool age (3-7 years, two grants for children, methodical recommendations for tutors and musical directors of preschool educational organizations. This education system is developed on a successive basis with a set of textbooks “Music” of T.I. Baklanova (“Planet of Knowledge” series.The integrated approach to five main directions of development and education of children included in the new Federal state educational standards of preschool education is applied in the education system “Music world” for the first time. It is social and communicative, informative, speech, art and esthetic and physical development. These directions are realized in “Music world” in several interconnected interdisciplinary contexts: axiological, cultural and historical, ethnocultural, etc. Polycontextual approach to development of maintenance of preschool music education in combination with integration in him all directions of development and education of preschool children causes scientific novelty, practical importance and efficiency of the education system “Music world”.

Social Information Processing Patterns, Social Skills, and School Readiness in Preschool Children

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Ziv, Yair

2013-01-01

The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness…

Pre-School Education in Europe.

Science.gov (United States)

Blackstone, Tessa

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

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

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

2016-01-01

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

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

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Li-Li Sun

2016-02-01

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

The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

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Nath, Samir Ranjan

2012-01-01

This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

Preschool and School Meal Policies: An Overview of What We Know about Regulation, Implementation, and Impact on Diet in the UK, Sweden, and Australia

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Sacks, Gary; Billich, Natassja; Evans, Charlotte Elizabeth Louise

2017-01-01

School meals make significant contributions to healthy dietary behaviour, at a time when eating habits and food preferences are being formed. We provide an overview of the approaches to the provision, regulation, and improvement of preschool and primary school meals in the UK, Sweden, and Australia, three countries which vary in their degree of centralisation and regulation of school meals. Sweden has a centralised approach; all children receive free meals, and a pedagogical approach to meals is encouraged. Legislation demands that meals are nutritious. The UK system is varied and decentralised. Meals in most primary schools are regulated by food-based standards, but preschool-specific meal standards only exist in Scotland. The UK uses food groups (starchy foods, fruit and vegetables, proteins and dairy) in a healthy plate approach. Australian States and Territories all employ guidelines for school canteen food, predominantly using a “traffic light” approach outlining recommended and discouraged foods; however, most children bring food from home and are not covered by this guidance. The preschool standards state that food provided should be nutritious. We find that action is often lacking in the preschool years, and suggest that consistent policies, strong incentives for compliance, systematic monitoring, and an acknowledgement of the broader school eating environment (including home provided food) would be beneficial. PMID:28696403

Effects of Preschool Intervention Strategies on School Readiness in Kindergarten

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

2015-01-01

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

SUMMARY OF MONITORING SYSTEMS PROFESSIONAL READINESS OF STUDENTS TO COMMUNICATIVELY-SPEECH DEVELOPMENT IN PRESCHOOLERS BILINGUAL

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Neonila Vyacheslavovna Ivanova

2015-12-01

Full Text Available Purpose. The article describes the main provisions of the monitoring system of professional readiness of the future teachers of pre-school education.Methodology. Presented in the paper position monitoring system of professional readiness of students to develop communicative speech bilingual children in the profil «Preschool education» are analized based on the principles: compliance with the general content of the training and disciplinary purposes of vocational training; Unity of its substantive and procedural right; structural integrity of the contents; orientation of its content for the implementation of the system, the personal, the activity, polysubject (Dialogic, cultural approaches.Results. We studid and summarized some of the theoretical and practical aspects, given the scientific substantiation of organizational methods of monitoring of professional readiness of the future teachers to the communicative and language development of preschool children bilingual.Practical implications. Еducational system of higher education.

Role of the educator and teacher in creating conditions to overcome the discontinuity between preschool and elementary school

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Arsić Zvezdan M.

2016-01-01

Full Text Available At school, children spend the most beautiful period of their childhood and youth, and the moment they start school is always festive and exciting. However, it is known that school brings also the first concerns and problems. Problems and difficulties, which can occur at the beginning of schooling may, have long-term effects on the adaption and success of children, even on later adult life. The causes that lead to this situation are many and varied, and one of the most important is the educational gap in the educational system, whose essence lies in the disconnection between the various degrees of education. Taking into account the above findings, we discuss in this paper the most common causes that lead to the discontinuity between preschool and primary levels of education and areas in which the discontinuity is usually expressed. Also, the operation is determined and focused attention on certain assumptions and conditions that need to be accomplished in order to eliminate the effects of discontinuity abd achieve the necessary continuity between the pre-school and primary school children and facilitate the transition from lower to higher levels of education.

Dynamic drawing characteristics of preschool and younger school age children

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Cvetković Andrijana

2014-01-01

Full Text Available The main objective of this research is to determine developmental characteristics of dynamic drawings of preschool and younger school age children. The sample consists of 90 typical developed children, aged between 6 and 9. The sample includes 47 (52.2% girls and 43 (47.8% boys from preschool institutions and elementary schools in Pirot and Belgrade. Action representation in dynamic drawings was evaluated using three types of drawings: a man who runs, a man shooting a ball and a man lifting a ball from the floor. We determined that a very small number of the respondents reaches the highest level of graphical representation of figures in motion, and that girl’s achievements are better than boy’s achievements. However, this result is on the border of statistical significance (p=0.052. Also, there is a statistically significant trend of progress to higher levels of action representation (p=0.000 with the increase in chronological age of the respondents.

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

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

2018-04-29

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

ENGLISH IN PRESCHOOL CURRICULUM: A DESCRIPTIVE STUDY OF THE TEACHING OF ENGLISH AS AN INTRA-SCHOOL CURRICULUM IN A PRESCHOOL IN BANDUNG

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Yuli Rachmawati

2014-10-01

Full Text Available In this era, the importance of English leads people to introduce English education even in preschools. English education for preschoolers isbelieved to help fosterchildren’s language and cognitive developments. However, to achieve this benefit, a sound curriculum is required.Since creating a sound English curriculum is not an easy thing to do, a careful examination on English in the preschool curriculum needs to be performed. This study therefore aims to find out the goals of integrating English as an intra-school curriculum in a preschool in Bandung and the teacher’s attempts to achieve these goals in terms of four basic components of curriculum taken fromCayadong (2011 and Tyler (Posner,1992; the objectives, the materials, the methods and the assessments. A descriptive study using a document analysis, an interview and an observation as the data collection techniques was employed. The finding showed that English was integrated to help children to be able to communicate using English in school and family context in a simple language. Theme-based teaching and learning using drilling and total physical response (TPR as methods were conducted to achieve the goals. Meanwhile, to make sure of the goals attainment, students wereassessed by using observations and tests.

The Relationship between Quality of Pre-School Child Care Institutions and Teachers' Teaching Approach

Science.gov (United States)

Õun, Tiia; Tuul, Maire; Tera, Signe; Sagen, Kelli; Mägi, Helena

2018-01-01

Various factors of the quality of preschool child care institutions influence the development of children and their future success in school. The activities of preschool child care institutions in Estonia are based on the national curriculum. Several indicators of structural quality have been determined on the national level. The aim of the…

Energy and nutrient intake in preschool and school age Mexican children: National Nutrition Survey 1999

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Barquera Simón

2003-01-01

Full Text Available OBJECTIVE: To estimate energy and nutrient intake and adequacy in preschool and school age Mexican children, using the National Nutrition Survey 1999 (NNS-1999. MATERIAL AND METHODS: Twenty four-h dietary recalls from pre-school (n=1 309 and school (n=2 611 children obtained from a representative sub-sample of the NNS-1999 were analyzed. Intakes and adequacies were estimated and compared across four regions, socio-economic strata, and between urban and rural areas, and indigenous vs. non-indigenous children. RESULTS: Median energy intake in pre-school children was 949 kcal and in school children 1 377 kcal, with adequacies 150% in both age groups. The North and Mexico City regions had the highest fat intake and the lowest fiber intake. Children in the South region, indigenous children, and those in the lowest socio-economic stratum had higher fiber and carbohydrate intakes and the lowest fat intake. These children also showed the highest risks of inadequacies for vitamin A, vitamin C, folate, iron, zinc and calcium. CONCLUSIONS: Mexico is experiencing a nutrition transition with internal inequalities across regions and socio-economic strata. Food policy must account for these differences in order to optimize resources directed at social programs.

Preschool and Primary School Influences on the Development of Children's Early Numeracy Skills between the Ages of 3 and 7 Years in Germany

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Anders, Yvonne; Grosse, Christiane; Rossbach, Hans-Gunther; Ebert, Susanne; Weinert, Sabine

2013-01-01

Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while…

Can Kinesiological Activities Change "Pure" Motor Development in Preschool Children during One School Year?

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Krneta, Željko; Casals, Cristina; Bala, Gustav; Madić, Dejan; Pavlović, Slobodan; Drid, Patrik

2015-07-01

The purpose of this study was to evaluate the effects of an additional, organized, and more intensive kinesiological treatment on "pure" motor abilities in preschool children. In the present study an experimental treatment was carried out on a sample of 37 preschool boys by applying kinesiological activities. The 60 minute treatment was applied over a period of one school year (9 months), twice a week. A control group of 31 boys were trained according to the regular program for preschool institutions. Treatment effects were assessed by 8 motor ability tests and 5 anthropometric measures. The significant differences between the groups, which were observed after the final measurement and compared to the initial one, proved that the kinesiological treatment had a positive impact on the general development of "pure" motor abilities. The most significant effect of experimental kinesiological treatment was the improvement in whole body force, flexibility and coordination of preschool boys. These findings, obtained only in one school year, point to the importance of physical exercise and the application of additional kinesiological activities with various modalities, to improve motor development, even morphological growth and development in preschool children. The effects of the perennial application of kinesiological activities, under the supervision of kinesiological professionals, could be beneficial and could form the basis for a better biological and motor development in older age.

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

OpenAIRE

Natalya T. Таgiltseva; Filip D. Shavov

2015-01-01

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

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

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Buldur, Aycan; Ömeroglu, Esra

2018-01-01

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

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

Science.gov (United States)

Camilleri, Bernard; Law, James

2014-10-01

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

Children's exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development.

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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.

Level of movement skills and dexterity in relation to movement activities of pre-school children in their ordinary lives

OpenAIRE

Kubátová, Šárka

2014-01-01

and keywords The level of movement skills and dexterity in relation to movement activities of pre- school children in their ordinary lives. The diploma thesis deals with the issue of movement activity of pre-school children. Movement activities are vital part of healthy life, especially for children. It should be an essential part of every activity, no matter if it is sport, game, relaxation or just a walk to school. It should be a common part of every pre-school child daily programme. The ac...

The use of first language scaffolding to teach English as a foreign language to pre-school children during dramatic play in West Sumatera, Indonesia

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Mulia Dewi

2015-01-01

Full Text Available The Indonesian community generally perceives that English language teaching should require phonology, vocabulary, grammar, discourse, and pragmatics. As a result, this often demands that pre-school teachers use English all the time. Code switching between English, Indonesian, and Minang – the local language of the region – is perceived negatively, and teachers are often criticized for using a multilingual approach that is “part snake and part eel” [sakarek ula sakarek baluik]. This refers to a negative perception of mixing languages in educational settings. In fact, code switching between Minang (first language, Indonesian (second language, and English (foreign language is the norm of language use in this part of Indonesia. However, in this community, there is a lack of respect for pre-school teachers' professionalism as well as scepticism towards the effectiveness of a multilingual teaching approach, which is used widely at the pre-school level. Vygotsky [14], the Russian psychologist, presents a different perspective on this phenomenon, noting that children learn languages by playing. Their first language can be the main tool to help them understand new words and utterances in context. By using code switching, teachers help pre-school children to link their prior knowledge and experience to the new forms of expression that enable them to derive the meaning of new words from the social context of language use. For this reason, scaffolding techniques should be used by pre-school teachers, particularly in ways which support children's cognitive development in constructing new meanings based on their first language experience. This paper, based on a research study-in-progress at Deakin University, Melbourne, Australia, explores patterns of interaction between pre-school teachers and their students as teachers scaffold the development of EFL through dramatic play in West Sumatera, Indonesia. This interaction is systemic in nature and

Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

Science.gov (United States)

Markovic, Živorad; Kopas-Vukašinovic, Emina

2015-01-01

In their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that "fine motor skills" are determined by the development of…

Inequality in pre-school provision : a geographical perspective

OpenAIRE

Pinch, Steven

1983-01-01

This paper is a preliminary analysis of pre-school services, a field which, with a few exceptions (Holmes, Williams and Brown, 1972; Freeman, 1977) has been ignored by geographers and indeed other urban analysts concermd with service allocations in cities. There are numerous possible explanations for this state of affairs, not the least inportant being the fact that study of the under-fives has been dominated by psychologists concerned with the intellectual, emotional and social development o...

Designing instruction and learning for cognitively gifted pupils in preschool and primary school

NARCIS (Netherlands)

Mooij, Ton

2012-01-01

Mooij, T. (2013). Designing education and learning for cognitively gifted pupils in preschool and primary school. International Journal of Inclusive Education, 17(6), 597-613. doi:10.1080/13603116.2012.696727

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

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

2010-08-01

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

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

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Broekhuizen, Karen; Scholten, Anne-Marie; de Vries, Sanne I

2014-05-03

The (pre)school environment is an important setting to improve children's health. Especially, the (pre)school playground provides a major opportunity to intervene. This review presents an overview of the existing evidence on the value of both school and preschool playgrounds on children's health in terms of physical activity, cognitive and social outcomes. In addition, we aimed to identify which playground characteristics are the strongest correlates of beneficial effects and for which subgroups of children effects are most distinct. In total, 13 experimental and 17 observational studies have been summarized of which 10 (77%) and 16 (94%) demonstrated moderate to high methodological quality, respectively. Nearly all experimental studies (n = 11) evaluated intervention effects on time spent in different levels of physical activity during recess. Research on the effects of (pre)school playgrounds on cognitive and social outcomes is scarce (n = 2). The experimental studies generated moderate evidence for an effect of the provision of play equipment, inconclusive evidence for an effect of the use of playground markings, allocating play space and for multi-component interventions, and no evidence for an effect of decreasing playground density, the promotion of physical activity by staff and increasing recess duration on children's health. In line with this, observational studies showed positive associations between play equipment and children's physical activity level. In contrast to experimental studies, significant associations were also found between children's physical activity and a decreased playground density and increased recess duration. To confirm the findings of this review, researchers are advised to conduct more experimental studies with a randomized controlled design and to incorporate the assessment of implementation strategies and process evaluations to reveal which intervention strategies and playground characteristics are most effective.

Knowledge levels of pre-school teachers related with basic first-aid practices, Isparta sample.

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Sönmez, Yonca; Uskun, Ersin; Pehlivan, Azize

2014-09-01

The aim of this study was to evaluate the levels of knowledge of pre-school teachers working in the province center of Isparta related with basic first-aid practices and some factors which affected these levels of knowledge. In this cross-sectional, analytic study, 110 pre-school teachers working in the province center of Isparta constituted the population. A questionnaire questioning sociodemographic properties and the level of knowledge related with first-aid practices was applied under supervision. The level of knowledge was evaluated on a 20-point scale. In the analyses, Kruskal-Wallis and Mann-Whitney U tests and Spearman's rank correlation were used. The study was approved by the Ethical Committee for Clinical Studies of Süleyman Demirel University School of Medicine (registration number: 105). The mean score of first-aid knowledge of the pre-school teachers was found to be 11.9±2.9. The least known issues included washing the wound by soap and water after a dog bite, information related with the necessity of immobilization of a child who has fallen from a high level and the phone number of National Poison Information Center (16.4%, 20.9% and 22.7%, respectively). The scores of the subjects whose knowledge of first-aid was evaluated to be well were higher compared to the subjects whose knowledge of first-aid was evaluated to be moderate (p=0.009) and poor (p=0.001). It was found that first-aid scores did not show significant difference in terms of age, working period, having received first-aid training and having faced with a condition requiring first-aid previously (p>0.05, for all comparisons). It was found that pre-school teachers had insufficient first-aid knowledge. Since the first-aid knowledge scores of the subjects who reported that they received first-aid training before did not show significant difference, it was thought that the quality of training was as important as receiving training.

Reading use in preschool

OpenAIRE

Laísa Cristina dos Santos Guilherme; Rodrigo Ferreira Daverni

2016-01-01

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

[Usefulness and limitations of rapid automatized naming to predict reading difficulties after school entry in preschool children].

Science.gov (United States)

Kaneko, Masato; Uno, Akira; Haruhara, Noriko; Awaya, Noriko

2012-01-01

We investigated the usability and limitations of Rapid Automatized Naming (RAN) results in 6-year-old Japanese preschool children to estimate whether reading difficulties will be encountered after school entry. We administered a RAN task to 1,001 preschool children. Then after they had entered school, we performed follow-up surveys yearly to assess their reading performance when these children were in the first, second, third and fourth grades. Also, we examined Hiragana non-words and Kanji words at each time point to detect the children who were having difficulty with reading Hiragana and Kanji. Results by Receiver Operating Characteristic analysis showed that the RAN result in 6-year-old preschool children was predictive of Kanji reading difficulty in the lower grades of elementary school, especially in the second grade with a probability of 0.86, and the area under the curve showed a probability of 0.84 in the third grade. These results suggested that the RAN task was useful as a screening tool.

Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya

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Andiema, Nelly C.

2016-01-01

Despite many research studies showing the effectiveness of teacher application of child-centered learning in different educational settings, few studies have focused on teaching and learning activities in Pre-Schools. This research investigates the effect of child centered methods on teaching and learning of science activities in preschools in…

When Does Preschool Matter?

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

2016-01-01

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

The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-School Children

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Kimsesiz, Fatma; Dolgunso¨z, Emrah; Konca, M. Yavuz

2017-01-01

English language teaching has newly been introduced to pre-school curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to pre-school children through Project Based Learning (PBL). For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey,…

Social behaviour in pre-school children: a child-centred follow-up study

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Maša Vidmar

2006-08-01

Full Text Available The contribution presents a study with 3-year-olds and examines relative contribution of children's age of entry to pre-school (1 and 3 years, their personality type (resilient, average, willful and maternal parenting style (optimal, less-than-optimal to the development of individual differences in social behavior. Employing The Family Environment Questionnaire (Zupančič, Podlesek, & Kavčič, 2004, 2 internally replicable parenting styles were identified with maternal and paternal self-report data sets. The styles differed mainly by authoritative parenting and stimulation, and appeared structurally similar between the spouses. Parental agreement on individual style membership significantly exceeded chance levels, but was relatively low. Therefore further analyses considered maternal parenting style only. The mothers also filled in The Inventory of Child Individual Differences (Halverson et al., 2003 and the teachers (concurrently and one year later filled in The Social Competence and Behavior Evaluation scales (LaFreniere et al., 2001. Child personality type membership was based on classifications derived in a previous study. Relatively, the personality type exerted the strongest and the most consistent effects on child social behavior in pre-school. Social functioning of the resilient and the willful children was somewhat more efficient in comparison to their counterparts with the average profile, even though the latter showed the most improvement in these domains between ages 3 and 4. With the willful children only, less-than-optimal parenting had an adverse effect on the development of externalizing behavior, while the development of social adjustment was negatively affected by the children's late entry to pre-school.

Children’s exposure to sustainability practices during the transition from preschool into school and their learning and socioemotional development

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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

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

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Ruzica KERAMICIEVA

1997-03-01

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

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.

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Wei, Xin; Wagner, Mary; Christiano, Elizabeth R A; Shattuck, Paul; Yu, Jennifer W

2014-11-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.

From Home to School: Bridging the Language Gap in Mauritian Preschools

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Auleear Owodally, Ambarin Mooznah

2010-01-01

Most Mauritian children face a language challenge as they leave their homes and start school. While most Mauritian children speak a French-lexified Creole as home language, the Mauritian primary education programme promotes English as the main language of literacy and the only written medium of instruction. In such a context, the preschool has the…

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

DEFF Research Database (Denmark)

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

2010-01-01

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

Pre-School Children Creating and Communicating with Digital Technologies in the Home

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McPake, Joanna; Plowman, Lydia; Stephen, Christine

2013-01-01

There is a limited literature on pre-school children's experiences with "digital technologies" at home and little discussion of the ways in which children harness these technologies for their own purposes. This paper discusses findings drawn from three studies that investigated the role of "domestic technologies" and…

[Psychophysiological studies in the pre-school children].

Science.gov (United States)

Ullner, R; von Braun, G S; Ziegelmayer, G

1976-10-14

The behavior of 24 children, aged 3-6 years, was recorded on video-tape. Simultaneously the ECG was recorded telemetrically. These observations were made during two pre-school educational programs lasting 90 minutes each: "Didactic games" and "Elementary music and movement program". For each child a scale was developed to show the correlation of mean heart-rate and well defined motor-activity. It was evident that the mean heart-rate was higher during the music program than during the didactic program, corresponding to the higher motor-activity. But it was found that in the didactic program the variation of the heart-rate within short intervals was higher due to the more frequent occurrence of respiratory arrhythmias. It was also seen that during the music program the children showed no signs of exertion as they did towards the end of the didactic program. Respiratory arrhythmias were not seen in children who according to the Schellong-test were classified as stable in their cardiovascular system. The arrhythmias occurred mainly when the children showed signs of fatigue.

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

Science.gov (United States)

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

2014-11-26

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

Executive Functioning and School Readiness among Preschoolers with Externalizing Problems: The Moderating Role of the Student-Teacher Relationship

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Graziano, Paulo A.; Garb, Leanna R.; Ros, Rosmary; Hart, Katie; Garcia, Alexis

2016-01-01

Research Findings: The objective of this study was to examine the student-teacher relationship as a potential moderator of the link between executive functioning (EF) and children's early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children…

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

Science.gov (United States)

Calissendorff, Maria

2006-01-01

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

Are There Any Differences in Personality Traits and Life Satisfaction between Future Preschool and Primary School Teachers?

Science.gov (United States)

Vorkapic, Sanja Tatalovic; Cepic, Renata; Šekulja, Ivana

2016-01-01

The main aim of this study was to examine personality traits and life satisfaction of future preschool and primary school teachers and to examine if there are differences between these two groups of students. The study was conducted on a sample of 290 students of the University of Rijeka attending Early and Preschool Education and Teacher…

[Comparative analysis of the efficacy of a playful-narrative program to teach mathematics at pre-school level].

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Gil Llario, M D; Vicent Catalá, Consuelo

2009-02-01

Comparative analysis of the efficacy of a playful-narrative program to teach mathematics at pre-school level. In this paper, the effectiveness of a programme comprising several components that are meant to consolidate mathematical concepts and abilities at the pre-school level is analyzed. The instructional methodology of this programme is compared to other methodologies. One-hundred 5-6 year-old children made up the sample that was distributed in the following conditions: (1) traditional methodology; (2) methodology with perceptual and manipulative components, and (3) methodology with language and playful components. Mathematical competence was assessed with the Mathematical Criterial Pre-school Test and the subtest of quantitative-numeric concepts of BADyG. Participants were evaluated before and after the academic course during which they followed one of these methodologies. The results show that the programme with language and playful components is more effective than the traditional methodology (p<.000) and also more effective than the perceptual and manipulative methodology (p<.000). Implications of the results for instructional practices are analyzed.

Child personality measures as contemporaneous and longitudinal predictors of social behaviour in pre-school

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Maja Zupančič

2005-04-01

Full Text Available Predictive relations from personality measures to children's social behaviour in pre-school were examined for 3 year old children (at Time 1; T1 who were reassessed one year later (at Time 2; T2. At both times, mothers and fathers separately rated children's personality characteristics using the Inventory of Child Individual Differences (Halverson et al., 2003, while the pre-school teachers assessed the same children on the Social Competence and Behavior Evaluation Scale (LaFreniere et al., 2001. Three general predictive models were examined, contemporaneous (at T1 and T2, longitudinal, and cumulative. Mother- and father-rated child personality was contemporaneously predictive of children's social behaviour as assessed by their pre-school teachers. The most consistent predictions across the spouses and at both times of measurement were obtained for child externalizing behaviour. More disagreeable and emotionally stable children, as opposed to their less disagreeable and more in stable counterparts, were concurrently observed to exhibit more externalizing tendencies during the time spent in pre-school. Maternal reports were longitudinally predictive of children's social competence and internalizing behaviour and the father reports predicted internalizing and externalizing behaviour one year later. Neuroticism at age 3 was consistently linked to internalizing tendencies at age 4 across parents both longitudinally and cumulatively. Father-rated Disagreeableness at age 3 was predictive of externalizing behaviour one year later in both longitudinal and cumulative models, while the contemporaneous information on child Disagreeableness and Neuroticism (reversed at T2, independent of the respective child traits at T1, significantly improved the cumulative predictions of externalizing behaviour from maternal reports. In general, child personality scores derived from maternal data sets were more powerful predictors of children's social behaviour across

A Music Program for Training Head Start Teachers Using a Sequential, Cognitive, Developmental Process with Pre-school Children.

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Brodhecker, Shirley G.

This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…

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

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Alatalo, Tarja; Meier, Joanna; Frank, Elisabeth

2016-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

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…

Prevalence of behavioural problems of Khorramabad pre-school children

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faride Malekshahi

2008-10-01

Full Text Available Malekshahi F1, Farhadi A2 1. Instructor, Department of Society Health, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran 2. Instructor, Department of Psychology, Faculty of Medicine, Lorestan University of Medical Sciences, Khorramabad, Iran Abstract Background: Childhood period it one of the most important stages of life in which individuals personality is formed. The majority of behavioral problems are due to attention deficit to the sensitive periods of childhood. This attention deficit leads to lack of agreement with environment and causes behavioural problems in children. Behavioural problem is attributed to a persons behaviour that his IQ isn lowered, but his or her mental and behavioural equilibrium is deviated from social norm and has severity, repetition and continuance in numerous times and places, so that his educational performance and behaviour will be frustrated and his efficiency is reduced. Such children are always rejected by others and in school there are a lot of grievances against them. Therefore, to pay attention children common behavioural problems is one of the most important topics and it prompt detection makes its treatment possible. So this study designed to determine prevalence of behavioural problems of Khorramabad pre-school children. Materials and methods: This descriptive-cross sectional study was carried out on 600 rural and urban pre-school children selected using random one stage sampling method. Data gathering tool was a two-part questionnaire including demographic and behavioural disorders signs obtained from DSM IV. Reability and validity of the questionnaire was confirmed by the university teaching members and retest method with a correlation coefficient 98%. Data were analyzed using SPSS software (ver 11 and Ch-square test. Results: Results of the study showed that 79% of the rural, and 68% of the urban children were at least involved in one of the behavioural

Working Memory Capacity in Preschool Children Contributes to the Acquisition of School Relevant Precursor Skills

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Pressler, Anna-Lena; Krajewski, Kristin; Hasselhorn, Marcus

2013-01-01

The aim of the present study was to investigate whether preschool children with limitations in the visual or phonological working memory are disadvantaged in the acquisition of school relevant precursor skills at school entry. A sample of 92 children was divided into three subgroups depending on their performance in visual and phonological working…

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

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

2018-01-01

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

Relationship between anthropometry and motor abilities at pre-school age.

Science.gov (United States)

De Toia, Daniela; Klein, Daniel; Weber, Sarah; Wessely, Nicolas; Koch, Benjamin; Tokarski, Walter; Dordel, Sigrid; Struder, Heiko; Graf, Christine

2009-01-01

Little is known to date about the relationship between poor motor abilities and overweight or obese pre-school children. Thus, this study examined the association between motor abilities and weight status in 1,228 kindergarten children (45.8% female). Anthropometric data were assessed; age 4.7 + or - 1.0 years; height 108.6 + or - 8.0 cm; weight 19.1 + or - 3.6 kg; BMI 16.1 + or - 1.5 kg/m(2). The modified Karlsruher Motor Ability Screening Test was carried out to determine the motor abilities of speed strength, muscular endurance, coordination, flexibility, and speed. Based on the German BMI reference values, 3.5% of the children were obese, 9.6% overweight, 83.4% normal weight, and 3.5% underweight. During various test tasks, below-average motor abilities were discovered in 44.0-47.3%. In all age groups, overweight and obese children did not differ from their normal and underweight counterparts; except for underweight children which fared worse in flexibility. In contrast to former studies with first graders, overweight or obese pre-school children did not possess worse motor abilities than normal weight children. However, the high number of overweight children and motor deficits suggests that preventive measures should start at this early age. Copyright 2009 S. Karger AG, Basel.

SUPPORT OF PSYCHO-PHYSICAL ACTIVITY OF A PRE-SCHOOL CHILD

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Radovan Čokorilo

2011-03-01

Full Text Available In this work are analyzed needs, ability and the ways of supporting psychophysical activity of a pre-school child. Primary child’s need for movement, which should be invented by play, boosts impulses for growth and development of the organism and is considered as a main condition of it’s psycho-physical development. In the way of physical development child should be encouraged on many different ways of movement: walking, running, jumping, but also crawling, climbing, throwing, catching… For the development of skill of detection optimal senses stimulation is good way, in point of making communication with nature and social surroundings. Thru play and practical activity it is possible to contribute to acceptable way of showing emotional condition of the child. Thinking and imagination at start are very dependable of emotions, and they develop also thru playing and practical activity. It is also possible to contribute a start of development of the main character line which are made from imitation and identification of child with parents and teachers. Functional contribution of psycho-physical activity of pre-school child is possible to achieve if, with skill and a lot of pedagogy talent, awards and compliment are given to child, and giving to them honor and promises

Airway resistance measurements in pre-school children with asthmatic symptoms : The interrupter technique

NARCIS (Netherlands)

Kooi, EMW; Schokker, S; van der Molen, T; Duiverman, EJ

Measuring airway resistance in pre-school children with the interrupter technique has proven to be feasible and reliable in daily clinical practice and research settings. Whether it contributes to diagnosing asthma in pre-schoot children still remains uncertain. From the results of previous studies

PLAY AND ITS SIGNIFICANCE IN CORECTIVE GYMNASTICS FOR PRE-SCHOOL CHILDREN

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Grujo Bjeković

2008-08-01

Full Text Available In present life conditions, especially in urban environment, children have very poor conditions for physical activities, or for movement in general. According to the new researches, working conditions and quality of work in nurseries and schools, especially if they are related to physical exercises, have certain influences on overall development of pre-school and school children. Childhood is ideal time for correction of numerous postural disturbances and deformities, whether they are congenital or acquired by injury, wrong body posture, or by poor nutrition. Playing is a power fultool for directing correct development of children, so very of ten it has to be adapted to age, capabilities, interests and needs of children.

