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

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

2017-01-01

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

Size Matters: The Link between Staff Size and Perceived Organizational Support in Early Childhood Education

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Ho, Dora; Lee, Moosung; Teng, Yue

2016-01-01

Purpose: The purpose of this paper is to examine the relationship between staff size and perceived organizational support (POS) in early childhood education (ECE) organizations. Design/methodology/approach: A territory-wide questionnaire survey was designed to investigate the perceptions of preschool teachers in Hong Kong on four dimensions of…

Looking at sexual education in pre-school education

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Estrella García Quintero

2015-05-01

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

What do parents and preschool staff tell us about young children's physical activity: a qualitative study

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Baur Louise A

2008-12-01

Full Text Available Abstract Background Physical activity and small screen recreation are two modifiable behaviours associated with childhood obesity and the development of chronic health problems. Parents and preschool staff shape behaviour habits in young children. The aims of this qualitative study were to explore the attitudes, values, knowledge and understanding of parents and carers of preschool-age children in relation to physical activity and small screen recreation and to identify influences upon these behaviours. Methods This research involved a focus group study with parents and carers of the target population. A purposive sample of 39 participants (22 parents, 17 carers participated in 9 focus groups. Participants were drawn from three populations of interest: those from lower socioeconomic status, and Middle-Eastern and Chinese communities in the Sydney (Australia metropolitan region. Results All participants understood the value of physical activity and the impact of excessive small screen recreation but were unfamiliar with national guidelines for these behaviours. Participants described the nature and activity patterns of young children; however, the concept of activity 'intensity' in this age group was not a meaningful term. Factors which influenced young children's physical activity behaviour included the child's personality, the physical activity facilities available, and the perceived safety of their community. Factors facilitating physical activity included a child's preference for being active, positive parent or peer modelling, access to safe play areas, organised activities, preschool programs and a sense of social connectedness. Barriers to physical activity included safety concerns exacerbated by negative media stories, time restraints, financial constraints, cultural values favouring educational achievement, and safety regulations about equipment design and use within the preschool environment. Parents considered that young children are

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.

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 ...

The Traditional in Contemporary Curricula of Preschool Education

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Kopas-Vukašinović Emina

2016-02-01

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

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

Construction environment education development activity for children pre-school

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MA. TRAN THI THUY NGA; MA. PHAM THI YEN

2015-01-01

Education motor development contribute to the comprehensive development of pre-school children. Building educational environment for young athletes develop in pre-school is one of many issues of concern in the current stage of pre-school education in Vietnam.

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

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Blaškovic, Jelena

2015-01-01

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

Values education in practice in Danish preschools

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Broström, Stig; Jensen, Anders Skriver

2018-01-01

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

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

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Zupancic, Tomaž; Cagran, Branka; Mulej, Matjaž

2015-01-01

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

Planning and Evaluating Educational Work in Slovene Preschools

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Marcela Batistič Zorec

2012-01-01

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

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

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Zupančič, Tomaž; Mulej, Matjaž; Čagran, Branka

2017-01-01

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

Computer Education and Computer Use by Preschool Educators

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Towns, Bernadette

2010-01-01

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

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.

Making Validated Educational Models Central in Preschool Standards.

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Schweinhart, Lawrence J.

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

The Importance of Music in Preschool Education

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Ehrlin, Anna; Gustavsson, Hans-Olof

2015-01-01

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

Problems of computerization in the brunch of preschool education

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Podolyaka А.Е.

2010-04-01

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

The Discourse of a Preschool Education Curriculum

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Lidija Miškeljin

2016-02-01

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

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

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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…

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,…

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

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

2016-01-01

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

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.

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

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丸山, 京子; Kyoko, Maruyama

2001-01-01

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

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.

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

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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

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

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

2017-01-01

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

[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.

A Turkish Perspective on Nutrition Education and Preschool Children

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Unusan, Nurhan; Sanlier, Nevin

2007-01-01

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

Perceptions of childcare staff for preventing overweight in Mexican preschool children: A SWOT analysis.

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Ortega-Altamirano, Doris Verónica; Rodríguez-Oliveros, Guadalupe; González-Unzaga, Marco Aurelio; Reyes-Morales, Hortensia

2018-01-01

To identify strengths, weaknesses, opportunities, and threats (SWOT) perceived by childcare staff for preventing childhood overweight. Qualitative study using an interpretative phenomenological approach; 18 in-depth, semi-structured interviews and 12 focus groups with 89 key informants working in six Mexican public childcare centers (CCC) were conducted. Through content and SWOT analyses, experts further ranked fifty-nine recurrent perceptions regarding healthy feeding and physical activity (PA), using the Delphi method. Strengths: Acknowledgement of the CCC's responsibility in fostering healthy feeding, availability of organizational regulations, and access to PA infrastructure/indoor activities. Weaknesses: Disregard of preschool overweight as a health problem, nu- tritional misperceptions, and perceived risk of child injuries while conducting PA. Opportunities: Willingness to reduce children's access to junk foods, and parental active play with children during weekends. Threats: Limited family nutritional education, and restricted parental time/economic constraints/access to safe public spaces for PA. The identified SWOT must be considered when developing obesityprevention interventions targeted at CCC.

Positioning masculinities and femininities in preschool EFLl1 education

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CASTAÑEDA-PEÑA, HAROLD

2008-01-01

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

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

Moving House for Education in the Pre-School Years

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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…

Technology Education in Preschool: Providing Opportunities for Children to Use Artifacts and to Create

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Sundqvist, Pernilla; Nilsson, Tor

2018-01-01

In recent years, technology has been emphasized as an important area in early childhood curricula; however, in many countries preschool does not have the tradition of teaching specific subjects, and research shows that many preschool staff members are unsure about what teaching technology should include and how it should be taught. Therefore, with…

Democracy and care: Values education in Nordic preschool

DEFF Research Database (Denmark)

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

2018-01-01

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

Quality in Preschool Education: The Views of Teachers and Assistant Teachers

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Karademir, Abdulhamit; Cingi, Mehmet Akif; Dereli, Fatih; Akman, Berrin

2017-01-01

As the importance attached to preschool education has increased in recent years, researchers have begun to discuss the quality of educational and care services. This study aims to show the views of assistant teachers working at preschool educational institutions concerning quality, investigate their influence on quality, and reveal the effect of…

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.

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.

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...

INCLUSIVE CULTURE IN PRE-SCHOOL INSTITUTIONS

Directory of Open Access Journals (Sweden)

Irena NOVACHEVSKA