Investigation of Pre-School Teachers' Beliefs about Mathematics Education in Terms of Their Experience and Structure of Their Education

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Karatas, Ilhan; Guven, Bulent; Öztürk, Yasin; Arslan, Selahattin; Gürsöy, Kadir

2017-01-01

The aim of this study was to determine pre-school teachers' beliefs about teaching mathematics to young learners. In this context, we compared preschool teachers' beliefs with mathematical learning, talent-development-age appropriateness for mathematical learning, the nature of mathematics, the curriculum, teacher efficacy, and the teacher's role…

Role of Assessment Tests in the Stability of Intelligence Scoring of Pre-School Children with Uneven/Delayed Cognitive Profile

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Yang, P.; Jong, Y-J.; Hsu, H-Y.; Lung, F-W.

2011-01-01

Background: As part of an ongoing clinical service programme for pre-school children with developmental delay in an Asian developing country, we analysed the effect of three assessment tests, that is, Bayley Scale of Infant Development-II, Leiter International Performance Scale-Revised and Wechsler Preschool and Primary Scale of…

The effect of group play therapy on social-emotional skills in pre-school children.

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Chinekesh, Ahdieh; Kamalian, Mehrnoush; Eltemasi, Masoumeh; Chinekesh, Shirin; Alavi, Manijeh

2013-12-24

Childhood is important and critical period in human life. The foundation of ego is shaped in childhood. Play therapy is one of the successful strategies to help children with inner conflicts problems. This method of psychotherapy is base on the normal learning processes of children, provides solutions to relieve feelings of stress, and expands self-expression. Group play therapy can enhance the self-awareness, self- regulation, social communication, empathy and adoptability in children. Present study investigated the effects of play therapy on relational and emotional skills of pre-school children. For this purpose, the total numbers of 372 pre-school children were randomly selected, and divided into two equal groups (case and control). In next step, the BUSSE-SR methodology was used for evaluation and comparison of self-awareness, self-regulation, social interaction, empathy, adoptability, and control groups. Pre-test were performed for both groups and case group was involved in-group play therapy. According to the results of post-test, correlation of variables between case-control groups was examined by multivariate analysis of covariance. Frequency of boys and girls in our sample were 51.3 and 48.7 percent, respectively. The mean age of children was 5.1±0.6 year. According to the results of present study, play therapy significantly enhanced the social-emotional skills (Pplay therapy can be used in pre-school centers to help children learn problem-solving skills and communicate with others.

Day care for pre-school children.

Science.gov (United States)

Zoritch, B; Roberts, I; Oakley, A

2000-01-01

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

THE EFFECT OF STORYTELLING IN A PLAY THERAPY ON ANXIETY LEVEL IN PRE-SCHOOL CHILDREN DURING HOSPITALIZATION IN THE GENERAL HOSPITAL OF BUTON

Directory of Open Access Journals (Sweden)

Mimi Yati

2017-09-01

Full Text Available Background: Anxiety is one of the psychical stresses experienced by children during hospitalization. A storytelling in a play therapy is considered effective in reducing anxiety. Objective: This study aims to determine the effect of storytelling in a play therapy on anxiety level in pre-school children during hospitalization in the general hospital of Buton. Methods: This was a quasy-experimental study with pretest-posttest control group design. There were 30 pre-school children selected in this study using accidental sampling, with 15 assigned in each group. The Pre School - Spence Children’s Anxiety Scale (SCAS was used to measure anxiety in pre-school children. Wilcoxon matched paired test was used to analyze the data. Results: Findings showed that the mean of anxiety level in the intervention group in pretest was 42 and in posttest was 31.53. Wilcoxon matched paired test showed p-value 0.003 (<0.05, which indicated that there was a statistically significant effect of storytelling on the level of anxiety in pre-school children. Conclusions: There is a significant influence of storytelling in a play therapy on anxiety levels in pre school children during hospitalization. It is suggested that this intervention could be applied as a nursing intervention to reduce anxiety in children.

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

NARCIS (Netherlands)

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

1995-01-01

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

Supporting and Stimulating the Learning of Socioeconomically Disadvantaged Children--Perspectives of Parents and Educators in the Transition from Preschool to Primary School

Science.gov (United States)

Arndt, Ann-Kathrin; Rothe, Antje; Urban, Michael; Werning, Rolf

2013-01-01

When children move from preschool to primary school in Germany, this involves a transition between two distinct systems with regard to political responsibility. Following Rimm-Kaufman and Pianta's (2000) ecological and dynamic model of transition, the research project focuses on the perspectives of parents and professionals on the learning…

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

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Ceres M. Della Lucia

2016-05-01

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

Effects of Language Learning Interventions in Pre-School Children: A Longitudinal Study

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Gasteiger-Klicpera, B.; Knapp, W.; Kucharz, D.; Schabmann, A.; Schmidt, B.

2009-01-01

The aim of the present contribution is to evaluate and discuss the impacts of language learning interventions in pre-school children with German as a first or a second language. The sample consisted of 864 children in intervention groups and 294 children as a comparison group within two successive cohorts. The instruments used were the SSV (Grimm…

Mother Tongue Usage in Ghanaian Pre-Schools: Perceptions of Parents and Teachers

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Tackie-Ofosu, Vivian; Mahama, Sheriffa; Vandyck, E. Solomon Tetteh Dosoo; Kumador, David Kwame; Toku, Nana Ama Afriyie

2015-01-01

The present study investigated the perceptions of parents and teachers on the use of the mother tongue and their preferred medium of communication and instruction for preschool children at home and in school. The sample was made up of a cross-section of parents and teachers (N=120, Female=80% for teachers and 55% for parents) of children (between…

Obesity-Related Hormones in Low-Income Preschool-Age Children: Implications for School Readiness

Science.gov (United States)

Miller, Alison L.; Lumeng, Carey N.; Delproposto, Jennifer; Florek, Brian; Wendorf, Kristin; Lumeng, Julie C.

2013-01-01

Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool-aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion…

Is the environment near school associated with active commuting to school among preschoolers?

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Jose Cazuza Farias Junior

2013-05-01

Full Text Available Available studies show that environmental factors may influence how parentes choose to commute their children from home to school. Thus, the aim of this study was to analyze the association between the characteristics of the physical and social environment near school and active commuting to school among preschool children. A school-based cross-sectional study with a sample of children aged 3to 5 years (n=914 was undertaken. Participants were selected by a single-stage cluster sampling process. To obtain data on commuting to school and demographicand socioeconomic variables, a previously validated questionnaire was used while an audit tool was used to assess the environment near school. Binarylogistic regression was used to analyze the association and results were presented as Odds Ratio values. Results showed that 28.3% (95%CI 25.5-31.3 ofthe children were active commuters from home to school. A positive association was found between public transportation (p=0.002 and social environment(p=0.004 domains and active commuting. However, this association was foundonly among children from families that did not have a car. The likelihood of achild being an active commuter was higher among those who are enrolled in schools with better environmental surroundings (OR=1.88; 95%CI 1.31-2.70. It was concluded that there was a positive association between some of the environmental factors near school and active commuting to school among children from families that did not have a car.

Pedagogical and didactical rationale of phonemic stimulation process in pre-school age children

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López, Yudenia

2010-01-01

Full Text Available The paper describes the main results of a regional research problem dealing with education in pre-school age. It examines the effectiveness of the didactic conception of the process of phonemic stimulation in children from 3 to 5 years old. The pedagogical and didactic rationale of the process, viewed from the evolutionary, ontogeny, systemic perspective is explained. Likewise, possible scaffolding is illustrated. The suggested procedures focus the provision of support on a systematic and purposely practice which involve first the discrimination of non-verbal sounds and the discrimi-nation of verbal sound later, aiming to the creation of a phonological consciousness.

Defining Nature-Based Preschools

Science.gov (United States)

Larimore, Rachel

2016-01-01

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

Colorado School Finance Partnership: Report and Recommendations. Financing Colorado's Future: Assessing Our School Finance System

Science.gov (United States)

Colorado Children's Campaign, 2012

2012-01-01

Over the last decade, Colorado has emerged as a national leader in crafting innovative solutions for challenges facing its public school system. From implementing the Colorado Student Assessment Program (CSAP) and No Child Left Behind (NCLB) reforms to more recent legislation including standards and assessments for a preschool-through-college…

Lexical Categorization Modalities in Pre-School Children: Influence of Perceptual and Verbal Tasks

Science.gov (United States)

Tallandini, Maria Anna; Roia, Anna

2005-01-01

This study investigates how categorical organization functions in pre-school children, focusing on the dichotomy between living and nonliving things. The variables of familiarity, frequency of word use and perceptual complexity were controlled. Sixty children aged between 4 years and 5 years 10 months were investigated. Three tasks were used: a…

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

Noggle, Amy Kappel

2012-01-01

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

The popularity of toys and play of pre-school children

OpenAIRE

Kump, Janja

2016-01-01

This thesis presents popularity of play and toys in pre-school period, influence of important factors on a play and selection of toys and differences in duration of the play, depending on children's age and gender. In the theoretical part we defined children's play and its importance, also we detaily described development of children's play and presented the meaning of toys. We classified toys according to the basic function and according to adequacy of toys for certain age group. We focu...

Partnering for Preschool: A Study of Center Directors in New Jersey's Mixed-Delivery Abbott Program. Research Report

Science.gov (United States)

Whitebook, Marcy; Ryan, Sharon; Kipnis, Fran; Sakai, Laura

2008-01-01

In a series of New Jersey Supreme Court decisions known as Abbott v. Burke, the 28 (now 31) urban school districts serving the state's poorest students were ordered to create systems of high-quality preschool for all three- and four-year-old children, beginning in the 1999-2000 school year. The Abbott Preschool Program now serves approximately…

DYNAMICS OF THE COMPELEX FORMS OF VISUAL PERCEPTION IN CHILDREN OF PRE-SCHOOL AGE (A NEUROPSYCHOLOGICAL ANALYSIS)

OpenAIRE

VASILEVA Neli

2015-01-01

Introduction: Experimental data in preschool aged children proves the determining role of the auditory and visual processes for future reading skills, therefore the investigation of complex forms of visual perception in this age period is diagnostically important. Objectives: Basic aim of the research is assessment of the sensitive period for the non-verbal perceptive operations in pre-school aged children, and determination of subgroup with low results for non-verbal perception. Method...

[Spirometry interpretation feasibility among pre-school children according to the European Respiratory Society and American Thoracic Society Guidelines].

Science.gov (United States)

Donaire, Roberto M; González, Scarlett A; Moya, Ana I; Fierro, Laura T; Brockmann, Pablo V; Caussade, Solange L

2015-01-01

Spirometry is the most used test to evaluate pulmonary function. Guidelines that defined acceptability and repeatability criteria for its implementation and interpretation among preschoolers were published in 2007. Our objective was to quantify the actual compliance with these criteria among pre-school patients. A review was performed on the baseline spirometry measured in patients aged 2 to 5 years in the Pediatric Respiratory Laboratory of the Pontificia Universidad Católica de Chile, who were admitted due to recurrent or persistent coughing or wheezing. Only those results obtained in patients who took the test for the first time were considered. They were analyzed by international standards. A total of 93 spirometry results (mean age 57.4 ± 8.6 months, 48 males) were obtained, of which 44 (47%) met all acceptable criteria, 87 (93%) obtained expiratory time of ≥ 0.5seconds, and 67 (72%) of the patients had an end-expiratory flow of ≤10% from peak flow. The variation in the measurement of forced vital capacity (FVC) and forced expiratory volume in one second (FEV1) was very low (intraclass correlation coefficient > 0.9). It was possible to meet the acceptability and repeatability criteria for spirometry among pre-school children in our Center, which was similar to previous reports. As in older children, this test is fully recommended for pre-school children who require lung function studies. Copyright © 2015. Publicado por Elsevier España, S.L.U.

Second-hand smoke exposure and the factors associated with avoidance behavior among the mothers of pre-school children: a school-based cross-sectional study

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Lin Wei-Ting

2010-10-01

Full Text Available Abstract Background Second-hand Smoke (SHS exposure is a significant public health problem that may be responsible for serious health hazards for child. This study aimed to examine the exposure status of SHS and the factors associated with SHS avoidance behavior among the mothers of pre-school children. Methods A cross-sectional study was used to obtain a sample of the mothers of pre-school children (n = 1,020 in 30 registered kindergartens in eastern Taiwan. Overall, 919 (a response rate of 90% completed the questionnaires. Regression models were used to identify factors with respect to the avoidance behavior of SHS. Results The prevalence of exposure to SHS was 70% and 50% for the mothers and their children, respectively. After adjusting for other variables, mothers who were current smokers (β = -0.260, p Conclusions The high prevalence rate of exposure to SHS for mothers and their children suggests that a well-designed future intervention program should be implemented in regard to pre-school children's mothers in order to prevent these mothers and their children from SHS exposure hazards, more particularly, to strengthen the knowledge base, to enhance self-efficacy and to foster a more positive attitude toward the avoidance of SHS in the mothers.

Psychiatric disorders and symptoms severity in pre-school children with cow's milk allergy.

Science.gov (United States)

Topal, E; Catal, F; Soylu, N; Ozcan, O O; Celiksoy, M H; Babayiğit, A; Erge, D; Karakoç, H T E; Sancak, R

2016-01-01

Psychiatric disorders are seen frequently in atopic diseases. The present study aims to evaluate the frequency of psychiatric disorders and the severity of psychiatric symptoms in pre-school children with cow's milk allergy. The parents of the pre-school children with cow's milk allergy were interviewed in person and asked to fill out the Early Childhood Inventory-4 form. The cow's milk allergy group included 40 children (27 male, 13 female) with mean age, 44.5±14.7 months, and the control group included 41 children (25 male, 16 female) with mean age, 47.6±15.2 months. It was established that 65% of the group with cow's milk allergy received at least one psychiatric diagnosis, while 36.6% of the control group received at least one psychiatric diagnosis, with a statistically significant difference (p=0.02). Within the psychiatric disorders, attention deficit hyperactivity disorders (odds ratio: 4.9, 95% CI: 1.472-16.856, p=0.006), oppositional defiant disorder (odds ratio: 5.6, 95% CI: 1.139-28.128, p=0.026), and attachment disorder (odds ratio: 4.8, 95% CI: 1.747-13.506, p=0.004) were found significantly higher compared with the healthy control group. When the groups were compared in terms of psychiatric symptom severity scores, calculated by using the Early Childhood Inventory-4 form, attention deficit hyperactivity disorders severity (p=0.006) and oppositional defiant disorder severity (p=0.037) were found to be higher in the cow's milk allergy group. Psychiatric disorders are frequent and severe in pre-school children with cow's milk allergy. Copyright © 2016 SEICAP. Published by Elsevier España, S.L.U. All rights reserved.

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

Science.gov (United States)

Barnett, W. Steven; Yarosz, Donald J.

2007-01-01

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

BURNOUT SYNDROME AMONG EDUCATORS IN PRE-SCHOOL INSTITUTIONS.

Science.gov (United States)

Hozo, Endica Radic; Sucic, Goran; Zaja, Ivan

2015-12-01

The occurrence of burnout syndrome (BS) has been recognized in many professions (pilots, firefighters, police officers, doctors…) that during their work are subjected to high levels of stress. For educators in preschool institutions stress level is very high thus creating the possibility of developing BS. For this research is selected preschool institution - kindergarten "Radost" (Joy) in Split, in which by use of questionnaires (modified scale by Freudenberger and modified scales by Girdin, Everly and Dusek) during 2014 among educators (100 respondents) is conducted a survey regarding the frequency of burnout syndrome. According to questionnaires by Girdin, Everly and Dusek there is no statistically significant difference between the number of educators who feel good and those that are under significant stress (χ2=1.04; p=0.307). According to questionnaire by Freudenberg educators are classified into 3 categories and distribution of educators by the groups is almost uniform (χ2=2.76; p=0.250), which means that one third of a teacher is in good condition, a third is in the risk area for burn-out syndrome, while one third are candidates for development of this syndrome. Comparing a teacher in good condition compared to other (at risk and those who are candidates for the burn-out syndrome) is up to 1.5 times higher in those who are at risk and the candidates for development of this syndrome than in others (χ2=4.5; p=0.033). The occurrence of burnout syndrome is very high for the group of educators (half of the educators!) in pre-school institutions which should be taken into account by the institutions management. For this purpose, it is necessary to organize regular medical check-ups with particular reference to burnout syndrome with signs of the syndrome to prevent its further development.

BURNOUT SYNDROME AMONG EDUCATORS IN PRE-SCHOOL INSTITUTIONS

Science.gov (United States)

Hozo, Endica Radic; Sucic, Goran; Zaja, Ivan

2015-01-01

Introduction: The occurrence of burnout syndrome (BS) has been recognized in many professions (pilots, firefighters, police officers, doctors…) that during their work are subjected to high levels of stress. For educators in preschool institutions stress level is very high thus creating the possibility of developing BS. Material and methods: For this research is selected preschool institution – kindergarten „Radost” (Joy) in Split, in which by use of questionnaires (modified scale by Freudenberger and modified scales by Girdin, Everly and Dusek) during 2014 among educators (100 respondents) is conducted a survey regarding the frequency of burnout syndrome. Research results: According to questionnaires by Girdin, Everly and Dusek there is no statistically significant difference between the number of educators who feel good and those that are under significant stress (χ2=1.04; p=0.307). According to questionnaire by Freudenberg educators are classified into 3 categories and distribution of educators by the groups is almost uniform (χ2=2.76; p=0.250), which means that one third of a teacher is in good condition, a third is in the risk area for burn-out syndrome, while one third are candidates for development of this syndrome. Comparing a teacher in good condition compared to other (at risk and those who are candidates for the burn-out syndrome) is up to 1.5 times higher in those who are at risk and the candidates for development of this syndrome than in others (χ2=4.5; p=0.033). Conclusion: The occurrence of burnout syndrome is very high for the group of educators (half of the educators!) in pre-school institutions which should be taken into account by the institutions management. For this purpose, it is necessary to organize regular medical check-ups with particular reference to burnout syndrome with signs of the syndrome to prevent its further development. PMID:26889099

Cognitive ability of preschool, primary and secondary school children in Costa Rica.

Science.gov (United States)

Rindermann, Heiner; Stiegmaier, Eva-Maria; Meisenberg, Gerhard

2015-05-01

Cognitive abilities of children in Costa Rica and Austria were compared using three age groups (N = 385/366). Cognitive ability tests (mental speed, culture reduced/fluid intelligence, literacy/crystallized intelligence) were applied that differed in the extent to which they refer to school-related knowledge. Preschool children (kindergarten, 5-6 years old, N(CR) = 80, N(Au) = 51) were assessed with the Coloured Progressive Matrices (CPM), primary school children (4th grade, 9-11 years old, N(CR) = 71, N(Au) = 71) with ZVT (a trail-making test), Standard Progressive Matrices (SPM) and items from PIRLS-Reading and TIMSS-Mathematics, and secondary school students (15-16 years old, N(CR) = 48, N(Au) = 48) with ZVT, Advanced Progressive Matrices (APM) and items from PISA-Reading and PISA-Mathematics. Additionally, parents and pupils were given questionnaires covering family characteristics and instruction. Average cognitive abilities were higher in Austria (Greenwich-IQ M(CR) = 87 and M(Au) = 99, d(IQ) = 12 points) and differences were smaller in preschool than in secondary school (d(IQ) = 7 vs 20 points). Differences in crystallized intelligence were larger than in fluid intelligence (mental speed: d(IQ) = 12, Raven: d(IQ) = 10, student achievement tests: d(IQ) = 17 IQ points). Differences were larger in comparisons at the level of g-factors. Austrian children were also taller (6.80 cm, d = 1.07 SD), but had lower body mass index (BMI(CR) = 19.35 vs BMI(Au) = 17.59, d = -0.89 SD). Different causal hypotheses explaining these differences are compared.

Investigation of 2013 pre-school education program in the context of values in education

Directory of Open Access Journals (Sweden)

Neriman Aral

2018-04-01

Full Text Available It has been aimed to examine the acquisition and indicators in the Pre-school Education Program 2013, updated and implemented in 2013, according to the development areas in terms of values education in the study. For this purpose, content analysis method from qualitative research methods was used. The values addressed with in the direction of the theory of values have been divided into categories and subcategories. The final form of the category of values was given in line with the opinion of experts. The specified values have been analyzed according to their status of acquisition and indicators for children. As a result of the study, it has been found that the value of responsibility was given a great place in the pre-school education program and it is followed by the values of respect, solidarity, trust, love, tolerance, freedom, equality, friendship and justice respectively.  Depending on the results obtained, it may be recommended that more attention is paid to the individual interests and needs of children, all values are equally integrated into the program and school-family cooperation is ensured about the values.

EXAMINATION OF SOCIAL SKILLS OF PRE-SCHOOL CHILDREN IN TURKEY

OpenAIRE

Ayşe Dilek Öğretir Özçelik

2017-01-01

This study aims to investigate whether there is a relationship between the 5-6 years old children’s social skills and their age, gender as well as their parent’s age and educational background and similar variables. The sampling of the study consists of the 5-6 years old children who continue kindergarten, nursery and pre-school in the city of Ankara. The sampling was composed of 300 children and their parents (143 girls and 157 boys). The data was collected with questionnaire and scales. The...

[Comparison of polysomnographic characteristics in preschool and school aged children with obstructive sleep apnea hypopnea syndrome].

Science.gov (United States)

Sun, Yuanfeng; Lei, Fei; Du, Lina; Tang, Xiangdong; Yang, Linghui

2016-03-01

To compare the characteristics of polysomnography in preschool and school aged children with obstructive sleep apnea hypopnea syndrome (OSAHS). The clinical data were collected from October 2009 to October 2013 among children monitored in Sleep Medical Center of West China Hospital. Among them, 189 preschool aged (aged 3-5 years) and 211 school aged (aged 6-13 years) children with sleep breathing disorder, and 33 children complained with sleep talking as controls were enrolled and underwent polysomnography. According to apnea hyponea index (AHI), they were classified as primary snoring (AHIstage and N2 stage among groups (P>0.05). In preschool aged children, the percentage of N1 stage in the moderate/severe group was more than other three groups (moderate/severe group vs control group, primary snoring group, mild group: 24.7%±13.7% vs 17.0%±8.7%, 21.7%±12.4%, 20.9%±11.6%, all Pstage in the moderate/severe group was more than the control group (moderate/severe group vs control group: 18.0%±10.4% vs 12.0%±4.8%, Pstage in the moderate/severe group and the mild group were less than the control group (moderate/severe group, mild group vs control group: 28.3%±9.6%, 28.8%±8.8% vs 33.9%±13.0%, both Ppreschool and school aged children group, the arouse index in the moderate/severe group was higher than other three groups, the mean oxygen saturation and the lowest oxygen saturation in the moderate/severe group were lower than those of the other three groups, the differences were statistically significant (all Ppreschool children (r=-0.02, P>0.05). However, there was significance in school aged children (r=0.26, Ppreschool and school aged (r=0.42, 0.55, both Ppreschool children than in school aged children. The severity is mainly related to enlarged tonsils and adenoids. School aged children with OSAHS may be more susceptible to sleep structure disorder and the severity is mainly related to BMI.

WITHDRAWN: Day care for pre-school children.

Science.gov (United States)

Zoritch, Bozhena; Roberts, Ian; Oakley, Ann

2016-10-11

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

Validation of a questionnaire for asthma case identification in pre-schools in Latin America.

Science.gov (United States)

Busi, Luciano E; Sly, Peter D; Llancaman, Lidia

2015-08-01

We recently developed and validated a screening questionnaire for determining which school-aged children may need further investigation to diagnose and manage asthma. In the present study we sought to extend this to pre-school aged children. Questions from the school-aged questionnaire and literature on pre-school asthma were used to inform a focus group of parents with pre-school-aged children with asthma to develop a screening questionnaire. Parents of children attending 6 randomly selected kindergartens in Trelew, Argentina (n = 639) were invited to respond to the questionnaire. A reliability test-retest was undertaken in 187 randomly selected parents who completed the same questionnaire twice within 2-5 weeks. Clinical assessment included a standardized history and physical examination, spirometry before and after a β-agonist inhaler, and chest X-ray. Asthma was diagnosed by the pulmonologist. Completed surveys were returned for 620 children, 607 of whom underwent clinical evaluation. The mean age was 4.21 years (range of 3.01-5.50) and included 82.5% white and 49.4% male children. Asthma was diagnosed in 103 (17.0%) children); 72 (69.9%) of these children did not have a previous diagnosis of asthma. The specificity, sensitivity, positive predictive value and negative predictive value of the questionnaire were 93.2%, 86.1%, 57.8% and 98.4%, respectively. We have demonstrated the utility of a screening questionnaire for identifying pre-school-aged children who may benefit from further assessment for asthma. © 2015 Asian Pacific Society of Respirology.

Long-Run Benefits from Universal High-Quality Preschooling

DEFF Research Database (Denmark)

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

2014-01-01

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

A Motor-Skills Programme to Enhance Visual Motor Integration of Selected Pre-School Learners

Science.gov (United States)

Africa, Eileen K.; van Deventer, Karel J.

2017-01-01

Pre-schoolers are in a window period for motor skill development. Visual-motor integration (VMI) is the foundation for academic and sport skills. Therefore, it must develop before formal schooling. This study attempted to improve VMI skills. VMI skills were measured with the "Beery-Buktenica developmental test of visual-motor integration 6th…

Observing preschoolers' social-emotional behavior: structure, foundations, and prediction of early school success.

Science.gov (United States)

Denham, Susanne A; Bassett, Hideko Hamada; Thayer, Sara K; Mincic, Melissa S; Sirotkin, Yana S; Zinsser, Katherine

2012-01-01

Social-emotional behavior of 352 3- and 4-year-olds attending private child-care and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test-retest reliability, and stability of both versions; and, using the shortened measure, to examine (b) age, gender, and risk status differences in social-emotional behaviors; (c) contributions of emotion knowledge and executive function to social-emotional behaviors; and (d) contributions of social-emotional behaviors to early school adjustment and kindergarten academic success. Results show that reliability of MPAC-R/S was as good, or better, than the MPAC-R. MPAC-R/S structure, at both times of observation, included emotionally negative/aggressive, emotionally regulated/prosocial, and emotionally positive/productive behaviors; MPAC-R structure was similar but less replicable over time. Age, gender, and risk differences were found. Children's emotion knowledge contributed to later emotionally regulated/prosocial behavior. Finally, preschool emotionally negative/aggressive behaviors were associated with concurrent and kindergarten school success, and there was evidence of social-emotional behavior mediating relations between emotion knowledge or executive function, and school outcomes. The importance of portable, empirically supported observation measures of social-emotional behaviors is discussed along with possible applications, teacher utilization, and implementation barriers.

A simple assessment of physical activity is associated with obesity and motor fitness in pre-school children.

Science.gov (United States)

Bayer, Otmar; Bolte, Gabriele; Morlock, Gabriele; Rückinger, Simon; von Kries, Rüdiger

2009-08-01

Physical activity is an important determinant of energy balance. However, its impact on overweight/obesity has proved difficult to measure in pre-school children and few studies have found significant associations. A set of simple questions was used to distinguish pre-school children with high and low physical activity, and the association of this classification with childhood overweight/obesity and performance in an established motor test was investigated. Survey, cross-sectional. Weight and height were measured in 12,556 children taking part in the obligatory school entrance health examination 2004-5 and 2005-6 in three urban and three rural Bavarian regions. Their parents were asked to answer a questionnaire with a set of questions on physical activity. The mean age of the children evaluated was 5.78 (sd 0.43) years, 6535 (52.1 %) were boys. Physically active children were less likely to be overweight (OR = 0.786, 95 % CI 0.687, 0.898) or obese (OR = 0.655, 95 % CI 0.506, 0.849) and achieved 6.7 (95 % CI 5.8, 7.7) % more jumps per 30 s than less active children in a motor test, adjusted for a number of potentially confounding variables. Classification of pre-school children as physically active or not, based on a small set of questions, revealed significant associations with overweight/obesity and a motor test. Once further validated, this classification might provide a valuable tool to assess the impact of physical activity on the risk of childhood overweight and obesity.

Promoting preschool reading

OpenAIRE

Istenič, Vesna

2013-01-01

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

Predictors of needs for community and financial resources for families of pre-school children with cerebral palsy

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Bertule D.

2016-01-01

Full Text Available An understanding of predictors of family needs for the families of preschool children with cerebral palsy (CP is important for provision of efficient and cost-effective services. The aim of this study was to identify the characteristics of children, families and services that are risk factors to meeting family needs for community and financial resources. 234 parents of pre-school children with CP completed a modified version of the Family Needs Survey (FNS, the Measure of Processes of Care (MPOC-20, and a demographic questionnaire. The gross motor function level and communication function level of children were classified on the basis of the Gross Motor Function Classification System (GMFCS and the Communication Function Classification System (CFCS respectively. Two hierarchical multiple regression models were generated to determine the predictors of unmet family needs. The socialisation and communication skills of children, as well as caregiver employment and family income levels were significant predictors of family needs for community resources (adjusted R2=0.44. Significant risk factors in terms of family needs for financial resources included the child's gross motor limitations, caregiver employment, low levels of family income and no ability to receive services on the basis of enabling and partnership principles (adjusted R2=0.51. A child's limitations in terms of communication, gross motor functions and socialisation, as well as the socioeconomic status of the child's family, must be taken into account when planning services for families with preschool children with CP.

Assessment of symbolic function in Mexican preschool children

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N. R. Jiménez Barreto

2013-04-01

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

Quantifying the visual perception skills of pre-school testees using a novel tangible electronic test instrument

CSIR Research Space (South Africa)

Smith, Andrew C

2008-11-01

Full Text Available . These children were found to be less proficient in visualisation skills than their suburban counterparts. A new study was undertaken to ascertain whether there is any difference in cognitive skills, particularly visual perception, between pre-school children from...

Complementary or alternative? The use of homeopathic products and antibiotics amongst pre-school children

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Bishop Jackie

2008-01-01

Full Text Available Abstract Background Any intervention to reduce the inappropriate use of antibiotics for infections in children has the potential to reduce the selective pressure on antimicrobial resistance and minimise the medicalisation of self-limiting illness. Little is known about whether homeopathic products might be used by some families as an alternative to antibiotics or the characteristics of such families. We used the Avon Longitudinal Study of Parents and Children (ALSPAC observational dataset to explore the hypothesis that the use of homeopathic products is associated with reduced antibiotic use in pre-school children and to identify characteristics of the families of pre-school children given homeopathic products. Methods Questionnaires data were completed by the parents of 9723 children while aged between 3–4.5 years in Bristol UK. Univariable and multivariable analyses were used to explore the relationships between antibiotic and homeopathic product use. Results Six percent of children had received one or more homeopathic products and 62% one or more antibiotics between the ages of 3 and 4.5 years. After adjustment for factors associated with antibiotic use, there was no association between homeopathic product and antibiotic use (adjusted OR = 1.02, 95% CI 0.84, 1.24. Factors independently associated with child homeopathic product use were: higher maternal education, maternal use of homeopathic products, maternal lack of confidence in doctors, mothers reporting that they were less likely to see doctor when the child was ill, children being given vitamins, watching less television and suffering from wheeze and food allergies. Conclusion In this observational study, the use of homeopathic products was not associated with decreased antibiotic consumption, suggesting the use of homeopathic product complements rather than competes with the use of antibiotics in pre-school children. The characteristics of mothers giving homeopathic products to their

Communication Patterns in Preschool Education Institutions ? Practical Examples

OpenAIRE

Radic-Hozo, Endica

2014-01-01

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

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

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

2012-08-01

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

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

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

2012-01-01

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

Foot shape and its relationship with somatic characteristics in pre-school children

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Ewa Puszczałowska-Lizis

2017-09-01

Full Text Available Introduction : The preschool period, characterised by high intensity of ontogenetic developmental changes, is considered to be the most important regarding formation of the foot. Getting to know the issue of the foot anatomy in children in this period is the main problem, which is the starting point towards proper prevention, examination, or correction of its deformities. Aim of the research: To analyse the shape of children’s feet and its relationship with chosen somatic characteristics in pre-school children. Material and methods : The study group comprised 80 five-year-old children recruited from randomly selected pre-schools in the Podkarpackie region. A CQ-ST podoscope was used as the research tool. In order to evaluate intersex differences at the average level of the tested variables, we used the Student’s t test or alternatively the Mann-Whitney U test. The relations between tested variables was assessed using Pearson’s linear correlation or Spearman’s rank correlation. Results : A low percentage of foot deformities in the children was found. In girls, statistically significant relationships were seen between Clarke’s angle in the right foot and body mass index as well as between Wejsflog index in the right foot and body weight and height. In the case of boys, Clarke’s angle and Wejsflog index in the left foot correlated with body mass index. Conclusions: We can therefore assume that most of the surveyed girls and boys had correctly longitudinally and transversely arched feet and toes positioned correctly. Excessive weight was a factor distorting the foot shape in children; it caused a deterioration of longitudinal and transverse arch of the right foot in girls, and left foot flattening occurred in boys.

Functional abdominal complaints in pre-school children: Parental reports of health-related quality of life

NARCIS (Netherlands)

R. Oostenbrink (Rianne); H.P. Jongman (Henri); J.M. Landgraf (Jeanne); H. Raat (Hein); H.A. Moll (Henriëtte)

2010-01-01

textabstractPurpose The aim of this study is to assess the influence of functional abdominal complaints (FAC) on health-related quality of life in a group of Dutch pre-school children. Methods Parents of children aged up to 6.0 visiting the outpatient pediatric department, Erasmus MC-Sophia,

Social behaviour in pre-school children: a child-centred follow-up study

OpenAIRE

Maša Vidmar; Maja Zupančič

2006-01-01

The contribution presents a study with 3-year-olds and examines relative contribution of children's age of entry to pre-school (1 and 3 years), their personality type (resilient, average, willful) and maternal parenting style (optimal, less-than-optimal) to the development of individual differences in social behavior. Employing The Family Environment Questionnaire (Zupančič, Podlesek, & Kavčič, 2004), 2 internally replicable parenting styles were identified with maternal and paternal self...

A qualitative study of teacher's perceptions of an intervention to prevent conduct problems in Jamaican pre-schools.

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Baker-Henningham, H; Walker, S

2009-09-01

There is a growing evidence base showing the efficacy of school-based interventions to prevent conduct problems but few evaluations have addressed teachers' perceptions of these programmes. Teachers' views on the acceptability, feasibility and usefulness of an intervention will influence implementation fidelity and programme sustainability and can help further our understanding of how the intervention works and how it may be improved. A pilot study of the Incredible Years Teacher Training Programme supplemented by a curriculum unit on social and emotional skills was conducted in inner-city pre-schools in Kingston, Jamaica. Three pre-schools comprising 15 classrooms participated in the intervention which involved seven monthly teacher workshops and 14 weekly child lessons in each class. At the end of the intervention in-depth individual interviews were conducted with each intervention teacher. Teachers reported benefits to their own teaching skills and professional development, to their relationships with children and to the behaviour, social-emotional competence and school readiness skills of the children in their class. Teachers also reported benefits to teacher-parent relationships and to children's behaviour at home. A hypothesis representing the teachers' perceptions of how the intervention achieved these benefits was developed. The hypothesis suggests that intervention effects were due to teachers' gains in skills and knowledge in three main areas: (1) a deeper understanding of young children's needs and abilities; (2) increased use of positive and proactive strategies; and (3) explicitly teaching social and emotional skills. These changes then led to the variety of benefits reported for teachers, children and parents. Teachers reported few difficulties in implementing the majority of strategies and strongly recommended wider dissemination of the intervention. The intervention was valued by Jamaican pre-school teachers and teachers felt they were able to

Investigating the Relationship between Pre-School Teachers’ Problem Solving Skills andTheir Epistemological Beliefs, Creativity Levels and Thinking Styles

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Hamdenur Uzunoğlu

2014-12-01

Full Text Available This study aims to investigate whether the epistemological beliefs, creativity levels and thinking styles of pre-school teachers are significant predictors of their problem solving skills and in accordance with this purpose, a correlational survey design was used. The sample of this study consists of 155 pre school teachers working in Isparta in the school year 2011-2012. As data collection tools, “Problem Solving Inventory”, “Epistemological Beliefs Scale, “How Creative Are You?” and lastly, “Thinking Styles Inventory” were used. Data were analyzed by stepwise multiple regression analysis. In this study, it has been found that problem solving skills of the teachers are a significant predictor of preschool teachers’ perceptions of their creativity levels positively and perceptions of their conventional thinking styles negatively in the belief that learning depends on ability.

Mastery of Fundamental Movement Skills among 6-Year-Old Flemish Pre-School Children

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Vandaele, Bart; Cools, Wouter; de Decker, Steve; de Martelaer, Kristine

2011-01-01

The purpose of this study was to assess mastery of Fundamental Movement Skills (FMS) in 6- to 6.5-year-old Flemish pre-school children. The subjects were 236 6-year-old children (138 boys, 98 girls; mean age 6 years 2.4 months, SD 2.4). Children were individually assessed with the Motoriktest fur Vier- bis Sechsjahrige Kinder (MOT 4-6) in four…

Something special: Care, pre-school television and the dis/abled child

OpenAIRE

Holdsworth, Amy

2015-01-01

Through a close reading of the series Something Special (2003–), this article explores the implicit and explicit rhetorics of ‘care’ within the remit and content of the UK pre-school children’s channel CBeebies. With its address to an audience that includes disabled children and children with special educational needs, CBeebies is celebrated as an inclusive site of play and learning for its diverse audience of 0–6 year-olds. In Something Special (2003–), for example, Mr Tumble’s playful encou...

Informing the Implementation of School-Wide Positive Behaviour Support in Singapore Preschools

OpenAIRE

LILY HUI SING LAU

2017-01-01

This thesis sought to inform the implementation of School-Wide Positive Behaviour Support (SWPBS) in Singapore preschools. Findings indicated that SWPBS implementation is likely to be perceived as needed by teachers, and that there is a need to focus on training teachers in SWPBS primary tier classroom management practices when SWPBS is implemented. Additionally, the Classroom Check-Up consultation model was shown to be a promising coaching model to be included in SWPBS training. A major cont...

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.

Assessment of Bacterial Aerosol in a Preschool, Primary School and High School in Poland

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Ewa Brągoszewska

2018-02-01

Full Text Available The issue of healthy educational buildings is a global concern because children are particularly at risk of lung damage and infection caused by poor indoor air quality (IAQ. This article presents the results of a preliminary study of the concentration and size distribution of bacterial aerosol in three educational buildings: a preschool, primary school, and high school. Sampling was undertaken in the classrooms with an Andersen six-stage impactor (with aerodynamic cut-off diameters of 7.0, 4.7, 3.3, 2.1, 1.1 and 0.65 μm during spring 2016 and 2017, as well as the outside of the buildings. After incubation, bioaerosol particles captured on nutrient media on Petri dishes were quantitatively evaluated and qualitatively identified. The highest average concentration of bacterial aerosol was inside the primary school building (2205 CFU/m3, whereas the lowest average concentration of indoor culturable bacteria was observed in the high school building (391 CFU/m3. Using the obtained data, the exposure dose (ED of the bacterial aerosol was estimated for children attending each educational level. The most frequently occurring species in the sampled bacterial aerosol were Gram-positive cocci in the indoor environment and Gram-positive rod-forming endospores in the outdoor environment.

The nutritional impact of the Pre-School Health Programme at three clinics in Central Province, Kenya

NARCIS (Netherlands)

Hoorweg, J.C.; Niemeijer, R.

1980-01-01

Abr. sum.: Contains an account of a study of the effects of the Pre-School Health Programme at three clinics in different ecological zones in Central Province, Kenya. Two groups of mothers were selected for interviewing: recent entrants and longtime participants. The study concentrates on the

From Picturebook to Multilingual Collage: Bringing Learners’ First Language and Culture into the Pre-school Classroom

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Emma McGilp

2014-11-01

Full Text Available This paper discusses a project with a small group of children learning English as an a language (EAL at a pre-school in Scotland. The project however could be replicated across the globe, in any classroom with a diverse range of learners, with particular benefit to minority and newly arrived migrant children. At the project’s core was the aim to bring the children’s first language and culture into the classroom, drawing in particular on Cummin’s (1984 Common Underlying Proficiency model, which asserts that knowledge of one language can assist learners in their acquisition of another. The project used multicultural picturebooks to validate the learner’s experiences and culture, and then called on parents’ funds of knowledge to make the children’s first language visible in the classroom. This joint working between the children, parents and the pre-school culminated in the production of a multilingual collage – a prominent display that recognises the value of the children’s first language in the classroom, builds bridges between home and school and is reflective, and proud, of an increasingly multilingual Scotland.

Effectiveness of Sand-Therapy on the Attenuation of Separation anxiety Signs in Pre-School Children

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Arghavan Shariat

2015-01-01

Full Text Available Background and Objective: The present research was conducted with the aim of determining effect of Sand-therapy on the attenuation of separation anxiety signs among pre-school children in Isfahan, Iran. Methods: The statistical society consists of all pre-school children who had separation anxiety disorder and Among100 children, 30 persons were selected using available sampling. The method of this research is quasi-experimental with one group and pre-test and post-test plan. After performing pre-test of separation anxiety disorder scale, the experimental group were trained under sand-therapy training in 10 sessions of 60 minutes for a period of two months and after that, post-test of separation anxiety disorder scale was performed. The research tool consists of the questionnaire CSI-4 of child’s morbid signs. Wilcoxon method was used to analysis the results. Results: The research findings showed that there was a meaningful different (P=0.008 between pre- test & post-test scores of anxiety signs for study group.Conclusion: As a practical message, we can mention that sand therapy is as an interesting and practical playing for the children and it is a meaningful therapy related to attenuation of separation anxious signs. Keywords: Sand therapy, separation anxiety, pre-school-children

METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

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Fedorova Svetlana Yurievna

2013-04-01

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

The Impact of a Two-Year School Breakfast Program for Preschool-Aged Children on Their Nutrient Intake and Pre-Academic Performance.

Science.gov (United States)

Worobey, John; Worobey, Harriet S.

1999-01-01

Two studies examined nutritional differences between home breakfasts and breakfasts served at preschool following School Breakfast Program guidelines and evaluated nutritional impact of program participation on 4-year olds' preacademic performance. Results indicated that breakfast intake was altered under school breakfast conditions. Performance…

Prognosis of Preschool Eczema and Factors of Importance for Remission.

Science.gov (United States)

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

2018-03-02

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

DIET OF ST. PETERSBURG INFANTS AND PRE-SCHOOL CHILDREN AS A FACTOR MAINTAINING NEGATIVE INFLUENCE OF THE REGION NATURE AND ECOLOGY

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E. M. Bulatova

2013-01-01

Full Text Available Aim: to study defects of infants and pre-school children diet, which negative consequences are aggravated by unfavorable nature and ecological conditions of St. Petersburg region. Patients and methods: diet of 119 children (53 — aged from 2 to 3 years old and 66 — from 4 to 6 years old visiting St. Petersburg pre-school institutions of 12-hours stay (including all additional food outside the institution was analyzed.  Analysis of diet was formed by assessment of actual nutrition and supply of nutrients. Results: actual diet of infants and pre-school children was found to deviate significantly from recommended standards which lead to long-standing imbalance of the main nutrients intake. Many defects of the diet are maintained by specific negative factors of the habitat. Combined influence of such influence causes disturbances in development and increase of ecology-dependent disorders in children. Conclusions: in organization of nutrition of children living in unfavorable nature and ecology conditions account must be taken not only of age standards of nutrients and calories intake, but weather, nature biological rhythms and specific geological characteristics.

Predicting ADHD in school age when using the Strengths and Difficulties Questionnaire in preschool age

DEFF Research Database (Denmark)

Rimvall, Martin K; Elberling, Hanne; Rask, Charlotte Ulrikka

2014-01-01

Indicated prevention of ADHD may reduce impairment and need of treatment in youth. The Strengths and Difficulties Questionnaire (SDQ) is a brief questionnaire assessing child mental health, reported to be a valid screening instrument for concurrent ADHD. This study aimed to examine the validity o...... can identify a group of children with highly increased risk of later being diagnosed and/or treated for ADHD in school age....... of using the SDQ in preschool age to predict ADHD in school age in a longitudinal design. The study population included 2,315 children from the Copenhagen child cohort 2000 with no prior history of clinically diagnosed ADHD, who were assessed at age 5-7 years by the SDQ completed by parents and preschool...... regression analyses estimated the risk of later ADHD diagnosis for screen-positive children. A total of 2.94% of the study population were clinically diagnosed and/or were treated with central stimulants for ADHD before age 11-12. Children with possible/probable disorder according to the SDQ hyperactivity...

The Abbott School Construction Program: NJ Department of Education Proposed Facilities Regulations. Analysis of Preschool Issues

Science.gov (United States)

Ponessa, Joan; Boylan, Ellen

2004-01-01

This report on preschool facilities analyzes regulations proposed by the New Jersey Department of Education (NJDOE) to implement the Educational Facilities Construction and Financing Act. (EFCFA). EFCFA, which authorizes and governs New Jersey's public school construction program, was enacted in July 2000 to implement the State Supreme Court's…

[Working and health conditions of preschool teachers of the public school network of Pelotas, State of Rio Grande do Sul, Brazil].

Science.gov (United States)

da Silva, Luciane Goulart; da Silva, Marcelo Cozzensa

2013-11-01

This study describes the working and health conditions of preschool teachers from the public school network in Pelotas, State of Rio Grande do Sul. A descriptive census was conducted in schools of the city and the state that offered preschool classes. The questionnaire included social and demographic, behavioral, nutritional, health and work issues. All teachers were female, more than 55% were classified as being overweight, 12.6% were smokers and 73% were not sufficiently physically active during their leisure time. With respect to the working conditions, 66.7% reported working in an uncomfortable posture, 40.5% considered the desks and furniture inadequate, 50.5% replied that the intervals between classes and activities are insufficient for resting. The prevalence of back, thoracic, neck and shoulder pain was high, and 17.8% tested positive for minor psychiatric disorders. The prevalence rates for occupational exposure and poor health conditions of preschool teachers are significant and can interfere in the quality of life and work of these individuals.

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

Science.gov (United States)

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

2014-01-01

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

Clinical Presentation and Treatment Outcome of Sleeping Sickness in Sudanese Pre-School Children.

OpenAIRE

Eperon, G; Schmid, C; Loutan, L; Chappuis, F

2007-01-01

BACKGROUND: Existing data on human African trypanosomiasis (HAT) due to Trypanosoma brucei gambiense among children are limited. Here, we described the demographic, clinical, diagnostic, treatment and outcome characteristics of HAT in pre-school children from Kajo-Keji County, South Sudan in comparison with older patients. METHODS: We did a retrospective analysis of HAT patients treated at the Kiri Sleeping Sickness Treatment Centre (SSTC), Kajo-Keji County, from June 2000 to December 2002. R...

Relationship between markers of body fat and calcaneal bone stiffness differs between preschool and primary school children: results from the IDEFICS baseline survey.

Science.gov (United States)

Sioen, Isabelle; Mouratidou, Theodora; Herrmann, Diana; De Henauw, Stefaan; Kaufman, Jean-Marc; Molnár, Dénes; Moreno, Luis A; Marild, Staffan; Barba, Gianvincenzo; Siani, Alfonso; Gianfagna, Francesco; Tornaritis, Michael; Veidebaum, Toomas; Ahrens, Wolfgang

2012-10-01

The aim of this study was to investigate the relationship between markers of body fat and bone status assessed as calcaneal bone stiffness in a large sample of European healthy pre- and primary school children. Participants were 7,447 children from the IDEFICS study (spread over eight different European countries), age 6.1 ± 1.8 years (range 2.1-9.9), 50.5 % boys. Anthropometric measurements (weight, height, bioelectrical impedance, waist and hip circumference, and tricipital and subscapular skinfold thickness) as well as quantitative ultrasonographic measurements to determine calcaneal stiffness index (SI) were performed. Partial correlation analysis, linear regression analysis, and ANCOVA were stratified by sex and age group: preschool boys (n = 1,699) and girls (n = 1,599) and primary school boys (n = 2,062) and girls (n = 2,087). In the overall study population, the average calcaneal SI was equal to 80.2 ± 14.0, ranging 42.4-153. The results showed that preschool children with higher body fat had lower calcaneal SI (significant correlation coefficients between -0.05 and -0.20), while primary school children with higher body fat had higher calcaneal SI (significant correlation coefficients between 0.05 and 0.13). After adjusting for fat-free mass, both preschool and primary school children showed an inverse relationship between body fat and calcaneal stiffness. To conclude, body fat is negatively associated with calcaneal bone stiffness in children after adjustment for fat-free mass. Fat-free mass may confound the association in primary school children but not in preschool children. Muscle mass may therefore be an important determinant of bone stiffness.

Quality of pre-school children's pretend play and subsequent development of semantic organization and narrative re-telling skills.

Science.gov (United States)

Stagnitti, Karen; Lewis, Fiona M

2015-04-01

This study investigated if the quality of pre-school children's pretend play predicted their semantic organization and narrative re-telling ability when they were in early primary school. It was hypothesized that the elaborateness of a child's play and the child's use of symbols in play were predictors of their semantic organization and narrative re-tell scores of the School Age Oral Language Assessment. Forty-eight children were assessed using the Child-Initiated Pretend Play Assessment when they were aged 4-5 years. Three-to-five years after this assessment their semantic organization and narrative re-telling skills were assessed. Results indicate that the elaborateness of a child's play and their ability to use symbols was predictive of semantic organization skills. Use of symbols in play was the strongest play predictor of narrative re-telling skills. The quality of a pre-school child's ability to elaborate complex sequences in pretend play and use symbols predicted up to 20% of a child's semantic organization and narrative re-telling skills up to 5 years later. The study provides evidence that the quality of pretend play in 4-5 year olds is important for semantic organization and narrative re-telling abilities in the school-aged child.

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

Science.gov (United States)

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

2016-06-01

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

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

OpenAIRE

Benger, J; McCabe, S

2001-01-01

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

Mandarin Chinese Immersion Program for Preschool Children in an Urban Private School in California: A Case Study

Science.gov (United States)

Cao, Yuan

2013-01-01

This study enlisted language immersion practitioners in highlighting and exploring the issues and challenges that accompany language immersion education. Comprehensive focused personal interviews of preschool Mandarin Chinese language immersion educators in a private school provided the basis of the study. The research literature reviewed…

The Necessity of Music Course in Pre-school Education%学前教育中音乐课程的必要性

Institute of Scientific and Technical Information of China (English)

冯雅晶

2011-01-01

Music is an inevitable part in our life,for it can cultivate our mind and improve our comprehensive quality,so music education should start from pre-school stage, giving full scope to the function of music teaching for children from preschool stage. This paper,from the angle of the importance of music education, discusses on the reasons of carrying out music education in preschool time and the methods of carrying out pre-school music education.%音乐是我们生活中必不可少的一部分,音乐可以陶冶我们的情操,能提高我们的综合素质,音乐教育要从学前开始,要让音乐教育对幼儿的作用从学前就开始体现出来。本文将着重从学前音乐教育的重要性角度来谈为什么要在学前进行音乐教育,怎样进行学前音乐教育。

Knowledge, attitudes, and environment: what primary care providers say about pre-school vision screening.

Science.gov (United States)

Marsh-Tootle, Wendy L; Funkhouser, Ellen; Frazier, Marcela G; Crenshaw, Katie; Wall, Terry C

2010-02-01

To evaluate knowledge, attitudes, and environment of primary care providers, and to develop a conceptual framework showing their impact on self-reported pre-school vision screening (PVS) behaviors. Eligible primary care providers were individuals who filed claims with Medicaid agencies in Alabama, South Carolina, or Illinois, for at least eight well child checks for children aged 3 or 4 years during 1 year. Responses were obtained on-line from providers who enrolled in the intervention arm of a randomized trial to improve PVS. We calculated a summary score per provider per facet: (1) for behavior and knowledge, each correct answer was assigned a value of +1; and (2) for attitudes and environment, responses indicating support for PVS were assigned a value of +1, and other responses were assigned -1. Responses were available from 53 participants (43 of 49 enrolled pediatricians, 8 of 14 enrolled family physicians, one general physician, and one nurse practitioner). Recognizing that amblyopia often presents without outward signs was positively related to good PVS: [odds ratio (OR) = 3.9; p = 0.06]. Reporting that "preschool VS interrupts patient flow" posed a significant barrier (OR = 0.2; p = 0.05). Providers with high summed scores on attitudes (OR = 6.0; p = 0.03), or knowledge and attitudes (OR = 11.4; p attitudes or environment, and "good" PVS behavior (p = 0.04). PVS is influenced by positive attitudes, especially when combined with knowledge about amblyopia. Interventions to improve PVS should target multiple facets, emphasizing (1) asymptomatic children are at risk for amblyopia, (2) specific evidence-based tests have high testability and sensitivity for amblyopia in pre-school children, and (3) new tests minimize interruptions to patient flow.

Chronic Absenteeism and Preschool Children's Executive Functioning Skills Development

Science.gov (United States)

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

2018-01-01

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

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

Science.gov (United States)

Greier, Klaus; Riechelmann, Herbert; Burtscher, Martin

2014-07-01

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

Bridge to school

DEFF Research Database (Denmark)

Broström, Stig

2016-01-01

This article deals with the problem on children’s transition from preschool to school. Besides a number of so-called transition activities as for example children visit to school before school start, the author also argues for a practice using boundary objects in order to ease children’s transiti...... to school. However the main message is to break the philosophical discontinuity (educational contradictions) between preschool and school by use of a common learning concept – a play-based learning understanding which both is useful in preschool and school....

Cultural Practice of Children's-adult Research Activity in Pre-school Education: Content and Risks (Part I

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Alieva T.I.,

2017-01-01

Full Text Available The article describes the characteristics of children's "research" activities, discusses the features and examples of its existence in pre-school education. Kinds of activity in which the child shows an educational initiative and curiosity, and also the contents of interests of children of preschool age are discussed. The author shows how everyday life situations, communication with adults and peers become sources of children's "research". In such situations, samples are set and the model of the cultural practices of cognition implemented. The author analyses the elements of technology of children's "research" according to empirical material. This work was supported by Federal Research Centre for Projects Evaluation and Consulting Services (project № 2.48.2016/НМ.

An Analysis of Pre-School Teachers' and Student Teachers' Attitudes to Inclusion and Their Self-Efficacy

Science.gov (United States)

Sari, Hakan; Celikoz, Nadir; Secer, Zarife

2009-01-01

The aim of this study was to investigate what the self-efficacy and attitudes of pre-school teachers and student teachers towards inclusive education were and to elucidate the relationship between self-efficacy and the attitudes on inclusion. Therefore, the present study investigated the self-efficacy perceptions and attitudes of student teachers…

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

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MARIA ANGELA SHIAKALLI

2014-06-01

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

Integration of educational methods and physical settings: design guidelines for High/Scope methodology in pre-schools

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Shirin Izadpanah

2014-06-01

Full Text Available Quality design and appropriate space organization in preschool settings can support preschool children's educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are geared towards the improvement of this issue. This research focuses on High/Scope education and aims to shape a theoretical guideline that raises teachers' awareness about the potential of learning spaces and guides them to improve the quality of the physical spaces. To create a theoretical framework, reliable sources are investigated in the light of High/Scope education and the requirements of pre-school children educational spaces. Physical space characteristics, the preschool child's requirements and High/Scope methodology identified design inputs, design considerations and recommendations that shape the final guideline for spatial arrangement in a High/Scope setting are integrated. Discussions and suggestions in this research benefit both designers and High/ Scope teaching staff. Results help High/Scope teaching staff increase the quality of a space in an educational setting without having an architectural background. The theoretical framework of the research allows designers to consider key features and users' possible activities in High/ Scope settings and shape their designs accordingly.

Determination of the level of noise in nurseries and pre-schools and the teachers′ level of annoyance

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Ozan Gokdogan

2016-01-01

Full Text Available Objective: The aim of this article is to determine the level of noise in nurseries and pre-schools and also to compare measured levels with standard levels and evaluate the teachers’ level of annoyance. Materials and Methods: The level of noise was measured in three different schools. A total of 162 students, whose ages were between 3 and 6 years, and 12 teachers were included the study. Every age groups’ level of noise was measured during sleeping, gaming, and eating activity. In addition, teachers’ annoyance was assessed in different age groups. Results: The 4- to 6-year-old groups were found to have higher level of sounds than 3-year-old group. Eating period was found to be the highest level of sound whereas sleeping was found the lowest. Furthermore, teachers’ annoyance was found higher as the age decreased. Conclusion: Nurseries and pre-schools have noisy environment both for the students and the teachers. High level of noise, which has bad effects on health, is a public health problem. Both the students’ families and teachers must be aware of this annoying situation.

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

Science.gov (United States)

Brown, Eleanor D.; Sax, Kacey L.

2013-01-01

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

Preschool Children with ADHD

OpenAIRE

J Gordon Millichap

2001-01-01

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

METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

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Светлана Юрьевна Федорова

2013-05-01

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

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

Science.gov (United States)

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

2015-01-01

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

Challenges to preschool teachers in learner's acquisition of English as Language of Learning and Teaching

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Sandra du Plessis

2008-02-01

Full Text Available Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT. These participants expressed a need for knowledge and support.

Interações afetivas na família e na pré-escola Affective interactions in family and in pre-school

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Elza Maria Canhetti Mondin

2005-04-01

Full Text Available A presente pesquisa com crianças pré-escolares enfoca as relações afetivas como elementos indispensáveis à compreensão do crescimento da criança e os papéis da família e da escola nesse empreendimento. Assim, seu objetivo central consistiu na análise das interações afetivas de crianças na família e na pré-escola. Participaram 40 crianças de 4 a 6 anos, matriculadas em uma instituição pré-escolar municipal, localizada no interior do Estado de São Paulo, suas mães e dez professoras. Foram utilizados como instrumentos a observação, o questionário e a entrevista. O primeiro dirigiu-se ao comportamento das crianças no contexto pré-escolar, o segundo ao comportamento das professoras com as crianças e o terceiro destinou-se às mães, cujas verbalizações permitiram constatar as relações interpessoais no ambiente familiar. Os resultados revelaram que as crianças com dificuldades nas relações interpessoais na escola também as apresentavam no ambiente familiar.This research with pre-school children focused affective relations as indispensable elements to understand the growing of a child, and the role of the family and the school in such achievement. Its main goal consisted in the analysis of the affective interactions of children in the family and in pre-school. 40 children (4-6 years old from a municipal pre-school institution (in the State of São Paulo took part in the study, as well as their mothers and 10 teachers. Three instruments have been utilized: observation, questionnaire and interview. The first was used to investigate children's behavior in the pre-school context; the second one referred to the teachers' attitude toward the children, and the third one was dedicated to the mothers, whose verbalizations unveiled the personal relationships in the familiar environment. The results revealed that children with personal relationship problems at school, also presented the same problem at home.

Preschool teachers' perception and use of hearing assistive technology in educational settings.

Science.gov (United States)

Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

2013-07-01

This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

design guidelines for High/Scope methodology in pre-schools

African Journals Online (AJOL)

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

REDUCED EFFICIENCY AS A FACTOR MANIFESTING THE EMOTIONAL BURNOUT OF TEACHERS OF PRE-SCHOOL INSTITUTIONS

OpenAIRE

Zhanna Viktorovna Vodenitskaya; Alexander Vitalyevich Gychev; Natalya Konstantinovna Grickevich

2015-01-01

The article highlights the working efficiency of teachers of pre-school educational institutions. Professional work of teachers is one of the most psychologically intense social activities. Lack of uniform requirements from the administration, complex relationships between colleagues, external restraint of emotions lead to increased emotional stress, which adversely affects the health. The traces of stressful experiences of teachers manifest themselves in teachers’ negative attitude to work, ...

Validation of an Online Food Frequency Questionnaire against Doubly Labelled Water and 24 h Dietary Recalls in Pre-School Children.

Science.gov (United States)

Delisle Nyström, Christine; Henriksson, Hanna; Alexandrou, Christina; Bergström, Anna; Bonn, Stephanie; Bälter, Katarina; Löf, Marie

2017-01-13

The development of easy-to-use and accurate methods to assess the intake of energy, foods and nutrients in pre-school children is needed. KidMeal-Q is an online food frequency questionnaire developed for the LifeGene prospective cohort study in Sweden. The aims of this study were to compare: (i) energy intake (EI) obtained using KidMeal-Q to total energy expenditure (TEE) measured via doubly labelled water and (ii) the intake of certain foods measured using KidMeal-Q to intakes acquired by means of 24 h dietary recalls in 38 children aged 5.5 years. The mean EI calculated using KidMeal-Q was statistically different ( p food frequency questionnaires. However, its accuracy needs to be improved before it can be used in studies in pre-school children.

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

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Natalya T. Таgiltseva

2015-01-01

Full Text Available The article aims to consider the possibility of suggestopedia methods use that are successfully practiced in foreign language teaching, pedagogy of music education of preschool children, in starting schools; to find out the degree of methods efficiency of suggestopedia in shaping the musical experience of preschool children in various activities at music lessons. Methods. The theoretical foundations of the article are views and concepts of the Bulgarian researcher, teacher and psychologist, G. Lozanov; he had studied out the suggestopedia method for foreign language teaching, and the theory of meta-subject education on the basis of artistic-creative activity and appeal to masterpieces of art. Monitoring and surveillance over non-verbal behavior of children, surveys and discussions were used as practical methods. Results. Musical experience of the child is considered as the process of the development of musical memory. Many suggestopedia techniques developed by Bulgarian and Russian researchers were selected and tested; those that involve the use of involuntary memorization of music when performing creative tasks: free movement or plastic intonation, paint color schemes, music and organizational tasks related to the preparation and conduct music lessons. Three series of diagnostic tasks associated with memory, remembering and recognition of classical pieces of music unknown for preschoolers were worked out to test the effectiveness of these methods and its integration into the process of preschoolers’ music education. The conducted experiment has shown that methods of suggestopedia provide memory activation – children keep in memory classical music. Scientific novelty. The research demonstrates the application reasonability of suggestopedia methods used at foreign language teaching, music education of preschool children and juniors. It has been proved that involuntary memorizing of classical music by children listening to background

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

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Hafkamp-de Groen Esther

2012-10-01

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

A Case Study: The High/Scope Preschool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District

Science.gov (United States)

Thomas, Loren D.

2010-01-01

The New Jersey Department of Education has been stressing the value of early childhood education for the past 12 years. Research has clearly demonstrated the value of high-quality preschool programs for preparing children for school and even later life. Particularly in light of the Core Curriculum Content Standards and elementary curriculum, which…

Prevalence and factors related to dental caries among pre-school children of Saddar town, Karachi, Pakistan: a cross-sectional study.

Science.gov (United States)

Dawani, Narendar; Nisar, Nighat; Khan, Nazeer; Syed, Shahbano; Tanweer, Navara

2012-12-27

Dental caries is highly prevalent and a significant public health problem among children throughout the world. Epidemiological data regarding prevalence of dental caries amongst Pakistani pre-school children is very limited. The objective of this study is to determine the frequency of dental caries among pre-school children of Saddar Town, Karachi, Pakistan and the factors related to caries. A cross-sectional study of 1000 preschool children was conducted in Saddar town, Karachi. Two-stage cluster sampling was used to select the sample. At first stage, eight clusters were selected randomly from total 11 clusters. In second stage, from the eight selected clusters, preschools were identified and children between 3- to 6-years age group were assessed for dental caries. Caries prevalence was 51% with a mean dmft score being 2.08 (±2.97) of which decayed teeth constituted 1.95. The mean dmft of males was 2.3 (±3.08) and of females was 1.90 (±2.90). The mean dmft of 3, 4, 5 and 6-year olds was 1.65, 2.11, 2.16 and 3.11 respectively. A significant association was found between dental caries and following variables: age group of 4-years (p-value dental plaque (p-value dental caries coupled with a high prevalence of unmet dental treatment needs. Association between caries experience and age of child, consumption of non-sweetened milk, dental plaque and poor oral hygiene had been established.

Research of Fears of Preschool Age Children

Science.gov (United States)

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

2016-01-01

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

A pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills in community pre-schools in Jamaica.

Science.gov (United States)

Baker-Henningham, H; Walker, S; Powell, C; Gardner, J Meeks

2009-09-01

School-based interventions involving teacher and/or child training have been shown to benefit teacher practices and to prevent conduct problems and improve children's social and emotional competence in developed countries; however, we are aware of no reports from a developing country. We conducted a pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills based on concepts and activities drawn from the Incredible Years Dina Dinosaur Classroom Curriculum to determine if this approach is appropriate for use with Jamaican pre-school teachers and children. Five pre-schools in Kingston, Jamaica were randomly assigned to an intervention (3 pre-schools with 15 classrooms) or control (2 pre-schools with 12 classrooms) condition. Intervention involved seven whole-day teacher workshops using the Incredible Years Teacher Training programme supplemented by 14 child lessons in each class. The project was evaluated through structured observations of four categories of teacher behaviour and four observer ratings: two rating scales of child behaviour and two rating scales of classroom atmosphere. Significant intervention benefits were found to teachers' behaviour with increased positive behaviour [b = 7.9; 95% confidence interval (CI): 3.5, 12.3], reduced negative behaviour (b =-3.5; 95% CI: -6.6, -0.2) and increases in the extent to which teachers promoted children's social and emotional skills (b = 46.4; 95% CI: 11.0, 81.7). The number of teacher commands was not significantly reduced (b =-2.71; 95% CI: -6.01, 0.59). Significant intervention benefits were found to ratings of child behaviour with an increase in children's appropriate behaviour (b = 5.7, 95% CI: 1.0, 10.8) and in children's interest and enthusiasm (b = 7.2, 95% CI: 0.9, 13.5). Intervention also benefited classroom atmosphere with increases in opportunities provided for children to share and help each other (b = 1.3, 95% CI: 0.5, 2.1) and in teacher warmth

Human parvovirus B19-induced anaemia in pre-school children in Ilorin, Nigeria

Science.gov (United States)

Agbede, Olajide O.; Omoare, Adesuyi A.; Ernest, Samuel K.

2018-01-01

Sera collected from 57 anaemic and 115 non-anaemic age-matched pre-school children in Ilorin, Nigeria, between November 2014 and December 2015 were assayed for human parvovirus B19-specific IgM antibodies by using the enzyme linked immunosorbent assay technique. A total of 17 (29.8%) anaemic children and 18 (15.7%) non-anaemic children were positive for parvovirus B19 infection. Infection with parvovirus B19 is common in this population, and screening for the virus during differential diagnosis is recommended. PMID:29850435

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

Science.gov (United States)

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

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

Disruptive behavior in preschool children: distinguishing normal misbehavior from markers of current and later childhood conduct disorder.

Science.gov (United States)

Hong, Ji S; Tillman, Rebecca; Luby, Joan L

2015-03-01

To investigate which disruptive behaviors in preschool were normative and transient vs markers of conduct disorder, as well as which disruptive behaviors predicted the persistence of conduct disorder into school age. Data from a longitudinal study of preschool children were used to investigate disruptive behaviors. Caregivers of preschoolers ages 3.0-5.11 years (n = 273) were interviewed using the Preschool Age Psychiatric Assessment to derive the following diagnostic groups: conduct disorder, externalizing disorder without conduct disorder, internalizing disorder without externalizing disorder, and healthy. At school age, participants were again assessed via an age-appropriate diagnostic interview. Logistic and linear regression with pairwise group comparisons was used to investigate clinical markers of preschool conduct disorder and predictors of school age conduct disorder. Losing one's temper, low-intensity destruction of property, and low-intensity deceitfulness/stealing in the preschool period were found in both healthy and disordered groups. In contrast, high-intensity argument/defiant behavior, both low- and high-intensity aggression to people/animals, high-intensity destruction of property, high-intensity deceitfulness/stealing, and high-intensity peer problems were markers of preschool conduct disorder and predictors of school age conduct disorder. Inappropriate sexual behavior was not a marker for preschool conduct disorder but was a predictor of school age conduct disorder. These findings provide a guide for primary care clinicians to help identify preschoolers with clinical conduct disorder and those who are at risk for persistent conduct disorder in childhood. Preschoolers displaying these symptoms should be targeted for mental health assessment. Copyright © 2015 Elsevier Inc. All rights reserved.

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

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Henderson, E; Rubin, G

2014-03-01

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

Child-targeted fast-food television advertising exposure is linked with fast-food intake among pre-school children.

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Dalton, Madeline A; Longacre, Meghan R; Drake, Keith M; Cleveland, Lauren P; Harris, Jennifer L; Hendricks, Kristy; Titus, Linda J

2017-06-01

To determine whether exposure to child-targeted fast-food (FF) television (TV) advertising is associated with children's FF intake in a non-experimental setting. Cross-sectional survey conducted April-December 2013. Parents reported their pre-school child's TV viewing time, channels watched and past-week FF consumption. Responses were combined with a list of FF commercials (ads) aired on children's TV channels during the same period to calculate children's exposure to child-targeted TV ads for the following chain FF restaurants: McDonald's, Subway and Wendy's (MSW). Paediatric and Women, Infants, and Children (WIC) clinics in New Hampshire, USA. Parents (n 548) with a child of pre-school age. Children's mean age was 4·4 years; 43·2 % ate MSW in the past week. Among the 40·8 % exposed to MSW ads, 23·3 % had low, 34·2 % moderate and 42·5 % high exposure. McDonald's accounted for over 70 % of children's MSW ad exposure and consumption. Children's MSW consumption was significantly associated with their ad exposure, but not overall TV viewing time. After adjusting for demographics, socio-economic status and other screen time, moderate MSW ad exposure was associated with a 31 % (95 % CI 1·12, 1·53) increase and high MSW ad exposure with a 26 % (95 % CI 1·13, 1·41) increase in the likelihood of consuming MSW in the past week. Further adjustment for parent FF consumption did not change the findings substantially. Exposure to child-targeted FF TV advertising is positively associated with FF consumption among children of pre-school age, highlighting the vulnerability of young children to persuasive advertising and supporting recommendations to limit child-directed FF marketing.

Child-targeted fast-food television advertising exposure is linked with fast-food intake among pre-school children

Science.gov (United States)

Dalton, Madeline A; Longacre, Meghan R; Drake, Keith M; Cleveland, Lauren P; Harris, Jennifer L; Hendricks, Kristy; Titus, Linda J

2017-01-01

Objective To determine whether exposure to child-targeted fast-food (FF) television (TV) advertising is associated with children’s FF intake in a non-experimental setting. Design Cross-sectional survey conducted April–December 2013. Parents reported their pre-school child’s TV viewing time, channels watched and past-week FF consumption. Responses were combined with a list of FF commercials (ads) aired on children’s TV channels during the same period to calculate children’s exposure to child-targeted TV ads for the following chain FF restaurants: McDonald’s, Subway and Wendy’s (MSW). Setting Paediatric and Women, Infants, and Children (WIC) clinics in New Hampshire, USA. Subjects Parents (n 548) with a child of pre-school age. Results Children’s mean age was 4·4 years; 43·2 % ate MSW in the past week. Among the 40·8 % exposed to MSW ads, 23·3 % had low, 34·2 % moderate and 42·5 % high exposure. McDonald’s accounted for over 70 % of children’s MSW ad exposure and consumption. Children’s MSW consumption was significantly associated with their ad exposure, but not overall TV viewing time. After adjusting for demographics, socio-economic status and other screen time, moderate MSW ad exposure was associated with a 31 % (95 % CI 1·12, 1·53) increase and high MSW ad exposure with a 26 % (95 % CI 1·13, 1·41) increase in the likelihood of consuming MSW in the past week. Further adjustment for parent FF consumption did not change the findings substantially. Conclusions Exposure to child-targeted FF TV advertising is positively associated with FF consumption among children of pre-school age, highlighting the vulnerability of young children to persuasive advertising and supporting recommendations to limit child-directed FF marketing. PMID:28416041

Health-related quality of life, emotional and behavioral problems in mild to moderate prematures at (pre-)school age

NARCIS (Netherlands)

Ketharanathan, N.; Lee, W.; Mol, A.C. de

2011-01-01

BACKGROUND: There is a gap in the knowledge of longterm outcome of mild to moderate prematures compared to the extreme prematures or very low birth weight infants. AIM: Determine health-related quality of life (HRQoL) and prevalence of emotional and behavioral problems in (pre-)school age children

Age dynamic of physical condition changes in pre-school age girls, schoolgirls and students, living in conditions of Eastern Siberia

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V.Y. Lebedinskiy

2017-12-01

Full Text Available Purpose: to analyze dynamic of physical condition, considering sex (females and age of the tested, living in region with unfavorable ecology. Material: we studied pre school age girls (n=1580, age 4-7 years. In the research we did not include children with chronic diseases, who were under observation. We tested schoolgirls (n=3211, age 7-17 years and girl students (n=5827, age 17-21 years, 1-4 years of study. Girl students were divided into five age groups: from 17 to 21 years. All participants lived in conditions of Eastern Siberia (Irkutsk. This region is characterized by unfavorable ecology and climate geographic characteristics. Results: in dynamic of physical condition of pre-school girls, schoolgirls and students we marked out three substantial periods of it characteristics' changes. Age 7-8 years is critical (transition from 1st to 2nd stage. The least values of these characteristics are found in older (after 17-18 years ages. In students we observed relative stabilization of these indicators. Conclusions: the received results shall be considered in building physical education training process in pre-school educational establishments, secondary comprehensive schools and higher educational establishments.

Mastering of musical rhythm by pre-school age children with speech disorders with the help of dance-correction program trainings

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N.B. Petrenko

2016-08-01

Full Text Available Introduction: It is known that regular listening to specially selected music develops children’s cognitive abilities. Musical influence optimizes many important functions of brain: increases mental workability; accelerates processing of information; improves short term memory. Besides, sensitivity of visual and hearing analyzers strengthens, as well as regulation of arbitrary movements; indicators of verbal and non verbal intellect improve. Purpose: to determine peculiarities of musical rhythm’s mastering by pre-school age children with speech disorders with the help of dance-correction program trainings. Material: the categories of the tested children: children of age - 4-5 and 5-6 years with speech disorders and healthy pre-school age children. Children of 4-5 years’ age composed: main group (n=12, control group (n=16; group of healthy children (n=24. For assessment of verbal thinking and rhythm-motor (or dance abilities we used complex of tests of constantly increasing difficulty. Results: we found that under influence of dance-correcting exercises activation of rhythm-motor abilities and development of cognitive functions happened in children. We also found main functional peculiarities of musical rhythm’s mastering by pre-school age children. It was determined that by the end of pedagogic experiment, main groups of children approached to groups of healthy peers by all tested characteristics. Conclusions: it is recommended to include correcting components (fit ball - dance gymnastic, tales-therapy, logo-rhythm trainings, and game fitness in trainings by choreographic program.

Effect of single-dose albendazole and vitamin A supplementation on the iron status of pre-school children in Sichuan, China.

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Chen, Ke; Xie, Hu Mina; Tian, Weizheng; Zheng, Xiaoling; Jiang, Alice C

2016-04-01

The aim of this study was to explore the effect of single-dose albendazole and vitamin A intervention on the anaemic status and Fe metabolism of pre-school children. This study was a randomised, placebo-controlled and double-blinded intervention trial. All eligible anaemic pre-school children were randomly divided into three groups: group 1 received no intervention, which served as the control group, group 2 received 400 mg single-dose albendazole administration and group 3 received a 60000 μg vitamin A capsule combined with 400 mg single-dose albendazole at the beginning of the study. The follow-up period was for 6 months. Anthropometry and biochemical index about Fe metabolism were measured before and after intervention. A total of 209 pre-school anaemic children were randomly divided into three intervention groups (sixty-four, sixty-two and sixty for groups 1, 2 and 3, respectively). The mean age of the children in the study was 4·4 (sd 0·7) years and 50·5 % of the children were female (94/186). After a follow-up period of 6 months, the levels of serum retinol, ferritin, transferrin receptor-ferritin index and body total Fe content of children in group 3 were significantly higher compared with children in groups 1 and 2 (PAlbendazole plus vitamin A administration showed more efficacy on the improvement of serum retinol and Fe metabolic status.

Preschool Teachers' Level of Attitudes toward Early Mathematics Education

OpenAIRE

Çelik, Meryem

2017-01-01

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

Preschool Teachers' Attitudes and Beliefs Toward Science

Science.gov (United States)

Lloyd, Sharon Henry

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

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

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

2017-01-01

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

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

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Angeline S. Lillard

2017-10-01

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

Parental feeding behaviour and motivations regarding pre-school age children: A thematic synthesis of qualitative studies.

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Rylatt, Louise; Cartwright, Tina

2016-04-01

Poor childhood diet is a major risk factor for disease and obesity, and parents of pre-school children are in a powerful position to influence diet for life. The technique of thematic synthesis (Thomas & Harden, 2008) was used to synthesise recent qualitative research on parental feeding of pre-school age children (18 months-6 years). The aim was to inform development of nutrition advice by gaining a comprehensive picture of parental feeding behaviours and motivations. Six key parental feeding behaviours were identified: modelling, rewards, pressure and encouragement, repeated exposure, creativity, and limiting intake. Four overarching themes regarding motivations were identified: promoting good health (balance and variety, and weight control); building positive relationships (child involvement, and parental engagement and responsiveness); practicalities and constraints (time, cost, and lack of culinary skill, and pressure and flexibility); and emotional motivations (problem avoidance, and emotional investment). Practicalities and constraints, and emotional motivations impacted more significantly on low income parents. In order to be effective, nutrition advice ought to tap into parents' strong desire to build positive relationships and promote good health while remaining sensitive to the significant constraints and practicalities faced. Copyright © 2015. Published by Elsevier Ltd.

The relation between musical abilities and the phonological awareness in pre-school children

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Anja Božič

2007-06-01

Full Text Available The pre-school period plays a very important role in the language development. One of the significant indicators of this development is the phonological awareness. Some of the previous studies reported the presence of the relation between the phonological awareness and musical abilities. Our main goal was to examine this relation with the Test of the phonological awareness and the Test of musical abilities on 67 Slovene preschool children, aged from 5 to 6. We also wanted to investigate the differences between boys (N = 36 and girls (N = 31 and the differences between two age groups (aged from 5 to 5.5 years, N = 32, and from 5.5 to 6 years, N = 35. The results confirmed the connection between musical abilities and the phonological awareness. They also indicated that the recognition of the first and the last phoneme is related to melodic awareness and that phoneme merging is mainly related to rhythm awareness. No significant differences were found between male and female children or between the groups of the children of different ages.

METHODS AND TECHNIQUES OF TEACHING CHILDREN OF PRE-SCHOOL AGE THE SPORTS DANCE

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VARNACOVA ELEONORA

2016-12-01

Full Text Available The article exposes some conclusions about the influence of the sports dance on the multilateral development of a preschool child`s personality. The author presents methods and techniques used in the didactic activity of teaching-learning the sports dance in groups of children of under school age. At the same time, she outlines the methods of organizing systematically her classes and the fact that the teacher is free to choose the time when to deliver theoretical courses or have practical classes taking in consideration the children`s individual abilities.

Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration

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

2017-01-01

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

Interactions between Maternal Parenting and Children's Early Disruptive Behavior: Bidirectional Associations across the Transition from Preschool to School Entry

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Combs-Ronto, Lindsey A.; Olson, Sheryl L.; Lunkenheimer, Erika S.; Sameroff, Arnold J.

2009-01-01

This study was a prospective 2-year longitudinal investigation of associations between negative maternal parenting and disruptive child behavior across the preschool to school transition. Our main goals were to 1) determine the direction of association between early maternal negativity and child disruptive behaviors across this important…

The production of direct object clitics in pre-school- and primary school-aged children with specific language impairments.

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Guasti, Maria Teresa; Palma, Silvia; Genovese, Elisabetta; Stagi, Paolo; Saladini, Gabriella; Arosio, Fabrizio

2016-01-01

Third-person direct object (DO) clitic pronoun production is examined through an elicited production method in pre-school- and primary school-aged groups of Italian children with specific language impairment (SLI) to establish whether there is an improvement from age 5 years to age 7 years and whether there are qualitative differences in the two groups' responses. It was found that 5- and 7-year-old Italian children with SLI produce fewer third-person DO clitics than same-age peers. The kind of responses they provide changes: at 5 years, children with SLI tend to omit clitics, while at 7 years, they use a full noun. Production of third-person DO clitics is a persistent challenge for children with SLI and is confirmed to be a good clinical marker both at 5 and 7 years of age.

Fundamental movement skills among Australian preschool children.

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

2010-09-01

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

Bilingual Education: Bilingual/Cross-Cultural Emphasis. Indian Legends and Felt Board Cut-Out Characters. Readings and Activities for Pre-School and Early Elementary School Classrooms.

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Bennett, Ruth; And Others

Designed for use in preschool and early elementary school classrooms, this collection of eight American Indian legends provides patterns for making feltboard cutouts of their characters and props to be used in story telling activities. Seven of the legends originate with the Hupa, Karuk, or Yurok Indians of northwestern California and one is from…

Hearing assessment in pre-school children with speech delay.

Science.gov (United States)

Psillas, George; Psifidis, Anestis; Antoniadou-Hitoglou, Magda; Kouloulas, Athanasios

2006-09-01

The purpose of this study was to detect any underlying hearing loss among the healthy pre-school children with speech delay. 76 children, aged from 1 to 5 years, underwent a thorough audiological examination consisting of tympanometry, free field testing, otoacoustic emission recordings and auditory brainstem responses (ABRs). If hearing was normal, then they were evaluated by a child neurologist-psychiatrist. According to our findings, the children were classified into 3 groups; those with normal hearing levels (group I, 52 children, 68.4%), sensorineural hearing loss (group II, 22 children, 28.9%) and conductive hearing loss (group III, 2 children, 2.6%). In group I, speech delay was attributed to pervasive developmental disorder (PDD), which represents high-functioning autistic children (37 cases). Other causes were specific language impairment (SLI)-expressive (3 cases), bilingualism (2 cases), and unknown etiology (10 cases). More than half (59%) of the children diagnosed with PDD evidenced significant language impairment limited to more than two words. Children with SLI-expressive and bilingualism used a maximum of two words. In group II, 13 children suffered from profound hearing loss in both ears, 3 from severe, 3 had profound hearing loss in one ear and severe in the other, 2 from moderate, and 1 had moderate in one ear and severe in the other. No child had mild sensorineural hearing loss. The children with profound hearing loss in at least one ear had total language impairment using no word at all (10 cases), or a maximum of two words (6 cases). When hearing loss was moderate to severe, then the speech vocabulary was confined to several words (more than two words-6 cases). Only two children suffering from conductive hearing loss both presented with complete lack of speech. A great number of healthy pre-school children with speech delay were found to have normal hearing. In this case, the otolaryngologist should be aware of the possible underlying clinical

Visual impairment and amblyopia in Malaysian pre-school children - The SEGPAEDS study.

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Chew, F L M; Thavaratnam, L K; Shukor, I N C; Ramasamy, S; Rahmat, J; Reidpath, D D; Allotey, P; Alagaratnam, J

2018-02-01

Little is known regarding the extent of visual impairment amongst pre-school children in Malaysia. To determine the prevalence of visual impairment and amblyopia in Malaysian preschool children. A cross-sectional, population-based study was conducted on children aged four to six years from 51 participating kindergartens in the district of Segamat, Johor, Malaysia from 20 March 2016 to 6 April 2016. All subjects had initial eye screening consisting of LogMar visual acuity, orthoptics examination and Spot vision screener assessment. Subjects who failed the initial eye screening were invited for a formal eye assessment consisting of cycloplegic refraction and a comprehensive ocular examination. Definitions of visual impairment and amblyopia were based on the Multi-Ethnic Pediatric Eye Disease Study criteria. A total of 1287 children were recruited. Mean subject age was 5.03 (SD:0.77) and males represented 52.3% of subjects. Subjects by ethnicity were Malay (54.8%), Chinese (27.7%), Indian (15.6%) and Orang Asli (1.9%). Formal eye assessment was required for 221 subjects and 88.8% required ophthalmic intervention. Refractive error, representing 95.4% of diagnosed ocular disorders, comprised of astigmatism (84%), myopia (9%) and hypermetropia (6.9%). With-the-rule astigmatism was present in 93.4% of the subjects with astigmatism. Visual impairment was present in 12.5% of our subjects, with 61% having bilateral visual impairment. Of the subjects with visual impairment, 59.1% had moderate visual impairment. The prevalence of amblyopia was 7.53%, and 66% of the amblyopic subjects had bilateral amblyopia. Our study highlights an urgent need for initiation of preschool vision screening in Malaysia.

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

Science.gov (United States)

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

2014-01-01

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

The Impact of Bullying in the Integral Development and Learning from the Perspective of Children in Preschool and School

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María Ester Morales-Ramírez

2017-08-01

Full Text Available This article is part of a wider investigation about the impact of bullying on the integral development and learning of preschoolers and schoolchildren. An objective was designed to allow “analyzing the impact of bullying in the integral development of preschool and schoolchildren to promote prevention and intervention strategies to address this problem.” To achieve this, a study with a mixed approach, of exploratory and descriptive nature, was conducted to analyze the influence exerted in the learning and development of a child who experienced bullying. The information contained in the article only renders the answers related to the impact and provided by 857 children, namely: 237 preschoolers, 286 of the third grade and 334 of the fourth grade. We worked with these groups in order to detect if there were signs of bullying from preschool, and if there was any significant difference in the perception of this problem from students of the first and third cycle. We worked with 14 schools in the province of Heredia, Costa Rica, randomly selected, and coordinated with authorities and parents to obtain authorizations. To compile the information, a questionnaire was constructed, consisting of open and closed questions of yes and no answer. Also a semi-structured interview based on the designed questionnaire was applied to the children at the preschool level. The data were analyzed from a quantitative and qualitative perspective. This perspective included emerging categories elaborated from the answers provided by the children, to assure that their feelings and thoughts about bullying constitute an input to raise awareness of the prevailing need to prevent this problem and to address it in all the areas in which it is present. Among the most relevant results found, 229 students (26.7% reported having been harassed; of these, 198 (86.5% are actually suffering from bullying, since the time for suffering this harassment can vary from weeks to a year

Unhealthy and healthy food consumption inside and outside of the school by pre-school and elementary school Mexican children in Tijuana, Mexico.

Science.gov (United States)

Vargas, Lilian; Jiménez-Cruz, Arturo; Bacardí-Gascón, Montserrat

2013-12-01

Food from lunch packs (LP) or food available inside and outside of school can play an important role in the development of obesity. The purpose of this study was to evaluate the LP of elementary school (ES) and preschool children (PS) in Tijuana, and the foods available to them inside and outside of school. Eight public schools participated in the study. A random sample of all the groups from a school district was conducted. A questionnaire was administered to children in first through sixth grade (ES) and to the parents of PS. LP and food available inside and outside of the school were classified as healthy, unhealthy, and adequate according to the guidelines set forth by the Secretariat of Health. A total of 2,716 questionnaires were administered and the content of 648 LP was assessed. It was observed that 99% of PS had LP prepared at home, a higher percentage than ES. None of the LP of the ES was classified as healthy, and 1% was classified as adequate. Among PS, 21% of the LP were classified as healthy and 6% as adequate. More than half of the children recognized the brand name of foods high in fat, salt, and added sugar available inside and outside of school grounds. Most of the LP of ES and PS and the foods available inside and outside of school were unhealthy and inadequate. A strategy to prevent the availability of unhealthy and inadequate food in LP and foods available inside and outside schools is recommended.

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

OpenAIRE

GALATÍKOVÁ, Zuzana

2016-01-01

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

THE ENVIRONMENT AS A CRUCIAL LEARNING FACTOR AT PRE-SCHOOL

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Snježana Močinić

2016-01-01

Full Text Available In this essay, the author hypothesizes that physical environment is an essential factor for developing an educational project. The environment is considered a sort of "third educator", playing a decisive role in determining the quality of learning. Classrooms, laboratory, the corridor, the structure of the building itself and the context in which the building is placed; the colours of the walls, the quality of natural and artificial light in the building, the furniture and materials for learning are variables which determine the environment where a child lives, learns, experiences, begins relationships with other people. The educator is very important in the process of a child's development. By means of direct and indirect action, he/she can create an attractive space in the building, more accessible for the processes of functional learning. The empirical research, described in the present survey, underlines the importance of pre-schools as an important place for meeting, interaction, listening and reciprocity leading toward an improvement in the relationship between the child and the school environment. In particular, this empirical research will show the diversity of the places and materials teachers made available to children.

Examining the gardens of the preschool education institutions

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Maide Orçan Kaçan

2017-04-01

Full Text Available In the study, it is aimed to reveal current features and practices of the gardens of the preschool education institutions, the obstacles to being qualified gardens in the schools and professional trainings related to the gardens which the teachers want to participate in. The population of the study consists of the teachers working in preschool education institutions in 2014-2015 academic years. The sample of the study consists of 56 preschool teachers who have been willing to participate in the study in the preschool education institutions under the Ministry of National Education which have been selected randomly from the population. The study is a survey study, and a questionnaire form has been prepared by the researchers by investigating related domestic and foreign literature to analyze the views of the teachers related to gardens. The questionnaire form consisted of sections like general information, garden features and applications of the schools, obstacles to gardens in the schools, professional trainings related to garden that the teachers want to participate in. In the analysis of the data obtained in the direction of the goals of the study, frequency and percentage distribution from descriptive statistical techniques have been used. As a result of the research, it was determined that half of the schools had the garden and the other half did not have the garden. Teachers have stated that the majority of school gardens use grasses, wild habitats and ornamental plants, use more than half of the school gardens for activities, and that these activities are mostly play, movement, science and field trips. The majority of teachers reported budget deficiencies and inadequate space as obstacles to the quality gardening of schools. In addition, they reported that the majority of them want to participate in professional training fields related to garden-based teaching such as outdoor classroom management, language and math, nutrition, science and

Childhood overweight and obesity among Kenyan pre-school children: association with maternal and early child nutritional factors.

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Gewa, Constance A

2010-04-01

To report on the prevalence of overweight and obesity among pre-school children in Kenya and examine the associations between childhood overweight and selected maternal and child-related factors. Demographic Health Survey data, multistage stratified cluster sampling methodology. Rural and urban areas of Kenya. A total of 1495 children between the ages of 3 and 5 years in Kenya. Over 30 % of the children were stunted, approximately 16 % were underweight, 4 % were wasted, approximately 18 % were overweight and 4 % were obese; 8 % were both overweight/obese and stunted. Maternal overweight and obesity, higher levels of maternal education, being a large or very large child at birth, and being stunted were each associated with higher odds of overweight and obesity among Kenyan children. Older children and large household size were each associated with lower odds of overweight and obesity among Kenyan children. The analysis demonstrates the presence of under- and overnutrition among Kenyan pre-school children and the importance of focusing on expanding efforts to prevent and treat malnutrition within this population. It also identifies some of the modifiable factors that can be targeted in these efforts.

Make More Time for Laughter in a Preschool Setting.

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Hamlin, Barbara B.

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

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

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Chow, Bik C; Louie, Lobo H T

2013-02-01

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

The Efficacy of Group Play Therapy on the Social Skills of Pre-School Hearing-Impaired Children

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Gita Movallali

2015-04-01

Full Text Available Objective: The purpose of the present study was to investigate of the efficacy of group play therapy on the social skills of pre-school hearing-impaired children. Materials & Methods: The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 30 male hearing-impaired children from pre-schools centers in Varamin and Gharchak provinces using an available method. Subjects were randomly divided into experimental and control groups, each group consisting of 15 children. The experimental group received 12 sessions of group play therapy and the control group did not. The instruments were done using the Raven coloure progressive matrices test and social skills rating scale. The data were recorded and statistically analyzed using MANCOVA. Results: The results of MANCOVA showed that group play therapy had a significant effect on the social skills of hearing-impaired children (P<0.001. The results also revealed that group play therapy had a positive and significant effect on all subscales of social skills in these children: cooperation, self-assertiveness and self-control (P<0.001. Conclusion: Group play therapy can improve the social skills of hearing-impaired children. It is recommended that planning play therapy for hearing-impaired children receives serious attention .

Efficacy and Safety of Ivermectin Against Trichuris trichiura in Preschool- and School-Aged Children: A Randomized Controlled Dose-Finding Trial.

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Wimmersberger, David; Coulibaly, Jean T; Schulz, Jessica; Puchkow, Maxim; Huwyler, Jörg; N'Gbesso, Yves; Hattendorf, Jan; Keiser, Jennifer

2018-03-30

Although trichuriasis affects millions of children worldwide, recommended drugs lack efficacy and new treatment options are urgently needed. Ivermectin has promising potential to complement the anthelminthic armamentarium. A randomized placebo-controlled trial was conducted in rural Côte d'Ivoire to provide evidence on the efficacy and safety of ascending oral ivermectin dosages in preschool-aged children and in schoolchildren infected with Trichuris trichiura. Primary outcome was cure rate on T. trichiura infection and secondary outcomes were safety, egg-reduction rates against T. trichiura infection, and cure and egg-reduction rates against other soil-transmitted helminth species. 126 preschool-aged and 166 school-aged children were included in an available case analysis. In preschool-aged children efficacy against T. trichiura did not differ between 200 µg/kg ivermectin and placebo as expressed in cure rates (20.9% [95% CI 11.9-52.8%] vs. 19.5% [95% CI 10.4-49.9%]) and geometric mean egg-reduction rates (78.6% [95% CI 60.1-89.5%] vs. 68.2% [95% CI 40.5 to 84.8%]). In school-aged children even a dose of 600 µg/kg ivermectin revealed a low cure rate (12.2% [95% CI 4.8-32.3%] and moderate egg-reduction rate (66.3% [95% CI 43.8-80.2%]. Only mild adverse events and no organ toxicity based on serum biomarkers was observed. Ivermectin can be administered safely to preschool-aged children suffering from trichuriasis. Given the low efficacy of ivermectin monotherapy against T. trichiura infection further research should investigate the optimal drug combinations and dosages with ivermectin against soil-transmitted helminthiasis. The trial is registered at www.isrctn.com, number ISRCTN15871729.

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

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

2002-01-01

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

SOME ASPECTS OF TEACHING MEDIA LITERACY TO PRE-SCHOOL CHILDREN IN SLOVENIA FROM A PERCEPTION STANDPOINT OF TEACHERS AND PARENTS

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Jurka Lepičnik Vodopivec

2011-11-01

Full Text Available This paper deals with media literacy as a multidimensional skill that parents and teachers possess. In this context we warn of the media-technical aspect of this skill and, within this aspect, of parents’ and teachers’ opinion on the presence of media in children’s lives. Following that, the paper explores teachers’ media-didactic competence as a component of educators’ media literacy. In the empiric part we used two aspects of fostering media literacy. One is the media-technical competence of parents and educators, while the other is the media-didactic competence of educators. We found that both parents and teachers believe that media have a strong presence in everyday lives of pre-school children and that they play an important role in teaching pre-school children. Teachers are aware of the importance of early teaching with media, for media and about media with the purpose of developing children’s media literacy, so they will not be afraid of media when they grow up.

Brief Report: Application of the TEACCH Program on Chinese Pre-School Children with Autism--Does Culture Make a Difference?

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Tsang, Sandra K. M.; Shek, Daniel T. l.; Lam, Lorinda L.; Tang, Florence L. Y.; Cheung, Penita M. P.

2007-01-01

A longitudinal study was conducted on 34 children with autism to evaluate the usefulness of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) program for Chinese pre-school children in Hong Kong. Eighteen children received full-time center-based TEACCH program training. The control group included 16…

Child Development in the Context of Multicultural Pre-School Education.

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

This study examined the impact of a multicultural preschool curriculum in Slovenia on preschool children's sensitization to cultural differences and understanding of themselves, others, and different cultures. The curriculum was implemented for a 1-month period for 6.6- to 7-year-olds. Multicultural enrichment was evident in wall decorations, toys…

The Rise and Fall of a Dakota Immersion Pre-school.

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Johnston, Bill

2002-01-01

Discusses an attempt to establish a Dakota-language immersion preschool on an Indian reservation in Minnesota. Outlines the historical experience of the Dakota and contrasts the educational success of the preschool program. Describes the final crisis that led to the resignation of the director and to the program's demise. (Author/VWL)

Child and parent predictors of picky eating from preschool to school age.

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Steinsbekk, Silje; Bonneville-Roussy, Arielle; Fildes, Alison; Llewellyn, Clare H; Wichstrøm, Lars

2017-07-06

Picky eating is prevalent in childhood. Because pickiness concerns parents and is associated with nutrient deficiency and psychological problems, the antecedents of pickiness need to be identified. We propose an etiological model of picky eating involving child temperament, sensory sensitivity and parent-child interaction. Two cohorts of 4-year olds (born 2003 or 2004) in Trondheim, Norway were invited to participate (97.2% attendance; 82.0% consent rate, n = 2475) and a screen-stratified subsample of 1250 children was recruited. We interviewed 997 parents about their child's pickiness and sensory sensitivity using the Preschool Age Psychiatric Assessment (PAPA). Two years later, 795 of the parents completed the interview. The Children's Behavior Questionnaire (CBQ) was used to assess children's temperament. Parent- child interactions were videotaped and parental sensitivity (i.e., parental awareness and appropriate responsiveness to children's verbal and nonverbal cues) and structuring were rated using the Emotional Availability Scales (EAS). At both measurement times, 26% of the children were categorized as picky eaters. Pickiness was moderately stable from preschool to school age (OR = 5.92, CI = 3.95, 8.86), and about half of those who displayed pickiness at age 4 were also picky eaters two years later. While accounting for pickiness at age 4, sensory sensitivity at age 4 predicted pickiness at age 6 (OR = 1.25, CI = 1.08, 2.23), whereas temperamental surgency (OR = 0.88, CI = 0.64, 1.22) and negative affectivity (OR = 1.17, CI = 0.75, 1.84) did not. Parental structuring was found to reduce the risk of children's picky eating two years later (OR = 0.90, CI = 0.82, 0.99), whereas parental sensitivity increased the odds for pickiness (OR = 1.10, CI = 1.00, 1.21). Although pickiness is stable from preschool to school age, children who are more sensory sensitive are at higher risk for pickiness two years later, as are children whose

Malnutrition and soil-transmitted helminthic infection among Orang Asli pre-school children in Gua Musang, Kelantan, Malaysia

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Geik, Oui Pek; Sidek, Razalee

2015-09-01

Malnutrition and soil-transmitted helminthic (STH) infection is still a major concern among Orang Asli pre-school children in Malaysia. The objective of this study was to determine the prevalence of malnutrition and STH infection. Besides, this study was also to identify the association between malnutrition and STH. A total of 256 Orang Asli (131 males and 125 females) from Temiar sub-tribes pre-school children aged one to six years from 19 villages in three Orang Asli settlements of Pos Hendrop, Pos Balar and Pos Tohoi located in Gua Musang, Kelantan had participated in this cross-sectional study between September to December 2014. A face-to-face interview was carried out using pre-tested questionnaires on socio-demographic. Children were measured on their body weight and height. The collected stool samples were examined using direct wet smear method for the presence of STH parasite. The results showed the prevalence of underweight and stunting among the children were 45.3% and 76.2% respectively. A total of 161 (62.9%) subjects were positively infected by at least one species of STH. The overall parasite infections were Ascaris lumbricoides (41.0%), Trichuris trichiura (28.5%) and hookworm (2.0%). From the total infected children, 8.6% of them were infected by two species of STH. This research revealed that gender and age group showed statistically significance with stunted with (p=0.003, p=0.049) respectively. Gender and age groups also reported significant association to STH infection among the subjects with (p=0.013, p=0.001) respectively. However, our results indicated that there was no significant association between STH infection with underweight and stunted. Our study reported that the prevalence of malnutrition and STH are still a major concern for the public health and a threat among Orang Asli pre-school children in Kelantan. Immediate action and innovative intervention should be taken by the Government to overcome the problems as these children are the

Do Space Requirement Applicable in Private Preschools?

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Salleh Naziah Muhamad

2016-01-01

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

Association of consumption of products containing milk fat with reduced asthma risk in pre-school children : the PIAMA birth cohort study

NARCIS (Netherlands)

Wijga, AH; Smit, HA; Kerkhof, M; de Jongste, JC; Gerritsen, J; Neijens, HJ; Boshuizen, HC; Brunekreef, B

Background: Environment and lifestyle contribute to the development of asthma in children. Understanding the relevant factors in this relationship may provide methods of prevention. The role of diet in the development of asthma in pre-school children was investigated. Methods: Data from 2978

DYNAMICS OF THE COMPELEX FORMS OF VISUAL PERCEPTION IN CHILDREN OF PRE-SCHOOL AGE (A NEUROPSYCHOLOGICAL ANALYSIS

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Neli VASILEVA

2015-11-01

of the complex forms of non-verbal visual gnosis that could be reviewed as risk for developing dyslexia. Conclusion: In the age period 4 – 6, there is a process of dynamic maturation of the right-hemispheric structures of the ventral visual system, leading to substantial improvement of the abilities for discrimination of objects in visual crowding. Poppelreuter’s test allows an objective assessment of the state of the non-verbal perceptive abilities in pre-school age and could be used in the diagnostics of predictors for dyslexia.

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

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Schweinhart, Lawrence J.; Weikart, David P.

1997-01-01

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

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

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Fedorenko, Marina V.; Bykova, Svetlana S.

2016-01-01

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

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

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Shutts, Kristin; Kenward, Ben; Falk, Helena; Ivegran, Anna; Fawcett, Christine

2017-10-01

To test how early social environments affect children's consideration of gender, 3- to 6-year-old children (N=80) enrolled in gender-neutral or typical preschool programs in the central district of a large Swedish city completed measures designed to assess their gender-based social preferences, stereotypes, and automatic encoding. Compared with children in typical preschools, a greater proportion of children in the gender-neutral school were interested in playing with unfamiliar other-gender children. In addition, children attending the gender-neutral preschool scored lower on a gender stereotyping measure than children attending typical preschools. Children at the gender-neutral school, however, were not less likely to automatically encode others' gender. The findings suggest that gender-neutral pedagogy has moderate effects on how children think and feel about people of different genders but might not affect children's tendency to spontaneously notice gender. Copyright © 2017 Elsevier Inc. All rights reserved.

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

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

2018-01-01

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

Expectations Compared of First-Year Students in Pre-School and Primary School Education Degrees at the University of Burgos in Relation to Characteristics and Practices in University Teaching most Desired

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Jaime IBÁÑEZ QUINTANA

2017-02-01

Full Text Available The intention of this work is to detect and analyse the desired characteristics and teaching practices that first year students will be taught in different subjects, comparing Pre-school with Primary Education degree at Burgos University. For that purpose, we have analysed data obtained from 120 surveys (60 others the Pre-school degree and 60 from the Primary Education degree, the surveys are based on the five basic aspects that we consider fundamental of a university education: personal and professional characteristics, evaluation, tutorial, information and communications technology (ICT and methodologies of education/learning. The results show that the student body values more the professional characteristics of its teaching staff than the personal ones; and the image transmitted by the teaching staff that uses ICT is always positive, creating a favourable opinion of his teaching, and the student body reaches to consider that ICTs are indispensable to nowadays education.

Reforming Preschools and Schools.

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Duncan, Greg J; Magnuson, Katherine; Murnane, Richard J

2016-04-01

Compared with their higher-income counterparts, children growing up in low-income families in the United States typically complete less schooling, report worse health, and work and earn less in adulthood. Moreover, changes in the American economy over the last 40 years have raised the level of skills and qualifications that children need to obtain a good middle-class job, as well as making it much more difficult for children from low-income families to attend schools that support their learning of these skills. We first review strategies used in the past to improve K-12 schooling-including investing more money, introducing more accountability, and putting in place new governance structures (eg, charter schools)-and show why these strategies have been relatively ineffective. Drawing on the research literature and case studies, we then describe education reform strategies for prekindergarten programs and for elementary, middle, and high schools that may help meet these challenges. All of the initiatives described in our case studies provide ample opportunities for teachers and school leaders to improve their skills through coaching and other professional development activities; incorporate sensible systems of accountability, including requiring teachers to open their classrooms to the scrutiny of colleagues and school leaders and to work with their colleagues to improve their teaching practices; and incorporate high academic standards, such as those described in the Common Core State Standards. By focusing directly on improving teaching and promoting learning, these successful initiatives have boosted the achievement of low-income children. They show that it is indeed possible to make a real difference in the life chances of low-income children. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Emotional and organizational supports for preschoolers' emotion regulation: Relations with school adjustment.

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Bailey, Craig S; Denham, Susanne A; Curby, Timothy W; Bassett, Hideko H

2016-03-01

Preschool teachers, like parents, support children in ways that promote the regulation capacities that drive school adjustment, especially for children struggling to succeed in the classroom. The purpose of this study was to explore the emotionally and organizationally supportive classroom processes that contribute to the development of children's emotion regulation and executive control. Emotion regulation and executive control were assessed in 312 3-, 4- and 5-year-old children. The 44 teachers of these children completed questionnaires asking about 3 components of children's school adjustment: Positive/Engaged, Independent/Motivated, and Prosocial/Connected. Observations of classroom emotional and organizational supports were conducted. Results of multilevel models indicated emotion regulation was significantly associated with the Positive/Engaged school adjustment component, but only when teachers' emotional and organizational supports were taken into account. Children with lower levels of emotion regulation, who were also in less supportive classrooms, had the lowest scores on the Positive/Engaged component. Children's executive control was associated with the Independent/Motivated and Prosocial/Connected components independently of teacher effects. In general, moderate support was found for the notion that teachers' supports can be particularly helpful for children struggling to regulate their emotions to be better adjusted to school. Children's emotionally salient classroom behaviors, and teachers' emotion scaffolding, are discussed. (c) 2016 APA, all rights reserved).

Pre-School Verbo-Sensory Motor Status as a Predictor of Educational Life-Courses and Self-Perceptions of Young Adults

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Hotulainen, Risto; Lappalainen, Kristiina; Ruoho, Kari; Savolainen, Hannu

2010-01-01

During a 15-year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre-school through the German Breuer-Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long-term differences that emerged at the starting point of the study.…

Determination and Interpretation of the Norm Values of Preschool Social Skills Rating Scale Teacher Form

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Omeroglu, Esra; Buyukozturk, Sener; Aydogan, Yasemin; Cakan, Mehtap; Cakmak, Ebru Kilic; Ozyurek, Arzu; Akduman, Gulumser Gultekin; Gunindi, Yunus; Kutlu, Omer; Coban, Aysel; Yurt, Ozlem; Kogar, Hakan; Karayol, Seda

2015-01-01

This study aimed to determine and interpret norms of the Preschool Social Skills Rating Scale (PSSRS) teacher form. The sample included 224 independent preschools and 169 primary schools. The schools are distributed among 48 provinces and 3324 children were included. Data were obtained from the PSSRS teacher form. The validity and reliability…

Cognitive functioning of educationaly deprived pre-school children

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Biro Mikloš

2006-01-01

Full Text Available The research has included 96 Roma elementary-school pupils from the first grade, 7 years and 6 months old on average, and 78 pre-school children, (6 years and 1 month old on average, out of which number there were 37 Roma pupils and 41 non-Roma pupils. The cognitive functioning has been tested with a battery consisted of 5 tests, which was based on the (adapted Wechsler’s scales and the linguistic competence test. The results have shown a significant lagging of Roma children behind the control group and test norms. The Analyses of Covariance have pointed to a significant influence of the father’s educational background on the test score, but the difference between groups remained notable even when that variable was kept under control. However, the Item Analyses revealed a number of items that turned out to be evidently "unfair" toward Roma children, and their elimination contributed to the annulling of differences among groups in the Analyses of Covariance for a particular number of tests. The data has been interpreted by the authors as a proof of necessity and possibility to adapt tests for the needs of testing the educationally neglected children. The fact that the greatest differences have been noticed in the tests saturated with the factors of visual-motor coordination and memory has been justified by the authors with the Roma children’s lack of experience of manipulation with toys and possible attention deficit as a consequence of absence of stimulative environment.

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

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Karakaya, Esra G.; Tufan, Mumin

2018-01-01

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

Hydroelectric reservoir inundation (Rio Madeira Basin, Amazon) and changes in traditional lifestyle: impact on growth and neurodevelopment of pre-school children.

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Marques, Rejane C; Dórea, José G; McManus, Concepta; Leão, Renata S; Brandão, Katiane G; Marques, Rayson C; Vieira, Igor H Ito; Guimarães, Jean-Remy D; Malm, Olaf

2011-04-01

To assess the dependence on fish consumption of families and its impact on nutritional status and neurodevelopment of pre-school children. Cross-sectional study that measured children's hair mercury (HHg) as an indicator of family fish consumption, growth (anthropometric Z-scores, WHO standards) and neurological (Gesell developmental scores (GDS)) development. Traditional living conditions among families residing in the area adjacent to the Samuel Dam (Western Amazon) hydroelectric reservoir. Two hundred and forty-nine pre-school children (1-59 months of age) from families transitioning from the traditional Amazonian lifestyle. Family fish consumption was significantly correlated with children's HHg concentration (Spearman's r=0.246, P85), multiple regression analysis showed that fish consumption (as HHg) had no impact on GDS, but that some variables did interact significantly with specific domains (motor and language development). The study showed that the families' shift in fish consumption had no negative impact on the growth of young children and that ensuing methylmercury exposure has not been a noticeable neurodevelopmental hindrance.

The personality structure of toddlers and pre-school children as perceived by their kindergarten teachers

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Maja Zupančič

2003-04-01

Full Text Available The present study was designed to analyse the personality structure of children aged one to seven, as perceived by their kindergarten teachers. In addition, gender differences were examined to determine whether kindergarten teachers perceived the personality characteristics of toddler and pre-school girls differently than those of boys. 508 randomly-selected Slovenian children were assessed by their kindergarten teachers using adapted Flemish Big-Five Bipolar Rating Scales. Four-factor structures that explained more than two-thirds of the variance emerged for teachers' personality ratings of children in each of the three age groups: toddlers, three- to five-year-olds and five- to seven-year-olds. However, five of the twenty-five scales, four of them referring to the Conscientiousness dimension, did not appear to be relevant when assessing individual differences in the toddlerhood. Intellect/Openness, as observed for the toddler sample, and the combined Conscientiousness-Intellect/Openness factor, extracted for each of the two older age groups, accounted for the greatest part of the variance. Extroversion was obtained as a second factor in each of the three age groups, while Emotional Stability showed relatively less stability across these groups. Agreeableness was clearly differentiated only in the oldest age group, emerging there for the first time as an independent factor. A few gender differences were found to be significant within the two groups of pre-school children, with girls consistently being rated higher in terms of Conscientiousness-Intellect/Openness.

Provision of Atraumatic Restorative Treatment (ART) restorations to Chinese pre-school children--a 30-month evaluation.

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Lo, E C; Holmgren, C J

2001-01-01

The objectives of this study were: to provide restorations using the ART approach to pre-school children in Southern China in a kindergarten environment, using a high-strength glass-ionomer restorative material; to assess the acceptability of this approach and to evaluate on a longitudinal basis the restorations placed. A total of 170 ART restorations were placed in 95 children, aged 5.1 +/- 0.7 years, by seven final-year dental students using standard ART procedures and hand instruments. The restorations were evaluated every six months thereafter by two calibrated independent examiners using explorers and mouth-mirrors. 93% of the children reported that they did not feel pain during treatment and 86% were willing to receive ART restorations again. The cumulative 12- and 30-month survival rates of Class I restorations were 91% and 79%, respectively. The corresponding figures for Class V restorations were 79% and 70%, while those for Class II restorations were 75% and 51%. The failure rates of Class III and IV restorations were high with more than half of them scored as missing within the first year. The ART approach was shown to be acceptable to Chinese pre-school children for providing restorative dental care outside the traditional clinical setting. The success rates were high for Class I and V restorations in primary teeth, modest for Class II, and low for Class III and IV restorations.

A Computer-Based Sustained Visual Attention Test for Pre-School Children: Design, Development and Psychometric Properties

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Roohollah Zahedian Nasb

2016-06-01

Full Text Available Background: Sustained visual attention is a prerequisite for learning and memory. The early evaluation of attention in childhood is essential for their school and career success in the future. The aim of this study was to design, development and investigation of psychometric properties (content, face and convergent validity and test-retest and internal consistency reliability of the computer - based sustained visual attention test (SuVAT for healthy preschool children aged 4-6 with their special needs. Methods: This study was carried out in two stages: in the first stage computerbased SuVAT in two versions original and parallel were developed. Then the test-retest and internal consistency reliability using intra-class correlation and Cronbach’s alpha coefficients respectively were examined; Face validity was calculated through ideas gathering from 10 preschool children and content validity evaluated using CVI and CVR method and convergent validity of SuVAT with CPT was assessed using Pearson correlation. Results: The developed test showed a good content and faces validity, and also had excellent test-retest reliability. In addition, the assessment of internal consistency indicated the high internal consistency of the test (Cronbach’s alpha=0.869. SuVAT and CPT test demonstrated a positive correlation upon the convergent validity testing. Conclusion: SuVAT with good reliability and validity could be used as an acceptable sustained attention assessment in preschool children.

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

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

2018-01-01

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change…

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

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

2006-01-01

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

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

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

2014-09-11

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

Teachers’ self-education in kindergarten №15 as a condition for the realization of Federal state standard of preschool education

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Shelukhina I.P.

2017-04-01

Full Text Available this scientific paper is useful for principles and vice principals of pre-school educational institutions. The article presents the system of work in skills enhancement of teachers.

Current Training and Continuing Education Needs of Preschool and School-Based Speech-Language Pathologists regarding Children with Cleft Lip/Palate

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Bedwinek, Anne P.; Kummer, Ann W.; Rice, Gale B.; Grames, Lynn Marty

2010-01-01

Purpose: The purpose of this study was to obtain information regarding the education and experience of preschool and school-based speech-language pathologists (SLPs) regarding the assessment and treatment of children born with cleft lip and/or palate and to determine their continuing education needs in this area. Method: A 16-item mixed-methods…

Preschool literacy and second language learners

DEFF Research Database (Denmark)

Holm, Lars

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

ORGANIZING THE MUSIC CLASSES IN STARTING SCHOOLS

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N. G. Tagiltseva

2013-01-01

Full Text Available The paper considers the issue of children preparation for school in so called starting schools. In author’s opinion, the arts disciplines such as music, drawing and choreography can develop the aesthetic sense, moral qualities, more optimistic world outlook and respectful  attitude; the child develops creative skills and beauty perception both in fine arts and wild life.The author looks at the problems of planning and organizing the music training of preschool children, the different requirements for and concepts of the preschool and primary school normative documents being analyzed. The paper substantiates the effectiveness of poly-artistic and activity approaches to the split-level teaching, in particular – the method of projecting the familiar actions onto some sort of artistic activities. Based on the succession of preschool and primary school training, the author specifies the goals of music classes in starting schools, and outlines the most relevant game activities of role plays, didactic plays and contests.The paper is addressed to preschool and primary school teachers, music teachers, as well as methodologists and researchers dealing with preschool teaching. 

3R Practices Among Moe Preschool Pupils through the Environmental Education Curriculum

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Mahat Hanifah

2016-01-01

Full Text Available Education is the key to increasing the knowledge and awareness of the general public on environmental issues at early ages, as envisaged in the concept of sustainable development. Hence, this study aims to discuss the sustainability practices among children at a Ministry of Education (MOE pre-school as a result of the implementation of environmental education through a formal curriculum. Sustainability practices of pupils in this study involves the concept of Reduce, Reuse and Recycle. Survey methods were used, which involved 500 pupils in MOE preschools in Hulu Langat district, Selangor Malaysia. Results showed that pre-school pupils practice the 3Rs only at a moderate level while the level of knowledge of sustainability was at a high level. The results also showed that there was no significant relationship between prolonged knowledge in practicing the 3Rs among pre-school students. Obviously the input given by the teacher in teaching and learning science was not aligned with sustainability activities such as the 3Rs. Space conservation practices using a structured curriculum platform should be utilised in order to produce citizens who are aware of sustainable development.

Footwear suitability in Turkish preschool-aged children.

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Yurt, Yasin; Sener, Gul; Yakut, Yavuz

2014-06-01

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

Gendering in one Icelandic preschool

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Gudrun Alda Hardardottir

2014-05-01

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

Togetherness and Diversity in Pre-School Play.

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Janson, Ulf

2001-01-01

Examined transcribed episodes of preschoolers' play collected in another study to compare differences in the ways blind and sighted children have access to physical space, experience social interaction, and create meaningful symbols. Found that differences in visual ability may impede togetherness. Devised strategies for educational practice and…

Effect of play therapy on behavioral problems of mal-adjusted pre-school children

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Mehdi Khanbani

2011-01-01

Full Text Available Objective: The present research was conducted to study the effect of play therapy on reducing behavioral problems of mal-adjusted children (children with oppositional defiant disorder. Method: By using multistage cluster sampling, regions 6, 7, and 8 in Tehran were selected, and among kindergartens of these areas, 3 kindergartens under the support of welfare organization were randomly selected. From pre-school children of these 3 kindergartens, 40 children that could have behavioral disorder according to their teachers and parents complaints, were carefully tested, and among them, by the results obtained from child symptom inventory questionnaire (CSI-4, teacher's form, and a researcher-made self-control checklist, 16 children who showed severe symptoms of oppositional defiant disorder were selected, and they were randomly divided into control and experimental group. This research is quasi-experimental, and is done by the use of pre-test, post-test, and control group. Results: values of calculated F for oppositional defiant disorder in control and experimental group is meaningful after fixing the effect of pre-test (F(1,12=74/94, P<0/001 so there is a meaningful difference between means of disobedience disorder post-test scores in experimental and control group by having the fixed effect of pre-test effect. Comparison of adjusted means of 2 groups shows that the mean of attention-deficit hyperactivity disorder (ADHD in experimental group (M=14/09 is lower than control group (M=36/66. Therefore, applying play therapy in experimental group in comparison with control group, who did not receive these instructions, caused reduction in attention-deficit hyperactivity disorder (ADHD in pre-school children. Conclusion: Results of this research show that the children's disobedience is reduced by benefiting from play therapy.

Use of Augmentative and Alternative Communication Systems in Preschool: teacher perceptions

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Munique Massaro

2013-06-01

Full Text Available Augmentative and Alternative Communication Resources have proven to be helpful in the insertion of students with disabilities and complex communication needs into a variety of pedagogical activities and expand the skills and competencies of the teacher in the teaching-learning. The objective of this research was to identify the perception of teachers regarding the use of augmentative and alternative communication during an intervention program in Preschool. Participants were a special class of Preschool students with disabilities and severe communication complexity, along with their teacher and the researcher. For the development of this research, a Alternative Communication Program was applied. The teacher was provided with systematic guidance concerning language and communication. In a collaborative process, three children’s songs were selected according to the teacher’s pedagogical planning and adapted resources through Augmentative and Alternative Communication Systems. During the intervention program, assisted evaluations also took place immediately after the activities with the music. The data were collected in audio recordings. For data analysis, content analysis was carried out resulting in the outlining of themes and sub-themes. Results indicated that the teacher identified that Augmentative and Alternative Communication Systems can to facilitate expression abilities of students with disabilities; that Augmentative and Alternative Communication Systems can be used by children in Preschool; and that resources adapted through augmentative and alternative communication systems should be in accordance with the specificities of students.

Transition: Preschool to Kindergarten

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Arizona Department of Education, 2007

2007-01-01

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

Dietary habits of Serbian preschool and schoolchildren with regard to food of animal origin

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Đorđević, V.; Šarčević, D.; Glišić, M.

2017-09-01

The goal of this study was to explore attitudes and habits of Serbian preschool and school children in consumption of meat products, milk and milk products, eggs and egg products and honey and bee products. The survey was conducted on a sample of 227 children, divided into three different age groups: preschool (ages 4-6), primary school I-IV grade (ages 7-11) and primary school V-VIII grade (ages 12-15). The results showed that all examined groups of children consumed meat products, milk and milk products, eggs and egg products, and honey and bee products. In all groups of children, the most frequently consumed food (among our food category choices) was dried ham (consumed by 19.64% of preschool children; 23.75% of schoolchildren from I-IV grade; 19.74% of schoolchildren from V-VIII grade). Fewer preschool children consumed sterilized milk compared to children of school age. The results showed that in all three groups of children, the most commonly consumed milk products were yoghurt (from 12.20 to 15.29% of children consumed these) and sour cream (from 11.57 to 12.74% of children consumed this), while kefir was the least-consumed product. In addition, there was no difference in consumption of boiled or fried eggs in the examined groups of children, while the consumption of egg products (mayonnaise) was higher in the group of preschool children than in the group of schoolchildren from V-VIII grade. Preschool children consumed honey 14.99% more often than schoolchildren from I-IV grade, and 14.49% more often than did schoolchildren from grade V-VIII.

From research to policy and practice: the School of the 21st Century.

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Zigler, Edward; Finn-Stevenson, Matia

2007-04-01

Current education reform policies focus on raising academic achievement and ensuring that all students have access to high-quality education. Because the achievement gap is apparent even before children enter school, the authors believe that education reform must encompass the early childhood years. The current dialogue about universal preschool presents an opportunity to address the need for a national system for early care and education. The authors believe this system should provide quality child care and preschool experiences for all children and embrace a whole-child approach that nurtures not only cognitive development but physical and mental health and social-emotional behaviors that are also important to successful schooling. The School of the 21st Century provides an example of an effective early care and education system using the public schools. The authors' work with the School of the 21st Century shows that schools can provide high-quality, developmentally appropriate care and that these programs benefit later school performance. 2007 APA, all rights reserved

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

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

1998-01-01

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

Enjoyment of Learning and Learning Effort in Primary School: The Significance of Child Individual Characteristics and Stimulation at Home and at Preschool

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Richter, David; Lehrl, Simone; Weinert, Sabine

2016-01-01

The present paper was written under the auspices of the interdisciplinary research group "Educational Processes, Competence Development, and Selection Decisions at Preschool and Primary School Age (BiKS)" (FOR 543), funded by the German Research Foundation (DFG). The surveys were conceptualised and supervised as part of the developmental…

Inequality in Preschool Education and School Readiness

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

2004-01-01

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

Sex differences in anthropometric characteristics, motor and cognitive functioning in preschool children at the time of school enrolment.

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Bala, Gustav; Katić, Ratko

2009-12-01

The study included a sample of 333 preschool children (162 male and 171 female) at the time of school enrolment. Study subjects were recruited from the population of children in kindergartens in the cities of Novi Sad, Sombor, Sremska Mitrovica and Backa Palanka (Province of Voivodina, Serbia). Eight anthropometric variables, seven motor variables and one cognitive variable were analyzed to identify quantitative and qualitative sex differences in anthropometric characteristics, motor and cognitive functioning. Study results showed statistically significant sex differences in anthropometric characteristics and motor abilities in favor of male children, whereas no such difference was recorded in cognitive functioning. Sex differences found in morphological and motor spaces contributed to structuring proper general factors according to space and sex. Somewhat stronger structures were observed in male children. The cognitive aspect of functioning yielded better correlation with motor functioning in female than in male children. Motor functioning correlated better with morphological growth and development in male children, whereas cognitive functioning was relatively independent. These results are not fully in accordance with the current concept of general conditions in preschool children, nor they fully confirm the theory of integral development of children, hence they should be re-examined in future studies. Although these study results cannot be applied to sports practice in general, since we believe that it is too early for preschool children to take up sports and sport competitions, they are relevant for pointing to the need of developing general motor ability and motor behavior in preschool children.

GOOD PRACTICES REGARDING PRESCHOOL AND PRIMARY SCHOOL TEACHERS` INITIAL TRAINING

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Gabriela V. KELEMEN

2013-11-01

Full Text Available The training of future preschool and primary school teachers at a high quality level is a main goal of our institution and all our efforts are channelled towards fulfilling it. Being a teacher is a science, a science based on competences acquired while attending well-structured lectures that mingle theoretical knowledge with practical assignments. Students acquire knowledge, abilities and develop field related competences during initial training but three years of study are not enough. The Law of Education regulates the following amendment: in order for a teacher to be well trained to meet the requirements of the third millennium it is necessary for him/her to continue the training in level II i.e. master degree, which provides additional competences. In this article we discuss a master programme developed within an European project that offers educational training according to the requirements of a high quality training both practical and theoretical. The components of the Master programme entitled Psychopedagogy of early education and young schooling containa curriculum adjusted to the requirements of a competitive higher education, the courses and seminars are the result of a thorough analysis of different educational models that have been implemented in other European countries. Currently, we are at the end of the first year and we want to share the good practices obtained so far.

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

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

2014-01-01

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

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

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

2014-01-01

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

Breastfeeding, comnlementarv food introduction and overweight in preschool children.

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

2016-09-01

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

Preschool Italian in Melbourne

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Hannan, Siobhan

2010-01-01

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

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

Science.gov (United States)

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

2018-03-01

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

The Need for a Comprehensive Care and Education Service for Pre-School Children.

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Blackstone, Tessa

An argument is presented for a comprehensive and universal system of care and education for preschool children outside the family. Current institutional arrangements in the United Kingdom for government provision of education and care for young children are discussed and proposals are made for alternative ways of providing this service. It is…

Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics.

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Dillon, Moira R; Kannan, Harini; Dean, Joshua T; Spelke, Elizabeth S; Duflo, Esther

2017-07-07

Many poor children are underprepared for demanding primary school curricula. Research in cognitive science suggests that school achievement could be improved by preschool pedagogy in which numerate adults engage children's spontaneous, nonsymbolic mathematical concepts. To test this suggestion, we designed and evaluated a game-based preschool curriculum intended to exercise children's emerging skills in number and geometry. In a randomized field experiment with 1540 children (average age 4.9 years) in 214 Indian preschools, 4 months of math game play yielded marked and enduring improvement on the exercised intuitive abilities, relative to no-treatment and active control conditions. Math-trained children also showed immediate gains on symbolic mathematical skills but displayed no advantage in subsequent learning of the language and concepts of school mathematics. Copyright © 2017, American Association for the Advancement of Science.

Multiclausal Utterances Aren't Just for Big Kids: A Framework for Analysis of Complex Syntax Production in Spoken Language of Preschool- and Early School-Age Children

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Arndt, Karen Barako; Schuele, C. Melanie

2013-01-01

Complex syntax production emerges shortly after the emergence of two-word combinations in oral language and continues to develop through the school-age years. This article defines a framework for the analysis of complex syntax in the spontaneous language of preschool- and early school-age children. The purpose of this article is to provide…

Lesbian, Gay, and Heterosexual Adoptive Parents' Experiences in Preschool Environments.

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Goldberg, Abbie E

2014-01-01

Little research has examined the school experiences of lesbian/gay (LG) parent families or adoptive parent families. The current exploratory study examined the experiences of 79 lesbian, 75 gay male, and 112 heterosexual adoptive parents of preschool-age children with respect to their (a) level of disclosure regarding their LG parent and adoptive family status at their children's schools; (b) perceived challenges in navigating the preschool environment and advocating on behalf of their children and families; and (c) recommendations to teachers and schools about how to create affirming school environments with respect to family structure, adoption, and race/ethnicity. Findings revealed that the majority of parents were open about their LG and adoptive family status, and had not encountered challenges related to family diversity. Those parents who did experience challenges tended to describe implicit forms of marginalization, such as insensitive language and school assignments. Recommendations for teachers included discussing and reading books about diverse families, tailoring assignments to meet the needs of diverse families, and offering school community-building activities and events to help bridge differences across families.

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

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Daniel R Beacher

2014-10-01

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

Lead in drinking water: sampling in primary schools and preschools in south central Kansas.

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Massey, Anne R; Steele, Janet E

2012-03-01

Studies in Philadelphia, New York City, Houston, Washington, DC, and Greenville, North Carolina, have revealed high lead levels in drinking water. Unlike urban areas, lead levels in drinking water in suburban and rural areas have not been adequately studied. In the study described in this article, drinking water in primary schools and preschools in five suburban and rural south central Kansas towns was sampled to determine if any exceeded the U.S. Environmental Protection Agency (U.S. EPA) guidance level for schools and child care facilities of 20 parts per billion (ppb). The results showed a total of 32.1% of the samples had detectable lead levels and 3.6% exceeded the U.S. EPA guidance level for schools and child care providers of 20 ppb. These results indicate that about one-third of the drinking water consumed by children age six and under in the five suburban and rural south central Kansas towns studied has some lead contamination, exposing these children to both short-term and long-term health risks. The authors suggest a need for increased surveillance of children's drinking water in these facilities.

Religious feelings in pre-school children in their own and their mothers’ perception

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Tatala Małgorzata

2015-12-01

Full Text Available The aim of the study was to compare the expression of religious feelings in pre-school children and the perception of these feelings by the children’s’ mothers. Ninety Polish children from Catholic families aged 4, 5 and 6 participated in the study. A picture method along with interviews with children’s mothers were employed to gather the data. Data from the two sources was compared, taking into consideration the content and ways of expression of the described feelings. Relations between positive and negative feelings were investigated and further statistical analyses were focused mainly on negative feelings. It was found that structure of negative religious feelings obtained directly from the children bears significant similarity to the mothers’ perception.

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

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

2012-08-01

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

Reference values for spirometry in preschool children.

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

2013-01-01

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

The Relationship between the Duration of Preschool Education and Primary School Readiness

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Polat, Özgül; Yavuz, Ezgi Aksin

2016-01-01

Early childhood experiences have a great effect on the course of a child's life. Preschool education can offer benefits for children, particularly those who do not have advantages at home, including benefits related to academic skills, social-emotional development, and communication. Thus, preschool experiences are a potential key to improving…

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

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Fox, Candace; Gallimore, Ronald

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

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

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

2017-08-01

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

Circle Time Revisited: How Do Preschool Classrooms Use This Part of the Day?

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Bustamante, Andres S.; Hindman, Annemarie H.; Champagne, Carly R.; Wasik, Barbara A.

2018-01-01

Circle time is a near universally used preschool activity; however, little research has explored its nature, content, and quality. This study examined activity types, teacher and child talk, child engagement, and classroom quality in a sample of public preschool classrooms in an urban, high-poverty school district. Results demonstrated that…

Aspirations, education and inequality in England: insights from the Effective Provision of Pre-school, Primary and Secondary Education Project

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Baker, William; Sammons, Pam; Siraj, Iram; Sylva, Kathy; Melhuish, Edward; Taggart, Brenda

2014-01-01

Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspirations of students from the Effective Provision of Pre-School, Primary and Secondary Education Project in England. We analyse factors that help pred...

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

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

1984-01-01

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

Five systems of psychiatric classification for preschool children: do differences in validity, usefulness and reliability make for competitive or complimentary constellations?

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Postert, Christian; Averbeck-Holocher, Marlies; Beyer, Thomas; Müller, Jörg; Furniss, Tilman

2009-03-01

DSM-IV and ICD-10 have limitations in the diagnostic classification of psychiatric disorders at preschool age (0-5 years). The publication of the Diagnostic Classification 0-3 (DC:0-3) in 1994, its basically revised second edition (DC:0-3R) in 2005 and the Research Diagnostic Criteria-Preschool Age (RDC-PA) in 2004 have provided several modifications of these manuals. Taking into account the growing empirical evidence highlighting the need for a diagnostic classification system for psychiatric disorders in preschool children, the main categorical classification systems in preschool psychiatry will be presented and discussed. The paper will focus on issues of validity, usefulness and reliability in DSM-IV, ICD-10, RDC-PA, DC:0-3, and DC:0-3R. The reasons for including or excluding postulated psychiatric disorder categories for preschool children with variable degrees of empirical evidence into the different diagnostic systems will be discussed.

Sentinel surveillance of soil-transmitted helminthiasis in preschool-aged and school-aged children in selected local government units in the Philippines: follow-up assessment.

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Belizario, Vicente Y; Totañes, Francis Isidore G; de Leon, Winifreda U; Ciro, Raezelle Nadine T; Lumampao, Yvonne F

2015-03-01

This study was a follow-up to the baseline nationwide survey of soil-transmitted helminth (STH) infections in preschool-aged children in the Philippines and in school-aged children in selected sentinel sites to assess the Integrated Helminth Control Program of the Department of Health. The objective of the study was to describe the current prevalence and intensity of STH infections in preschool-aged and school-aged children in 6 sentinel provinces and to compare these data with baseline findings. A cross-sectional study design was used to determine the prevalence and intensity of STH infections. Parasitological assessment involved the examination of stool samples by the Kato-Katz method. Although parasitological parameters in the 2 age groups at follow-up showed significant reductions from the baseline, these parameters remained high despite 3 years of mass drug administration (MDA). Efforts toward achieving high MDA coverage rates, provision of clean water, environmental sanitation, and promotion of hygiene practices must be prioritized. © 2013 APJPH.

An Overview and Comparison of Turkish Public Schools and Private Schools

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Dag, Isa

2015-01-01

Human beings are social in nature and need acquisition and possession of knowledge for self-actualisation. This need can only be fulfilled in educational institutions. Turkish educational system is composed of pre-school, elementary, secondary and higher education. It is now evident that governments alone cannot meet the high demand of information…

Preschool Teacher Education as an Example of an Open Social System

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Tekmen, Belkis

2017-01-01

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

LITERATURE FOR CHILDREN IN PRE-SCHOOL, SCHOOL AND HOME EDUCATION

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Izabela Kiełtyk-Zaborowska

2017-04-01

Full Text Available The issue, disclosed in the article, is still relevant, because it supports a child’s creative activity through his/her contact with the literature. Moreover, a book genres influence the linguistic awareness, aesthetic sensitivity, develops the imagination and the ability to speak properly. Developing reading habits and close contact with art positively affects the child. So the aim of the article is to show the importance of supporting the child in creative tasks using the fiction texts. Much attention is given to the fact that literature for children in pre-school, school and home education influences the expansion of a child’s vocabulary and imagination. Constant complementation of teachers’ and parents’ activities in shaping reading interests of children influences their versatile development. Books evoke emotions, they teach how to behave in a proper way and they enrich the awareness of the surrounding world. Both teachers and parents should choose the right texts for a young reader taking into consideration his/her perceptive skills. Ever present humour in belles-lettres for children (vocabulary, situational humour or the protagonists in the books definitely provides children with joy and positive emotions. The contact with belles-lettres texts allows to develop interests of children connected with stage, theatre or music which is frequently a meaningful element of plays based on books for young children. It is also reported that both poetry and prose texts should be included into young readers’ collection. But the text should be adapted to the child’s perceptual abilities, in terms of form, content, and language. Family reading is important for developing the child’s reading interests, becoming one of the participants influencing the cultural environment of the family. The author concludes that supporting children in creative tasks using fiction texts and their forms such as theater, press, radio, television develops

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

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Thomaidis, L; Choleva, A; Janikian, M; Bertou, G; Tsitsika, A; Giannakopoulos, G; Anagnostopoulos, D C

2017-01-01

Attention deficit/hyperactivity disorder (ADHD) constitutes a neurobehavioral disorder which may potentially adversely affect children's wellbeing and academic achievement. The onset of symptoms is present prior to 12 years of age, and often the symptoms are evident in the preschool years. In fact, it has been suggested that screening for ADHD symptoms may be initiated as early as four years of age. Preschool children with ADHD have been shown to present with poor pre-academic skills and might be at increased risk for numerous school-related problems, including functional impairment during elementary school years and persistent poor academic performance thereafter. Although preschool years are characterized by rapid cognitive growth, preschoolers with ADHD may present with poorer cognitive and neuropsychological functioning. Due to the early onset of ADHD symptoms, exploring the cognitive correlates of this condition among preschool children is thought to be of notable importance. The aim of the present study was to evaluate any association between ADHD symptoms and cognitive skills among preschool children. A cross-sectional study was conducted among a nationwide random sample of 4,480 preschool children. ADHD symptoms were assessed though interviews with parents and teachers based on DSM-IV-TR criteria. Cognitive skills were assessed through a standardized school readiness test (A' TEST). Among participants, the occurrence of ADHD symptoms was 4.6% (boys/girls: 3.4/1). The presence of ADHD symptoms among children was inversely associated with non-verbal and verbal cognitive skills; specifically, with abstract thinking (aOR 1.97, 95% CI 1.30-3.00), language (2.36, 1.55-3.59), critical reasoning (2.58, 1.84-3.62), visual perception (2.42, 1.38- 4.24), and visual motor skills (2.61, 1.91-3.55). Children with ADHD symptoms were five times as likely to have compromised organizational skills (4.92, 3.04-7.97). Abstract thinking was the least affected domain

COMPETENCIA MATEMÁTICA EN NIÑOS EN EDAD PREESCOLAR - MATH COMPETENCY IN PRE-SCHOOL AGE CHILDREN

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MYRIAM ESTHER ORTIZ PADILLA

2009-06-01

Full Text Available This study identifies the characteristics of Mathematical competency in pre-school age children in the Magdalena region. The population was represented by 101 children, to whom the Basic Mathematics Competency Test, Item 3, in its Spanish version, was administered. Quantitative methodology was used, from an empirical and analytical approach and a cross-sectional design was implemented. The results indicate that 31% of children evaluated obtaineda Mathematics Competency Global Index average, with 57% for descriptors: below averageand 22% above average. The private institutions placed a higher percentage of students aboveaverage. The sex and age variable does not provide significant differences.

The effectiveness of a phonics-based early intervention for deaf and hard of hearing preschool children and its possible impact on reading skills in elementary school: a case study.

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Wang, Ye; Spychala, Heather; Harris, Regina S; Oetting, Tara L

2013-01-01

The study explored the effects of a phonics-based early intervention package on the early reading skills of three preschool students who were d/Deaf or hard of hearing who differed in regard to degree of hearing loss, use of amplification, and communication mode. The 40-week intervention (50-week in one case) was delivered through individual and group phonics-based instruction supplemented by Visual Phonics in a language-enriched preschool classroom. Standardized assessments were conducted before, during, and after the intervention. Along with some additional assessments, the same assessments were conducted in early elementary school. The results showed that all participants demonstrated at least some use of phonemic awareness and phonics skills when they were explicitly trained, and that these skills were sustained in early elementary school. Furthermore, all participants exhibited overall reading levels at or above age level when measured in early elementary school.

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

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Chumark, Charung; Puncreobutr, Vichian

2016-01-01

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

Preschool Affects Longer Term Literacy and Numeracy: Results from a General Population Longitudinal Study in Northern Ireland

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Melhuish, Edward; Quinn, Louise; Sylva, Kathy; Sammons, Pam; Siraj-Blatchford, Iram; Taggart, Brenda

2013-01-01

The Effective Pre-school Provision in Northern Ireland (EPPNI) project is a longitudinal study of child development from 3 to 11 years. It is one of the first large-scale UK projects to investigate the effects of different kinds of preschool provision, and to relate experience in preschool to child development. In EPPNI, 683 children were randomly…

Effects of a physical activity programme in the school setting on physical fitness in preschool children.

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Latorre-Román, P A; Mora-López, D; García-Pinillos, F

2018-05-01

The purpose of this study was to examine the effects of a 10-week aerobic games programme on physical fitness. One hundred eleven children, aged 3 to 6 years, participated in this study; 60 children were male (age: 4.28 ± 0.61 years old), and 51 were female (age 4.59 ± 0.49 years old). Participants were randomly assigned to an experimental group (EG; n = 56) and a control group (CG; n = 55). A fitness test battery previously validated for preschoolers was used. The children in the EG performed 3 weekly training sessions of physical activity in a classroom during a 10-week period. Every EG session lasted about 30 min. There were no significant differences in any variable in the pretest between groups. In the posttest, the EG achieved better results in horizontal jump and sprint. In relation to posttest-pretest differences, the EG showed a greater increase in horizontal jump, sprint, and endurance. An aerobic games programme in the school setting improved physical fitness in preschool children. © 2018 John Wiley & Sons Ltd.

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

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

2016-09-20

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

Circle of Security in Child Care: Putting Attachment Theory into Practice in Preschool Classrooms

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Cooper, Glen; Hoffman, Kent; Powell, Bert

2017-01-01

This article describes the Circle of Security-Classroom (COS-C) approach to applying attachment theory in preschool settings. Early childhood is an incubator for a wide range of development including the underpinnings of school readiness. Secure teacher-child relationships support this process. However, most preschool staff members lack guidance…

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

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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. PMID:26379592

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.

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

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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.

Parental Participation and Partnership in Pre-school Provision.

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

2002-01-01

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

The role of preschool in reducing inequality

OpenAIRE

Waldfogel, Jane

2015-01-01

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

METHOD OF HISTORICAL RESEARCH OF PRESCHOOL EDUCATION IN RUSSIA

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Y. S. Rubinchik

2015-01-01

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

Validation of an Online Food Frequency Questionnaire against Doubly Labelled Water and 24 h Dietary Recalls in Pre-School Children

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Christine Delisle Nyström

2017-01-01

Full Text Available The development of easy-to-use and accurate methods to assess the intake of energy, foods and nutrients in pre-school children is needed. KidMeal-Q is an online food frequency questionnaire developed for the LifeGene prospective cohort study in Sweden. The aims of this study were to compare: (i energy intake (EI obtained using KidMeal-Q to total energy expenditure (TEE measured via doubly labelled water and (ii the intake of certain foods measured using KidMeal-Q to intakes acquired by means of 24 h dietary recalls in 38 children aged 5.5 years. The mean EI calculated using KidMeal-Q was statistically different (p < 0.001 from TEE (4670 ± 1430 kJ/24 h and 6070 ± 690 kJ/24 h, respectively. Significant correlations were observed for vegetables, fruit juice and candy between KidMeal-Q and 24 h dietary recalls. Only sweetened beverage consumption was significantly different in mean intake (p < 0.001, as measured by KidMeal-Q and 24 h dietary recalls. In conclusion, KidMeal-Q had a relatively short answering time and comparative validity to other food frequency questionnaires. However, its accuracy needs to be improved before it can be used in studies in pre-school children.

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

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Laufey Axelsdóttir

2014-06-01

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

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

OpenAIRE

Saide Özbey

2017-01-01

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

Naps Enhance Executive Attention in Preschool-Aged Children.

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

2017-09-01

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

Free and controlled game and activities in pre-school education in terms of teachers

OpenAIRE

Kázmerová, Jana

2015-01-01

This thesis deals with free and controlled play activities in preschool education in terms of teachers. It focuses primarily on the game preschool children playing children spend most of their time is their most important activities for the advancement of their entire personality. The theoretical part is focused on defining the concept of game play and substance of the relationship and the importance of play of preschool children. It is focused on free and controlled the game and activities, ...

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

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Alhassan Sofiya

2012-08-01

Full Text Available Abstract Background Most preschool centers provide two 30-min sessions of gross-motor/outdoor playtime per preschool day. Within this time frame, children accumulate most of their activity within the first 10 min. This paper describes the design and baseline participant characteristics of the Short bouTs of Exercise for Preschoolers (STEP study. The STEP study is a cluster randomized controlled study designed to examine the effects of short bouts of structured physical activity (SBS-PA implemented within the classroom setting as part of designated gross-motor playtime on during-school physical activity (PA in preschoolers. Methods/Design Ten preschool centers serving low-income families were randomized into SBS-PA versus unstructured PA (UPA. SBS-PA schools were asked to implement age-appropriate 10 min structured PA routines within the classroom setting, twice daily, followed by 20 min of usual unstructured playtime. UPA intervention consisted of 30 min of supervised unstructured free playtime twice daily. Interventions were implemented during the morning and afternoon designated gross-motor playtime for 30 min/session, five days/week for six months. Outcome measures were between group difference in during-preschool PA (accelerometers and direct observation over six-months. Ten preschool centers, representing 34 classrooms and 315 children, enrolled in the study. The average age and BMI percentile for the participants was 4.1 ± 0.8 years and 69th percentile, respectively. Participants spent 74% and 6% of their preschool day engaged in sedentary and MVPA, respectively. Discussion Results from the STEP intervention could provide evidence that a PA policy that exposes preschoolers to shorter bouts of structured PA throughout the preschool day could potentially increase preschoolers’ PA levels. Trial registration Clinicaltrials.gov, NCT01588392

[The formation of the self-maintenance skills in the pre-school children presenting with locomotor and coordination disorders].

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Poletaeva-Dubrovina, N A; Burkova, A M

2016-01-01

The Ministry of Health of the Russian Federation acknowledges the sharp rise in the prevalence of congenital malformation in this country during the past 30 years. In 2010-2011, this pathology was estimated to occur in 3% of the children. It includes a variety of locomotor and coordination disorders of which the most widespread are infantile cerebral paralysis, ataxia, consequences of perinatal lesions of the central nervous system, etc. This article contains a detailed description of these locomotor and coordination disorders. The objective of the present work was to elaborate and evaluate the program for the formation of the self-maintenance skills in the pre-school children presenting with locomotor and coordination disorders under conditions of family guidance and education. The study was carried out from September 2013 till May 2014 based at MUP DOD "Semeiny klub Nadezhda" ("The Hope Family Club", Municipal unitary facility for children's additional education) and supported by B.N. El'tsin Ural Federal University. It included 10 children suffering from locomotor and coordination disorders of different severity and members of their families. The following methods were used: the self-service skills scorecard , monitoring formation of the motor skills, and Wilcoxon's T-test. The use of the program based on the cooperation with the children's families allowed to achieve positive dynamics in the patients' conditions. Moreover, 30% of them acquired the full scope of the self-maintenance skills. The most pronounced changes in the motor abilities were apparent in the movements of the upper and lower extremitis, walking, and motion in space. The proposed program for the formation of the self-maintenance skills in the pre-school children presenting with locomotor and coordination disorders proved to be highly efficacious. The study has demonstrated the importance of the parents' involvement in the process of formation of the self-maintenance skills and motor abilities

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

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Gaffrey, Michael S; Luby, Joan L; Botteron, Kelly; Repovš, Grega; Barch, Deanna M

2012-09-01

Atypical Default Mode Network (DMN) functional connectivity has been previously reported in depressed adults. However, there is relatively little data informing the developmental nature of this phenomenon. The current case-control study examined the DMN in a unique prospective sample of school-age children with a previous history of preschool depression. DMN functional connectivity was assessed using resting state functional connectivity magnetic resonance imaging data and the posterior cingulate (PCC) as a seed region of interest. Thirty-nine medication naïve school age children (21 with a history of preschool depression and 18 healthy peers) and their families who were ascertained as preschoolers and prospectively assessed over at least 4 annual waves as part of a federally funded study of preschool depression were included.   Decreased connectivity between the PCC and regions within the middle temporal gyrus (MTG), inferior parietal lobule, and cerebellum was found in children with known depression during the preschool period. Increased connectivity between the PCC and regions within the subgenual and anterior cingulate cortices and anterior MTG bilaterally was also found in these children. Additionally, a clinically relevant 'brain-behavior' relationship between atypical functional connectivity of the PCC and disruptions in emotion regulation was identified. To our knowledge, this is the first study to examine the DMN in children known to have experienced the onset of a clinically significant depressive syndrome during preschool. Results suggest that a history of preschool depression is associated with atypical DMN connectivity. However, longitudinal studies are needed to clarify whether the current findings of atypical DMN connectivity are a precursor or a consequence of preschool depression. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

Promoting mental health in Swedish preschool-teacher views.

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Isaksson, Pernilla; Marklund, Bertil; Haraldsson, Katarina

2017-02-01

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

Visual Motor Integration as a Screener for Responders and Non-Responders in Preschool and Early School Years: Implications for Inclusive Assessment in Oman

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Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

2016-01-01

Visual motor integration (VMI) is the ability of the eyes and hands to work together in smooth, efficient patterns. In Oman, there are few effective methods to assess VMI skills in children in inclusive settings. The current study investigated the performance of preschool and early school years responders and non-responders on a VMI test. The full…

Transitions in the Swedish school system and the impact on student’s positive self-reported-health

OpenAIRE

Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-01-01

Background To explore three school based transitions and their impact on positive self- reported- health (SRH), pre-school to elementary school (6–10 y), elementary school to junior high school (10-13y), and junior high school to upper secondary school/high school (13-16y), in a long-term longitudinal population based study. Methods The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were ...

Early Childhood Education: The Sustainability of the Benefits of Preschool Participation in Abbott Districts

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Fernandez, Norma

2010-01-01

The landmark New Jersey Supreme Court school funding case, "Abbott v. Burke", established the availability of preschool for all three- and four-year-olds living within the state's thirty-one poorest districts as a means of eradicating the effects of poverty. Longitudinal studies have shown the value of high quality preschool programs for…

A systematic review and meta-analysis of comprehensive interventions for pre-school children with autism spectrum disorder (ASD.

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Yoshiyuki Tachibana

Full Text Available There has an increasing number of published trials on psychosocial intervention programmes for pre-school children with autism spectrum disorder (ASD. To achieve better quality of unbiased evidence for the effectiveness of ASD interventions, it is necessary to conduct a comprehensive review that covers studies with adequate quality standards, such as randomised controlled trials (RCTs, and different types of intervention In this study, we categorize interventions for ASD as behavioural, social-communication focused, and multimodal developmental based on Howlin's classification of early interventions for children with ASD. The aim of this study was to compare these three models and investigate the strengths and weaknesses of each type of intervention and to identify the approaches that contribute to a successful outcome for children with autism.We performed a systematic review and meta-analysis. We included RCTs targeting children with ASD 6 years old or younger. A random effects model was used to present the effect estimate for the outcomes. This study also performed combined meta-analyses of all the three models to investigate the overall effectiveness of the intervention programmes.32 randomized controlled studies were found to be eligible for inclusion. The synthesized data included 594 children from 14 RCTs. There was no statistically significant difference in the effects on autism general symptoms between the social-communication-focused model and the multimodal developmental model (p = 0.83. The results suggest that there is evidence of an effect on 'reciprocity of social interaction towards others' (standard mean difference [95% confidential interval] = 0.53[0.29,0.78], p<0.01 and 'parental synchrony' (SMD = 0.99[0.70,1.29], p<0.01.The small number of studies included in the present study limited the ability to make inferences when comparing the three models and investigating the strengths and weaknesses of each type of intervention with

The impact of group occupational therapy using a cueing system on executive function of preschool-aged children with brain lesions.

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Seo, Sang-Min

2018-02-01

[Purpose] This study investigates the effects of group occupational therapy using a cueing system on the executive function of preschool-aged children with brain lesions. [Subjects and Methods] Six preschool-aged children with brain lesions participated in this study. A 24-session occupational therapy program (1 session/week, 50 minutes/session) designed based on a cueing system was administered to examine the changes in the participants' executive function. The behavior rating inventory of executive function-preschool (BRIEF-P) was used to check the magnitude of improvement of executive functions after therapy. [Results] A Wilcoxon signed rank test revealed that occupational therapy significantly improved all domains, indices, and the global executive composite in the BRIEF-P. [Conclusion] The occupational therapy intervention incorporating a type of cognitive behavioral approach known as the cueing system may assist improving executive functions in preschool-aged children with brain lesions.

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

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

2009-01-01

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

National Strategy for Violence Prevention in the Austrian Public School System: Development and Implementation

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Spiel, Christiane; Strohmeier, Dagmar

2011-01-01

As a result of a quick succession of several spectacular events in schools, and the ensuing public discussion on the high rates of bullying in Austria, a national strategy for violence prevention in schools and preschools has been developed. In formulating the strategy, a systematic procedure involving international experts and a number of local…

Beyond Behavioral Modification: Benefits of Socio-Emotional/Self-Regulation Training for Preschoolers with Behavior Problems

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Graziano, Paulo A.; Hart, Katie

2016-01-01

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; M[subscript age] = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically…

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

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Josipa Mihic

2016-11-01

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

Preschool Inclusion: Navigating through Alphabet Soup

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Lytle, Rebecca; Bordin, Judith

2005-01-01

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

Caries-preventive effectiveness of fluoride varnish as adjunct to oral health promotion and supervised tooth brushing in preschool children

DEFF Research Database (Denmark)

Agouropoulos, A; Twetman, S; Pandis, N

2014-01-01

by the varnish treatments. CONCLUSIONS: Under the present conditions, biannual fluoride varnish applications in preschool children did not show significant caries-preventive benefits when provided as an adjunct to school-based supervised tooth brushing with 1000ppm fluoride toothpaste. CLINICAL SIGNIFICANCE......OBJECTIVES: To evaluate the effect of biannual fluoride varnish applications in preschool children as an adjunct to school-based oral health promotion and supervised tooth brushing with 1000ppm fluoride toothpaste. METHODS: 424 preschool children, 2-5 year of age, from 10 different pre schools.......9% diflurosilane) biannually while the control group had placebo applications. The primary endpoints were caries prevalence and increment; secondary outcomes were gingival health, mutans streptococci growth and salivary buffer capacity. RESULTS: The groups were balanced at baseline and no significant differences...

Factors of the active listening of preschool children

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Purić Daliborka S.

2016-01-01

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

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

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McSweeney, Lorraine A; Rapley, Tim; Summerbell, Carolyn D; Haighton, Catherine A; Adamson, Ashley J

2016-08-19

In the UK just over a fifth of all children start school overweight or obese and overweight 2-5 year olds are at least 4 times more likely to become overweight adults. This can lead to serious future health problems. The WHO have recently highlighted the preschool years as a critical time for obesity prevention, and have recommended preschools as an ideal setting for intervention. However, existing evidence suggests that the preschool environment, including the knowledge, beliefs and practices of preschool staff and parents of young children attending nurseries can be a barrier to the successful implementation of healthy eating interventions in this setting. This study examined the perceptions of preschool centre staff and parents' of preschool children of healthy eating promotion within preschool settings. The participants were preschool staff working in private and local authority preschool centres in the North East of England, and parents of preschool children aged 3-4 years. Preschool staff participated in semi-structured interviews (n = 16 female, 1 male). Parents completed a mapping activity interview (n = 14 mothers, 1 father). Thematic analysis was applied to interpret the findings. Complex communication issues surrounding preschool centre dietary 'rules' were apparent. The staff were keen to promote healthy eating to families and felt that parents needed 'education' and 'help'. The staff emphasised that school policies prohibited providing children with sugary or fatty snacks such as crisps, cakes, sweets and 'fizzy' drinks, however, some preschool centres appeared to have difficulty enforcing such guidelines. Parents were open to the idea of healthy eating promotion in preschool settings but were wary of being 'told what to do' and being thought of as 'bad parents'. There is a need to further explore nursery staff members' personal perceptions of health and how food policies which promote healthier food in preschool settings can be embedded and

Using social impact borrowing to expand preschool through third grade programs in urban public schools.

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Temple, Judy A; Reynolds, Arthur J

Budget constraints and difficulty raising taxes limit school districts from expanding education programming even when research shows that additional expenditures would generate economic benefits that are greater than costs. Recently, coalitions of private investors, philanthropists, education practitioners, and government finance analysts have emerged to create opportunities to expand education services that promise high rates of social net benefits without raising taxes or reducing other expenditures. These collaborators have a strong interest in obtaining careful estimates of educational program effectiveness. We describe the use of social-impact borrowing to increase access to the Child-Parent Center preschool-through-third-grade intervention for at-risk students in the Chicago Public School District. The partners include the city, school district, investors, nonprofit organizations, and a university. The key to the feasibility of social-impact borrowing is the ability to document that early intervention can reduce the need for later special-education services. With the help of private investors and nonprofit organizations, it is possible for public school districts to finance services with funds from private sources and use future cost savings to repay this debt. We discuss how social-impact borrowing is being used in Chicago and in Salt Lake County as the nation's first two instances of using pay-for-performance social-impact borrowing to support early education.

Swedish Preschool Teachers' Ideas of the Ideal Preschool Group

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

2016-01-01

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

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

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

2011-01-01

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

Real-time PCR Demonstrates Ancylostoma duodenale Is a Key Factor in the Etiology of Severe Anemia and Iron Deficiency in Malawian Pre-school Children

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Jonker, Femkje A. M.; Calis, Job C. J.; Phiri, Kamija; Brienen, Eric A. T.; Khoffi, Harriet; Brabin, Bernard J.; Verweij, Jaco J.; van Hensbroek, Michael Boele; van Lieshout, Lisette

2012-01-01

Background Hookworm infections are an important cause of (severe) anemia and iron deficiency in children in the tropics. Type of hookworm species (Ancylostoma duodenale or Necator americanus) and infection load are considered associated with disease burden, although these parameters are rarely assessed due to limitations of currently used diagnostic methods. Using multiplex real-time PCR, we evaluated hookworm species-specific prevalence, infection load and their contribution towards severe anemia and iron deficiency in pre-school children in Malawi. Methodology and Findings A. duodenale and N. americanus DNA loads were determined in 830 fecal samples of pre-school children participating in a case control study investigating severe anemia. Using multiplex real-time PCR, hookworm infections were found in 34.1% of the severely anemic cases and in 27.0% of the non-severely anemic controls (panemia (adjusted odds ratio: 2.49 (95%CI 1.16–5.33) and 9.04 (95%CI 2.52–32.47) respectively). Iron deficiency (assessed through bone marrow examination) was positively associated with intensity of A. duodenale infection (adjusted odds ratio: 3.63 (95%CI 1.18–11.20); 16.98 (95%CI 3.88–74.35) and 44.91 (95%CI 5.23–385.77) for low, moderate and high load respectively). Conclusions/Significance This is the first report assessing the association of hookworm load and species differentiation with severe anemia and bone marrow iron deficiency. By revealing a much higher than expected prevalence of A. duodenale and its significant and load-dependent association with severe anemia and iron deficiency in pre-school children in Malawi, we demonstrated the need for quantitative and species-specific screening of hookworm infections. Multiplex real-time PCR is a powerful diagnostic tool for public health research to combat (severe) anemia and iron deficiency in children living in resource poor settings. PMID:22514750

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

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Jager Jerneja

2016-01-01

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

Understanding of Information about Medicines Use among Parents of Pre-School Children in Serbia: Parental Pharmacotherapy Literacy Questionnaire (PTHL-SR).

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Ubavić, Stana; Bogavac-Stanojević, Nataša; Jović-Vraneš, Aleksandra; Krajnović, Dušanka

2018-05-14

Parental health literacy plays an important role in children’s health, Experiences from pharmacy practice show that is necessary to check if parents understand instructions about use of medicines for children. This study aimed to assess pharmacotherapy literacy of parents of pre-school children and to examine association of parental pharmacotherapy literacy level with parent’s socio-demographic characteristics. The study was cross-sectional, conducted among parents of pre-school children (1⁻7 years of age), in kindergartens in several municipalities of Belgrade, Serbia, during regular parents meetings, from May to October 2016. Functional health literacy was measured by the Serbian version of the Short Test of Functional Health Literacy in Adults (S-TOFHLA). Parental pharmacotherapy literacy was assessed with newly constructed PTHL-SR questionnaire with good psychometric characteristics (Parental pharmacotherapy literacy questionnaire—Serbian). Overall, 813 parents participated in the study, mostly females (81.30%), between 30 to 40 years of age (70.85%) with two children (56.70%). Almost all of our study participants (99%) had adequate health literacy as assessed by S-TOFHLA. Mean score on PTHL-SR was 72.83% (standard deviation was 13.37), with better results among females than males (72% of women were in the group of highest PTHL-SR results). Our study showed that many parents (76.5%) knew the appropriate usage of non-prescription medicine for children, 57.2% parents were able to correctly calculate the dose of oral syrup for a child, and only 43.3% were able to interpret non-prescription dosage information written on the package. The majority of parents (61.3%) would make a dosage to child based on age and not on their weight. Every fifth parent with adequate functional health literacy measured by S-TOFHLA test, achieved the lowest results measured by PTHL-SR. Higher performance of the PTHL-SR was significantly correlated with education ( p information

Child Effortful Control as a Mediator of Parenting Practices on Externalizing Behavior: Evidence for a Sex-Differentiated Pathway across the Transition from Preschool to School

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Chang, Hyein; Olson, Sheryl L.; Sameroff, Arnold J.; Sexton, Holly R.

2011-01-01

An explanatory model for children's development of disruptive behavior across the transition from preschool to school was tested. It was hypothesized that child effortful control would mediate the effects of parenting on children's externalizing behavior and that child sex would moderate these relations. Participants were 241 children (123 boys)…

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

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Hedlin, Maria; Gunnarsson, Gunilla

2014-01-01

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

Screening 5 and 6 year-old children starting primary school for development and language.

Science.gov (United States)

Yılmaz, Deniz; Bayar-Muluk, Nuray; Bayoğlu, Birgül; İdil, Aysun; Anlar, Banu

2016-01-01

Beginning school is an important milestone for children. Children's readiness for school involves cognitive, physical, and emotional development. Certain school programs allow children to start first grade after 66 months of age, together with 72 month-old children. In order to estimate school readiness, we screened children before starting first grade and compared their school performance according to their age and socio-demographic characteristics. Marmara School Readiness, Denver II developmental screening, and language assessment tests were applied. Language delays were more frequent and school readiness test scores were lower in the younger group compared to older children. However, school achievement did not differ between the two age groups. Preschool education, parental income and education affected performance in most tests. Preschool screening seems effective in detecting children with lower than average developmental skills, and the school system may provide a practical opportunity for providing support to those children.

PERFECTION OF PRE-SCHOOL CHILD’S SPEECH OF DIALOGUE AND VOCABULARY DURING THE PROCESS OF GETTING ACQUAINTED WITH BOOK ILLUSTRATION

OpenAIRE

Taurina, Agrita; Vigule, Dagnija

2016-01-01

Very topical issue in many situations nowadays is caused by parent busyness, aloofness among family members, and alienation in mutual relationships; therefore, in families too little attention is devoted to many-sided development of child’s abilities, too little time is spent on direct, emotional contact in conversation. During the survey on the pre-school education and development of vocabulary carried out by 54 educators, the more and less well known topics were found out. Children are open...

Preschool Principal's Curriculum Leadership Indicators: A Taiwan Perspective

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

2013-01-01

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

The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-school Children

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Fatma KİMSESİZ

2017-12-01

Full Text Available English language teaching has newly been introduced to pre-school curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to pre-school children through Project Based Learning (PBL. For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey, was adopted. Firstly, through a short online survey, 150 kindergarten teachers were asked to specify which techniques they commonly used in their English classes. The primary aim here was to define traditional techniques and the rate of PBL use in Turkey. After defining common techniques, 28 children were randomly assigned to experimental (PBL instruction and control groups (traditional instruction equally and the data was collected in real time classroom setting for 8 weeks. The results showed that (1 PBL was rarely adopted in EFL classes in Turkey, (2 PBL instruction could increase EFL vocabulary learning gains when compared to common methods and (3 young learners were observed to have been more active in PBL classes. The effect of PBL instruction was discussed in local, cognitive and motivational perspectives in the light of previous related research. The potential benefits of further PBL use for young EFL learners and implications were also discussed.

Comparative investigation of indicators of growth and behavioral disorders in children with normal, low, and very low birth weight at pre-school age in Isfahan during 2015

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Marzieh Yousefi

2017-01-01

Full Text Available Introduction: Birth weight is one of the most important indicators of infant's health and could predict their health condition in future. This study was conducted to determine and compare indicators of growth [weight, height, and body mass index (BMI] and behavioral disorders in children with normal, low, and very low birth weight at pre-school age. Materials and Methods: In this descriptive analytical study, 236 children (126 with normal weight, 100 with low birth weight, and 10 with very low birth weight at pre-school age were investigated in three groups. Data collection tools were a two-part questionnaire including the Rutter Children Behavior Questionnaire for parents, and parents' and children's demographic characteristics questionnaire, scale, and stadiometer. Data were analyzed using descriptive statistics, variance analysis, Chi square, and Kruskal–Wallis tests. Results: The mean of weight, height, and BMI at pre-school age in three groups had a significant difference (P = 0.009 and it was lower in the group with very low birth weight than the other two groups; however, the difference between the group with normal birth weight and the group with low birth weight was not significant (P = 0.10. The mean score of behavioral disorder had no significant difference between groups (P = 0.49. Conclusions: Results showed that children with very low birth weight grew less than the other two groups. Therefore, this group needs special attention and long-term follow-up for taking care of them to ensure better growth. It is recommended to conduct more extended studies to evaluate behavioral disorders in these children.

Factors of children's school readiness

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Ljubica Marjanovič Umek

2006-12-01

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

Health Problems at School

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More active pre-school children have better motor competence at school starting age: an observational cohort study.

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Barnett, Lisa M; Salmon, Jo; Hesketh, Kylie D

2016-10-10

Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA) (accelerometry) was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2) and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence). General linear models were performed with all 12 skills (six object control and six locomotor skills), both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033) and perceived total skill at 5 years of age (B = 0.059, p = 0.044). MVPA was not a predictor of actual or perceived object control skill at any age. Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

More active pre-school children have better motor competence at school starting age: an observational cohort study

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Lisa M. Barnett

2016-10-01

Full Text Available Abstract Background Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Methods Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA (accelerometry was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2 and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence. General linear models were performed with all 12 skills (six object control and six locomotor skills, both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Results Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033 and perceived total skill at 5 years of age (B = 0.059, p = 0.044. MVPA was not a predictor of actual or perceived object control skill at any age. Conclusion Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.

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Crampton, Alexandria; Hall, James

2017-09-01

Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. n = 3,172 British children aged 3-10 years and their families. A secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0-3 years) and preschool home learning environments (3-5 years) upon children's reading ability and academic self-concept between 7 and 10 years. Early socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school. Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept. © 2017 The British Psychological Society.

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers' Social and Emotional Interactions

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Johnson, Stacy R.; Finlon, Kristy J.; Izard, Carroll E.

2016-01-01

Research Findings: This article describes the development and evaluation of the Behavior and Emotion Expression Observation System (BEEOS), a direct observation tool to characterize preschoolers' social and emotion behaviors during semistructured activities in the classroom. The BEEOS was used to observe 148 Head Start preschoolers, and…

Cortical Responses to Chinese Phonemes in Preschoolers Predict Their Literacy Skills at School Age.

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Hong, Tian; Shuai, Lan; Frost, Stephen J; Landi, Nicole; Pugh, Kenneth R; Shu, Hua

2018-01-01

We investigated whether preschoolers with poor phonological awareness (PA) skills had impaired cortical basis for detecting speech feature, and whether speech perception influences future literacy outcomes in preschoolers. We recorded ERP responses to speech in 52 Chinese preschoolers. The results showed that the poor PA group processed speech changes differentially compared to control group in mismatch negativity (MMN) and late discriminative negativity (LDN). Furthermore, speech perception in kindergarten could predict literacy outcomes after literacy acquisition. These suggest that impairment in detecting speech features occurs before formal reading instruction, and that speech perception plays an important role in reading development.

Comparing Levels of Professional Satisfaction in Preschool Teachers Whose Classes Include or Do Not Include a Special-Needs Student

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Koyutürk, Nazife; Sahbaz, Ümit

2015-01-01

The purpose of this study is to compare the professional satisfaction of the preschool teachers in whose class there is a student with special needs to the preschool teachers in whose class there are not any students with special needs. The research study group was composed of 185 pre-school teachers who work in the city and county center in…

Grief Counseling for Muslim Preschool and Elementary School Children

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Baggerly, Jennifer; Abugideiri, Salma Elkadi

2010-01-01

This article describes Sunni Muslims' view of death, mourning and burial rituals, and accepted healing practices. Interventions for addressing death with Muslim children, group counseling, play therapy, and community outreach are discussed. A case study of interventions for coping with a preschool Muslim boy's death is provided.

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

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Spira, Elana Greenfield; Fischel, Janet E

2005-07-01

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

Intestinal parasitism in preschool and school students treated in the EsSalud Medical Center of Celendín, Cajamarca

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Jimmy Rinaldo Morales Del Pino

2016-03-01

Full Text Available OBJETIVES: Intestinal parasitism in preschool and school students treated in the EsSalud Medical Center of Celendín, Cajamarca MATERIAL AND METHODS: Observational, descriptive, cross-sectional research, conducted between July 2015 and January 2016 in the clinical laboratory service of EsSalud Medical Center of Celendín, Cajamarca. A data collection sheet was used for each participant to collect clinical data, demographic data and personal interaction. Parasitological samples of 96 children were processed by using direct examination, test of Graham and spontaneous sedimentation technique. Univariate analysis was used to find frequencies, percentages and standard deviations, and for the bivariate analysis we used Chi-square and Fisher's exact tests to associate the degree of parasitism with each variable obtained. RESULTS: The prevalence was 90.6% (87/96. Blastocystis hominis 81.2%, iodamoeba bütschlii 6.3%, Endolimax nana 19.8%, Entamoeba coli 35.4%, Chilomastix mesnilii 13.5%, Giardia lamblia 9.4%, Enterobius vermicularis 16.7% was found and Ascaris lumbricoides 1.0%. 20.8% (20/96 of the participants had similar structures to Urbanorum spp. Multiparasitism predominated (60.4% and there was a statistically significant association between the level of education and parasitical degree (p = 0.017. CONCLUSIONS: There was a high prevalence of parasitic infections in children in preschool and school age of Celendín district attended at the EsSalud medical center being Blastocystis hominis parasite the most predominant.

Beyond behavior modification: Benefits of social-emotional/self-regulation training for preschoolers with behavior problems.

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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

Indigenous Australians and Preschool Education: Who Is Attending?

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Biddle, Nicholas

2007-01-01

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

Factors Predisposing to Early Childhood Caries (ECC) in Children of Pre-School Age in the City of Zagreb, Croatia

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Lulić-Dukić, O.; Jurić, H.; Dukić, W.; Glavina, D.

2001-01-01

The aim of this study was to investigate factors predisposing to early childhood caries (ECC) in pre-school children in the city of Zagreb, Croatia. The investigation was carried out on the sample of 145 children (77 boys and 68 girls) aged between 2 and 5 years, including clinical examination of dental status and survey on the habits among the parents. The overall prevalence of ECC was 30%: in girls it was 25%, and in boys 48%. The study on the risk factors was designed as a c...

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

African Journals Online (AJOL)

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

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

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Lorraine A. McSweeney

2016-08-01

Full Text Available Abstract Background In the UK just over a fifth of all children start school overweight or obese and overweight 2–5 year olds are at least 4 times more likely to become overweight adults. This can lead to serious future health problems. The WHO have recently highlighted the preschool years as a critical time for obesity prevention, and have recommended preschools as an ideal setting for intervention. However, existing evidence suggests that the preschool environment, including the knowledge, beliefs and practices of preschool staff and parents of young children attending nurseries can be a barrier to the successful implementation of healthy eating interventions in this setting. Methods This study examined the perceptions of preschool centre staff and parents’ of preschool children of healthy eating promotion within preschool settings. The participants were preschool staff working in private and local authority preschool centres in the North East of England, and parents of preschool children aged 3–4 years. Preschool staff participated in semi-structured interviews (n = 16 female, 1 male. Parents completed a mapping activity interview (n = 14 mothers, 1 father. Thematic analysis was applied to interpret the findings. Results Complex communication issues surrounding preschool centre dietary ‘rules’ were apparent. The staff were keen to promote healthy eating to families and felt that parents needed ‘education’ and ‘help’. The staff emphasised that school policies prohibited providing children with sugary or fatty snacks such as crisps, cakes, sweets and ‘fizzy’ drinks, however, some preschool centres appeared to have difficulty enforcing such guidelines. Parents were open to the idea of healthy eating promotion in preschool settings but were wary of being ‘told what to do’ and being thought of as ‘bad parents’. Conclusions There is a need to further explore nursery staff members’ personal perceptions of

Personality traits as predictors of children's social adjustment to school entry

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Maja Zupančič

2008-04-01

Full Text Available Contemporaneous and longitudinal predictive relations between three blocks of predictors and measures of children's social adjustment (social competence, internalizing and externalizing behaviour after the school entry were investigated. The first block of predictors captures expressions of child personality dimensions as perceived by pre-school teachers/assistant school teachers, the second block contains parental education and self-evaluations of parenting in mothers and fathers of the target children, and the third block refers to children's pre-school attendance prior to school entry. Using the Social Competence and Behavior Evaluation Scale, school teachers reported on firstgraders' social adjustment. The Inventory of Child Individual Differences was employed to assess personality when the target children were 3, 4, 5, and 6 years old, while at ages 3 and 6 their parents filled-in the Family Environment Questionnaire to provide self-reports on parenting. The blocks of predictors jointly explain a relatively large portion of variance in firstgraders' social adjustment both contemporaneously and longitudinally. Personality characteristics significantly predict all of the criteria measures, while family environment and pre-school attendance explain additional variance in internalizing behaviour (depressive, anxious, isolated, and dependent behaviour, over and above the contribution of personality. Perceptions of children's conscientiousness-openness at the beginning of the school year as well as through early childhood and of their agreeableness in preschool predict teacher ratings of the firstgraders' social competence. Externalizing behaviour (angry, aggressive, egotistical and oppositional behaviour was consistently predicted by low conscientiousness-openness, extraversion-emotional stability, and low agreeableness. Finally, low conscientiousness-openness in school, low extraversion-emotional stability in preschool, maternal inefficient

Music Pedagogy as an Aid to Integration? El Sistema-Inspired Music Activity in Two Swedish Preschools

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Gustavsson, Hans-Olof; Ehrlin, Anna

2018-01-01

The study focuses on how preschool and musical school teachers experience working with El Sistema-inspired activity at two municipal preschools in a multicultural district in a medium-sized Swedish town. What, according to the educators,is the most significant aspect of working with El Sistema-inspired activities? The theoretical point of…

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

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

2015-01-01

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

Executive Functions, Oral Language and Writing in Preschool Children: Development and Correlations

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Pazeto, Talita de Cassia Batista; Seabra, Alessandra Gotuzo; Dias, Natália Martins

2014-01-01

Executive functions (EF) and oral language (OL) are important for learning reading and writing (RW) and for the development of other skills in preschool. The study investigated the progression and the relationships between the performances in these competences in pre-schoolers. Participants were 90 children, mean age 4.91 years, students from Kindergarten years I and II of a private school in SP, assessed, individually, with a battery with nine instruments for EF, OL, and RW. There was increa...

Identifying play characteristics of pre-school children with developmental coordination disorder via parental questionnaires.

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Rosenblum, Sara; Waissman, Pola; Diamond, Gary W

2017-06-01

Motor coordination deficits that characterize children with Developmental Coordination Disorder (DCD) affect their quality of participation. The aim of the current study was to identify play characteristics of young children with DCD, compared to those of children with typical development in three dimensions: activity and participation, environmental factors and children's impairments. Sixty-four children, aged four to six years, participated. Thirty were diagnosed as having DCD; the remaining 34 children were age, gender and socioeconomic level matched controls with typical development. The children were evaluated by the M-ABC. In addition, their parents completed a demographic questionnaire, the Children's Activity Scale for Parents (CHAS-P), the Children's Leisure Assessment Scale for preschoolers (CLASS-Pre), and My Child's Play Questionnaire (MCP). Children with DCD performed significantly poorer in each of the four play activity and participation domains: variety, frequency, sociability, and preference (CLASS-Pre). Furthermore, their environmental characteristics were significantly different (MCP). They displayed significantly inferior performance (impairments) in interpersonal interaction and executive functioning during play, in comparison to controls (MCP). Moreover, the children's motor and executive control as reflected in their daily function as well as their activities of daily living (ADL) performance level, contributed to the prediction of their global play participation. The results indicate that the use of both the CLASS-Pre and the MCP questionnaires enables the identification of unique play characteristics of pre-school children with DCD via parents' reports. A better insight into these characteristics may contribute to theoretical knowledge and clinical practice to improve the children's daily participation. Copyright © 2016 Elsevier B.V. All rights reserved.

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

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Batur Musaoglu, Ebru; Haktanir, Gelengul

2012-01-01

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

Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders.

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Dykstra, Jessica R; Sabatos-Devito, Maura G; Irvin, Dwight W; Boyd, Brian A; Hume, Kara A; Odom, Sam L

2013-09-01

This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed.

Motor performance of preschool children

OpenAIRE

Karina Słonka; Manuela Dyas; Tadeusz Słonka; Tomasz Szurmik

2017-01-01

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

Cost-effectiveness analysis of a communication-focused therapy for pre-school children with autism: results from a randomised controlled trial.

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Byford, Sarah; Cary, Maria; Barrett, Barbara; Aldred, Catherine R; Charman, Tony; Howlin, Patricia; Hudry, Kristelle; Leadbitter, Kathy; Le Couteur, Ann; McConachie, Helen; Pickles, Andrew; Slonims, Vicky; Temple, Kathryn J; Green, Jonathan

2015-12-21

Autism is associated with impairments that have life-time consequences for diagnosed individuals and a substantial impact on families. There is growing interest in early interventions for children with autism, yet despite the substantial economic burden, there is little evidence of the cost-effectiveness of such interventions with which to support resource allocation decisions. This study reports an economic evaluation of a parent-mediated, communication-focused therapy carried out within the Pre-School Autism Communication Trial (PACT). 152 pre-school children with autism were randomly assigned to treatment as usual (TAU) or PACT + TAU. Primary outcome was severity of autism symptoms at 13-month follow-up. Economic data included health, education and social services, childcare, parental productivity losses and informal care. Clinically meaningful symptom improvement was evident for 53 % of PACT + TAU versus 41 % of TAU (odds ratio 1.91, p = 0.074). Service costs were significantly higher for PACT + TAU (mean difference £4,489, p < 0.001), but the difference in societal costs was smaller and non-significant (mean difference £1,385, p = 0.788) due to lower informal care rates for PACT + TAU. Improvements in outcome generated by PACT come at a cost. Although this cost is lower when burden on parents is included, the cost and effectiveness results presented do not support the cost-effectiveness of PACT + TAU compared to TAU alone. Current Controlled Trials ISRCTN58133827.

Low-Cost, Scalable Classroom-Based Approach to Promoting Physical Activity in Preschool Children.

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McCrady-Spitzer, Shelly K; Sagdalen, Vanessa; Manohar, Chinmay U; Levine, James A

2016-01-01

This study examined the impact of short activity breaks in preschool children. The hypotheses were that preschool children receiving three five-minute activity breaks per day would increase (a) school time physical activity and (b) education scores compared to a control group not receiving the intervention. For 8 weeks, the Intervention Group (n = 13) incorporated three 5-minute activity breaks into their classroom time while the Control Group (n = 12) did not incorporate the activity breaks. Physical activity was measured using a triaxial accelerometer. Education was assessed using standardized methods. After 8 weeks, the preschool children in the Intervention Group increased their school time physical activity from 11,641 ± (SD) 1,368 Acceleration Units (AU)/ hour to 16,058 ± 2,253 AU/hour (P < 0.001). The children in the control group did not increase their physical activity (11,379 ± 2,427 cf 11,624 ± 2,441; ns). Students in the Intervention Group improved their education scores more than students in the control group (18 ± 12 cf 8 ± 7 points, P = 0.01); Letter Recognition improved in particular (9 ± 6 cf 2 ± 4 points, P = 0.001). The incorporation of three 5-minute activity breaks was associated with increased school time physical activity and improved learning.

Learning to Read and the Preschool Years

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Wilson, Lorraine

2012-01-01

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

Reliability and Validity Study for the Coloured Progressive Matrices Test between the Ages of 3-9 for Determining Gifted Children in the Pre-School Period

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Bildiren, Ahmet

2017-01-01

The objective of the study was to test the Coloured Progressive Matrices Test with regard to reliability and validity for the 3-9 age sample group because of the lack of diagnostic tools for the pre-school period. The sample group of the study was comprised of a total of 925 children with 433 girls (46.8%) and 492 boys (53.2%). Coloured…

Merenda no dia alimentar de crianças matriculadas em Centros de Educação e Alimentação do Pré-Escolar School-lunch as part of the eating habits of children enrolled in Pre-school Education and Feeding Centers

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Rosa Nilda Mazzilli

1987-08-01

Full Text Available Estudou-se o papel da merenda no comportamento alimentar de 346 pré-escolares (PE matriculados em Centros de Educação e Alimentação do Pré-Escolar (CEAPEs de seis municípios do Estado de São Paulo, Brasil. Em entrevista domiciliar com a mãe ou responsável pela alimentação do PE, obteve-se o número e a quantidade dos alimentos ingeridos pela criança antes e após sua participação no CEAPE. Verificou-se que essa refeição escolar interfere tanto na quantidade dos alimentos consumidos quanto no número das refeições diárias feitas no lar. Os resultados mostraram que 178 (51,4% PE reduziram a ingestão alimentar de casa, mediante exclusão de refeições e/ou diminuição da quantidade de alimentos habitualmente ingerida, após receberem a merenda no CEAPE. Destas, 115 (64,6% apresentaram dieta insuficiente em energia; 48 (13,9% aumentaram a quantidade dos alimentos habituais e/ou incluíram refeições. Ainda assim, 23 (47,9% apresentaram consumo energético deficiente. Entre os 120 (34,7% que não tiveram nenhuma modificação em seu dia alimentar, 61 (51,7% mostraram ingestão calórica inadequada. Concluiu-se ser necessário orientar a família sobre o papel da merenda como suplemento alimentar e não como substituto de refeições no lar.It was studied the role of the school lunch in the dietary behaviour of the three hundred and forty-six preschool children drawn from the Preschool Education and Feeding Centre (CEAPE, in six towns of the State of S. Paulo, Brazil. In home entreviews, the mothers or persons responsible for the preschool children's diet gave the number of meals and the quantity of their food intake before and after their participation in the Program. It was noted that the school lunch as interfered in the dietary intake of children insofar as quantity of food and number of meals usually eaten at home is concerned. The results showed that one hundred and seventy-eight (51.4% preschool children decrease their

Effect of socioeconomic status on behavioral problems from preschool to early elementary school - A Japanese longitudinal study.

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Rikuya Hosokawa

Full Text Available Social inequalities are widely accepted to have a deleterious effect on children's mental health, and those with lower socioeconomic status generally experience more mental health issues. In this study, we examine the impact of socioeconomic situations of children's families during their early childhood on the children's social adaptation in Japanese elementary school.The current investigation consisted of two sets of data relating to two separate years (with a one-year interval. The participants included preschoolers aged five years at Time 1 (the first year and first graders aged six years at Time 2 (the second year; 1,712 met the inclusion criteria for both years. Parents of the participants completed a self-reported questionnaire regarding their SES (i.e., family economy and mother's education and their children's mental health. Mental health was assessed using the Child Behavior Checklist/4-18, Parent Report.For each SES indicator, we found an inverse relationship across all the symptom dimensions. Specifically, bivariate analyses revealed that lower family income, maternal education level, and paternal education level predict all three domains of behavioral problems (i.e., internalized problems, externalized problems, and total behavioral problems. Further, multivariate analyses revealed that lower family income consistently predicts all domains of behavioral problems, lower maternal education level predicted externalized problems and total behavioral problems, and paternal education level did not predict any clinically significant behavioral problems.In this sample, we found that, for children, family income and parental education when entering preschool were significant predictors of mental health problems after elementary school enrollment; in particular, low income and low maternal educational achievement predicted a high probability of the development of a psychiatric disorder. A greater understanding of the mechanisms of these

Effect of socioeconomic status on behavioral problems from preschool to early elementary school - A Japanese longitudinal study.

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Hosokawa, Rikuya; Katsura, Toshiki

2018-01-01

Social inequalities are widely accepted to have a deleterious effect on children's mental health, and those with lower socioeconomic status generally experience more mental health issues. In this study, we examine the impact of socioeconomic situations of children's families during their early childhood on the children's social adaptation in Japanese elementary school. The current investigation consisted of two sets of data relating to two separate years (with a one-year interval). The participants included preschoolers aged five years at Time 1 (the first year) and first graders aged six years at Time 2 (the second year); 1,712 met the inclusion criteria for both years. Parents of the participants completed a self-reported questionnaire regarding their SES (i.e., family economy and mother's education) and their children's mental health. Mental health was assessed using the Child Behavior Checklist/4-18, Parent Report. For each SES indicator, we found an inverse relationship across all the symptom dimensions. Specifically, bivariate analyses revealed that lower family income, maternal education level, and paternal education level predict all three domains of behavioral problems (i.e., internalized problems, externalized problems, and total behavioral problems). Further, multivariate analyses revealed that lower family income consistently predicts all domains of behavioral problems, lower maternal education level predicted externalized problems and total behavioral problems, and paternal education level did not predict any clinically significant behavioral problems. In this sample, we found that, for children, family income and parental education when entering preschool were significant predictors of mental health problems after elementary school enrollment; in particular, low income and low maternal educational achievement predicted a high probability of the development of a psychiatric disorder. A greater understanding of the mechanisms of these associations could

Population deworming every 6 months with albendazole in 1 million pre-school children in north India: DEVTA, a cluster-randomised trial

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Awasthi, Shally; Peto, Richard; Read, Simon; Richards, Susan M; Pande, Vinod; Bundy, Donald; the DEVTA (Deworming and Enhanced Vitamin A) team

2013-01-01

Summary Background In north India many pre-school children are underweight, many have intestinal worms, and 2–3% die at ages 1·0–6·0 years. We used the state-wide Integrated Child Development Service (ICDS) infrastructure to help to assess any effects of regular deworming on mortality. Methods Participants in this cluster-randomised study were children in catchment areas of 8338 ICDS-staffed village child-care centres (under-5 population 1 million) in 72 administrative blocks. Groups of four neighbouring blocks were cluster-randomly allocated in Oxford between 6-monthly vitamin A (retinol capsule of 200 000 IU retinyl acetate in oil, to be cut and dripped into the child's mouth every 6 months), albendazole (400 mg tablet every 6 months), both, or neither (open control). Analyses of albendazole effects are by block (36 vs 36 clusters). The study spanned 5 calendar years, with 11 6-monthly mass-treatment days for all children then aged 6–72 months. Annually, one centre per block was randomly selected and visited by a study team 1–5 months after any trial deworming to sample faeces (for presence of worm eggs, reliably assessed only after mid-study), weigh children, and interview caregivers. Separately, all 8338 centres were visited every 6 months to monitor pre-school deaths (100 000 visits, 25 000 deaths at age 1·0–6·0 years [the primary outcome]). This trial is registered at ClinicalTrials.gov, NCT00222547. Findings Estimated compliance with 6-monthly albendazole was 86%. Among 2589 versus 2576 children surveyed during the second half of the study, nematode egg prevalence was 16% versus 36%, and most infection was light. After at least 2 years of treatment, weight at ages 3·0–6·0 years (standardised to age 4·0 years, 50% male) was 12·72 kg albendazole versus 12·68 kg control (difference 0·04 kg, 95% CI −0·14 to 0·21, p=0·66). Comparing the 36 albendazole-allocated versus 36 control blocks in analyses of the primary outcome, deaths

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

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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 (...

Whooping cough in school age children presenting with persistent cough in UK primary care after introduction of the preschool pertussis booster vaccination: prospective cohort study.

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Wang, Kay; Fry, Norman K; Campbell, Helen; Amirthalingam, Gayatri; Harrison, Timothy G; Mant, David; Harnden, Anthony

2014-06-24

To estimate the prevalence and clinical severity of whooping cough (pertussis) in school age children presenting with persistent cough in primary care since the introduction and implementation of the preschool pertussis booster vaccination. Prospective cohort study (November 2010 to December 2012). General practices in Thames Valley, UK. 279 children aged 5 to 15 years who presented in primary care with a persistent cough of two to eight weeks' duration. Exclusion criteria were cough likely to be caused by a serious underlying medical condition, known immunodeficiency or immunocompromise, participation in another clinical research study, and preschool pertussis booster vaccination received less than one year previously. Evidence of recent pertussis infection based on an oral fluid anti-pertussis toxin IgG titre of at least 70 arbitrary units. Cough frequency was measured in six children with laboratory confirmed pertussis. 56 (20%, 95% confidence interval 16% to 25%) children had evidence of recent pertussis infection, including 39 (18%, 13% to 24%) of 215 children who had been fully vaccinated. The risk of pertussis was more than three times higher (21/53; 40%, 26% to 54%) in children who had received the preschool pertussis booster vaccination seven years or more previously than in those who had received it less than seven years previously (20/171; 12%, 7% to 17%). The risk of pertussis was similar between children who received five and three component preschool pertussis booster vaccines (risk ratio for five component vaccine 1.14, 0.64 to 2.03). Four of six children in whom cough frequency was measured coughed more than 400 times in 24 hours. Pertussis can still be found in a fifth of school age children who present in primary care with persistent cough and can cause clinically significant cough in fully vaccinated children. These findings will help to inform consideration of the need for an adolescent pertussis booster vaccination in the United Kingdom. UK

Validity of the Communication Function Classification System for use with preschool children with communication disorders.

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Hidecker, Mary Jo Cooley; Cunningham, Barbara Jane; Thomas-Stonell, Nancy; Oddson, Bruce; Rosenbaum, Peter

2017-05-01

To evaluate construct and predictive validity of the Communication Function Classification System (CFCS) for use with preschool children with a range of speech and language disorders. Seventy-seven preschool children with speech and language disorders (50 males, 27 females; mean 2y 7mo, standard deviation [SD] 1y) participated in this cohort study. Preschool children had speech and language, language-only, or speech-only disorders. Together with parent input, speech-language pathologists (SLPs) completed the CFCS at time 1. Parents and SLPs then independently completed a validated change-detecting functional communication outcome measure, the Focus on the outcomes of Communication Under Six (FOCUS), three times: at assessment (time 1), at the start of treatment (time 2), and at the end of treatment (time 3). There was a significant negative correlation between CFCS classifications and FOCUS scores at all three measurement points for the ratings by both parents and SLPs (correlations ranged from -0.60 to -0.76). As expected, no correlations between CFCS classifications and FOCUS change scores were statistically significant. This study provides evidence of construct and predictive validity of the CFCS, demonstrating its value as a discriminative tool for use with preschool children with a range of speech and language disorders. © 2017 Mac Keith Press.

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

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Irina Vasilievna Sklezneva

2017-11-01

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

A Systems Approach to Understanding Occupational Therapy Service Negotiations in a Preschool Setting

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Silverman, Fern; Kramer, Paula; Ravitch, Sharon

2011-01-01

The purpose of this study was to use a systems approach to examine informal communications, meaning those occurring outside of scheduled meetings, among stakeholders in a preschool early intervention program. This investigation expands the discussion of how occupational therapy treatment decisions are made in educational settings by using a…

Quantitative and qualitative characteristics of the school and home language environments of preschool-aged children with ASD.

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Burgess, Sloane; Audet, Lisa; Harjusola-Webb, Sanna

2013-01-01

The purpose of this research was to begin to characterize and compare the school and home language environments of 10 preschool-aged children with Autism Spectrum Disorders (ASD). Naturalistic language samples were collected from each child, utilizing Language ENvironment Analysis (LENA) digital voice recorder technology, at 3-month intervals over the course of one year. LENA software was used to identify 15-min segments of each sample that represented the highest number of adult words used during interactions with each child for all school and home language samples. Selected segments were transcribed and analyzed using Systematic Analysis of Language Transcripts (SALT). LENA data was utilized to evaluate quantitative characteristics of the school and home language environments and SALT data was utilized to evaluate quantitative and qualitative characteristics of language environment. Results revealed many similarities in home and school language environments including the degree of semantic richness, and complexity of adult language, types of utterances, and pragmatic functions of utterances used by adults during interactions with child participants. Study implications and recommendations for future research are discussed. The reader will be able to, (1) describe how two language sampling technologies can be utilized together to collect and analyze language samples, (2) describe characteristics of the school and home language environments of young children with ASD, and (3) identify environmental factors that may lead to more positive expressive language outcomes of young children with ASD. Copyright © 2013 Elsevier Inc. All rights reserved.

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

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Håkansson, Jan

2016-01-01

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

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

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Sanja Berčnik

2017-12-01

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

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

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Hirst, Kath

1998-01-01

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

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

African Journals Online (AJOL)

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

[Children with learning disabilities and handicaps in inclusive schools or in special schools? The view of parents and professionals].

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Bode, H; Hirner, V

2013-03-01

To investigate the view of parents and professionals on sending children with special educational needs to inclusive schools. 54 preschool children in the year before school entry and 155 school children attending a Social Pediatric Center. They displayed motor-, mental-, speech- or sensory handicaps, learning or behavioral disabilities. Questionnaires for parents of preschool- and of school children and questionnaires for the professional caring for the child were evaluated and compared. Parental expectations, experiences concerning school and the severity of disability were determined. 135 pupils attended special schools and 20 integrative schools. The parents were generally very content with both types of schools despite the fact that 33% of parents had not have a free choice of the school. They had a positive attitude to inclusive education. Preference for inclusive schooling decreased with increasing severity of the child's disability. The severity of disability was rated similar by parents and by professionals. Parents of preschool children tended more often and parents of school children less often than professionals towards sending the individual child to an inclusive school. Some parents of children with special educational needs would like to send their child to a special school, others prefer inclusive schools. It is paramount to improve the professional advice and guidance to parents since parental options to choose the school for their child are increasing in Germany. © Georg Thieme Verlag KG Stuttgart · New York.

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

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

2016-01-01

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

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

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

2011-01-01

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

Preschool Inhibitory Control Predicts ADHD Group Status and Inhibitory Weakness in School.

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Jacobson, Lisa A; Schneider, Heather; Mahone, E Mark

2017-12-26

Discriminative utility of performance measures of inhibitory control was examined in preschool children with and without ADHD to determine whether performance measures added to diagnostic prediction and to prediction of informant-rated day-to-day executive function. Children ages 4-5 years (N = 105, 61% boys; 54 ADHD, medication-naïve) were assessed using performance measures (Auditory Continuous Performance Test for Preschoolers-Commission errors, Conflicting Motor Response Test, NEPSY Statue) and caregiver (parent, teacher) ratings of inhibition (Behavior Rating Inventory of Executive Function-Preschool version). Performance measures and parent and teacher reports of inhibitory control significantly and uniquely predicted ADHD group status; however, performance measures did not add to prediction of group status beyond parent reports. Performance measures did significantly predict classroom inhibitory control (teacher ratings), over and above parent reports of inhibitory control. Performance measures of inhibitory control may be adequate predictors of ADHD status and good predictors of young children's classroom inhibitory control, demonstrating utility as components of clinical assessments. © The Author(s) 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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

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Xu Wen

2018-01-01

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

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

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Kilic, Sukran

2015-01-01

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

The approximate number system and its relation to early math achievement: evidence from the preschool years.

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Bonny, Justin W; Lourenco, Stella F

2013-03-01

Humans rely on two main systems of quantification; one is nonsymbolic and involves approximate number representations (known as the approximate number system or ANS), and the other is symbolic and allows for exact calculations of number. Despite the pervasiveness of the ANS across development, recent studies with adolescents and school-aged children point to individual differences in the precision of these representations that, importantly, have been shown to relate to symbolic math competence even after controlling for general aspects of intelligence. Such findings suggest that the ANS, which humans share with nonhuman animals, interfaces specifically with a uniquely human system of formal mathematics. Other findings, however, point to a less straightforward picture, leaving open questions about the nature and ontogenetic origins of the relation between these two systems. Testing children across the preschool period, we found that ANS precision correlated with early math achievement but, critically, that this relation was nonlinear. More specifically, the correlation between ANS precision and math competence was stronger for children with lower math scores than for children with higher math scores. Taken together, our findings suggest that early-developing connections between the ANS and mathematics may be fundamentally discontinuous. Possible mechanisms underlying such nonlinearity are discussed. Copyright © 2012 Elsevier Inc. All rights reserved.

The effect of a kindergarten-based, family-involved intervention on objectively measured physical activity in Belgian preschool boys and girls of high and low SES: the ToyBox-study.

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De Craemer, Marieke; De Decker, Ellen; Verloigne, Maïté; De Bourdeaudhuij, Ilse; Manios, Yannis; Cardon, Greet

2014-03-14

The ToyBox-study developed an evidence- and theory-based intervention to improve preschoolers' energy balance-related behaviours - including physical activity (PA) - by targeting the kindergarten environment and involving their parents/caregivers. The present study aimed to examine the effect of the ToyBox-intervention on increasing Belgian preschoolers' objectively measured PA levels. A sample of 472 preschoolers (4.43 ± 0.55 years; 55.1% boys) from 27 kindergartens (15 intervention, 12 control kindergartens) in Flanders, Belgium were included in the data analyses. Preschoolers wore an ActiGraph accelerometer for six consecutive days and were included in the data analyses if they had a minimum of two weekdays and one weekend day, both at baseline and follow-up (one year later). Preschoolers' PA outcomes were estimated for an average day, weekday, weekend day, during school hours, and during after school hours. To assess intervention effects, multilevel repeated measures analyses were conducted for the total sample, and for sub-groups (according to sex, kindergarten levels of socio-economic status (SES) and risk groups (low levels of PA at baseline)) of preschoolers. Small intervention effects were found in the total sample. Most intervention effects were found in boys and in preschoolers from high SES kindergartens. Boys from the intervention group had an increase in vigorous PA (ß=1.47, p=0.03) and moderate-to-vigorous PA (ß=1.27, p=0.03) from baseline to follow-up, whereas PA levels in boys from the control group stagnated or decreased. In preschoolers from high SES kindergartens, the largest effects were found for PA outcomes during school hours and during after school hours. The results from the Belgian sample demonstrate that effects of the PA-component of the ToyBox-intervention on objectively measured PA were found in preschool boys and in preschoolers from high SES kindergartens, which means that the ToyBox-intervention was mainly effective in those sub

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

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

2011-04-01

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

Obesity and Dental Caries among Preschool Children in Brazil

OpenAIRE

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

2008-01-01

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

Latent profile analysis of neuropsychological measures to determine preschoolers' risk for ADHD.

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Rajendran, Khushmand; O'Neill, Sarah; Marks, David J; Halperin, Jeffrey M

2015-09-01

Hyperactive/Inattentive preschool children show clear evidence of neuropsychological dysfunction. We examined whether patterns and severity of test scores could reliably identify subgroups of preschoolers with differential risk for ADHD during school-age. Typically developing (TD: n = 76) and Hyperactive/Inattentive (HI: n = 138) 3-4 year olds were assessed annually for 6 years (T1-T6). Latent profile analysis (LPA) was used to form subgroups among the HI group based on objective/neuropsychological measures (NEPSY, Actigraph and Continuous Performance Test). Logistic regression assessed the predictive validity of empirically formed subgroups at risk for ADHD diagnosis relative to the TD group and to each other from T2 to T6. Latent profile analysis yielded two subgroups of HI preschoolers: (a) selectively weak Attention/Executive functions, and (b) pervasive neuropsychological dysfunction across all measures. Both subgroups were more likely to have ADHD at all follow-up time-points relative to the TD group (OR range: 11.29-86.32), but there were no significant differences between the LPA-formed subgroups of HI children at any time-point. Objective/neuropsychological measures distinguish HI preschoolers from their TD peers, but patterns and severity of neuropsychological dysfunction do not predict risk for ADHD during school-age. We hypothesize that trajectories in at-risk children are influenced by subsequent environmental and neurodevelopmental factors, raising the possibility that they are amenable to early intervention. © 2015 Association for Child and Adolescent Mental Health.

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

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Yothasamut, Jomkwan; Camfield, Laura; Pfeil, Michael

2018-12-01

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

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

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Schaefer, Earl S.; Edgerton, Marianna D.

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

Understanding Participation of Preschool-Age Children with Cerebral Palsy

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

2012-01-01

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

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

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Childhood Education, 2002

2002-01-01

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

Adopted preschool child with ADHD

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STAŇKOVÁ, Iveta

2016-01-01

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

Microbial Content of “Bowl Water” Used for Communal Handwashing in Preschools within Accra Metropolis, Ghana

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Patience B. Tetteh-Quarcoo

2016-01-01

Full Text Available Objective. This study aimed at determining the microbial content of “bowl water” used for communal handwashing in preschools within the Accra Metropolis. Method. Six (6 preschools in the Accra Metropolis were involved in the study. Water samples and swabs from the hands of the preschool children were collected. The samples were analysed and tested for bacteria, fungi, parasites, and rotavirus. Results. Eight different bacteria, two different parasites, and a fungus were isolated while no rotavirus was detected. Unlike the rest of the microbes, bacterial isolates were found among samples from all the schools, with Staphylococcus species being the most prevalent (40.9%. Out of the three schools that had parasites in their water, two of them had Cryptosporidium parvum. The fungus isolated from two out of the six schools was Aspergillus niger. All bacteria isolated were found to be resistant to cotrimoxazole, ciprofloxacin, and ampicillin and susceptible to amikacin and levofloxacin. Conclusion. Although handwashing has the ability to get rid of microbes, communal handwashing practices using water in bowls could be considered a possible transmission route and may be of public concern.

A Case for Community-Run Pre-Schools and Daycare Centres.

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Renard, Rosamunde

This booklet advocates and describes the establishment of community run preschool and day care centers. The type described is based on the Laborie Community Education Centre in Saint Lucia, West Indies. Chapter 1 advocates establishing small, local institutions that are community managed, community owned, concerned with quality, and sustainable.…

A systematic review and meta-analysis of comprehensive interventions for pre-school children with autism spectrum disorder (ASD).

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Tachibana, Yoshiyuki; Miyazaki, Celine; Ota, Erika; Mori, Rintaro; Hwang, Yeonhee; Kobayashi, Eriko; Terasaka, Akiko; Tang, Julian; Kamio, Yoko

2017-01-01

There has an increasing number of published trials on psychosocial intervention programmes for pre-school children with autism spectrum disorder (ASD). To achieve better quality of unbiased evidence for the effectiveness of ASD interventions, it is necessary to conduct a comprehensive review that covers studies with adequate quality standards, such as randomised controlled trials (RCTs), and different types of intervention In this study, we categorize interventions for ASD as behavioural, social-communication focused, and multimodal developmental based on Howlin's classification of early interventions for children with ASD. The aim of this study was to compare these three models and investigate the strengths and weaknesses of each type of intervention and to identify the approaches that contribute to a successful outcome for children with autism. We performed a systematic review and meta-analysis. We included RCTs targeting children with ASD 6 years old or younger. A random effects model was used to present the effect estimate for the outcomes. This study also performed combined meta-analyses of all the three models to investigate the overall effectiveness of the intervention programmes. 32 randomized controlled studies were found to be eligible for inclusion. The synthesized data included 594 children from 14 RCTs. There was no statistically significant difference in the effects on autism general symptoms between the social-communication-focused model and the multimodal developmental model (p = 0.83). The results suggest that there is evidence of an effect on 'reciprocity of social interaction towards others' (standard mean difference [95% confidential interval] = 0.53[0.29,0.78], pASD have significant effects on a generalized skill to engage in reciprocal interactions with others. However, the outcomes of 'reciprocity of social interaction towards others' and 'parental synchrony' may be promising targets for interventions involving pre-school children with ASD

Prevalence of food neophobia in pre-school children from southern Poland and its association with eating habits, dietary intake and anthropometric parameters: a cross-sectional study.

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Kozioł-Kozakowska, Agnieszka; Piórecka, Beata; Schlegel-Zawadzka, Małgorzata

2018-04-01

The present study aimed to assess the prevalence of food neophobia in pre-school children and its association with eating habits, dietary intake and anthropometric parameters. Cross-sectional survey performed in 2012-2013. The Child Food Neophobia Scale (CFNS) adapted by Wardle, Carnell and Cooke was used to assess the level of food neophobia. Dietary intake was measured using an FFQ and dietary records from three days. Anthropometric measurements were taken to determine children's nutritional status and BMI was computed based on Polish growth charts. Wilcoxon's rank test and Pearson's rank-correlation coefficient were applied to compare the level of food neophobia and frequency of consumption of food products and nutrient intakes. Kindergartens in southern Poland located in or near Cracow. Three hundred and twenty-five pre-school children and their parents. Low neophobia was observed in 12·3 % and high neophobia in 10·8 % of the children examined. Children with a high level of neophobia were significantly less likely (Pfood neophobia were observed. High levels of neophobia are associated with diet variation and may enhance the risk of nutritional deficiencies in children.

Determination of essential trace elements in diets from pre-school children; Determinacao de elementos traco essenciais em dietas de criancas de idade pre-escolar

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Maihara, Vera Akiko; San Miguel, Americo T.; Vasconcellos, Marina Beatriz A. [Instituto de Pesquisas Energeticas e Nucleares (IPEN), Sao Paulo, SP (Brazil)

1995-12-31

The contents of Br, Ca, Cl, Co, Cr, Cs, Fe, K, Mn, Na, Rb, Se and Zn in the 19 diet samples taken from pre-school children were determined by neutron activation analysis. The diet samples were collected by duplicate portion method. The daily intake values obtained were compared with the RDA (Recommended Dietary Allowance) values. The precision and accuracy were evaluated by analyzing two biological reference materials. (author). 7 refs., 4 tabs.

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

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

2016-01-01

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

A Comparison of Japanese and Turkish Mothers' Views about Self Care Skill Acquisition Age and Their Expectations from Preschools

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Ramazan, M. Oya; Sakai, Aya

2017-01-01

Spanning the vital temporal interval between birth and the elementary school education, the preschool period is one of the most critical times of human life due to its importance in the formation and nourishment of personality. Specifically the preschool education enables children to acquire and develop basic knowledge, skills and habits, thus…

Immersion and Identity: Experiences of an African American Preschool Child

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McCullough, Ruanda Garth; Reyes, Sharon Adelman

2010-01-01

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

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

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

2018-03-01

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

Relationship between Pre-School Preservice Teachers' Environmental Literacy and Science and Technology Literacy Self Efficacy Beliefs

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Surmeli, Hikmet

2013-01-01

This study examined the relationship between preschool teachers' environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self…

The High/Scope Preschool Curriculum: What Is It? Why Use It?

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Schweinhart, Lawrence J.; Weikart, David P.; Hohmann, Mary

2002-01-01

Describes the High/Scope Preschool Curriculum, an approach that supports young children's learning and enables children, particularly those at risk, to achieve greater school success and adult socioeconomic status. Discusses the central principles of curriculum: active learning, positive adult-child interactions, child-centered learning…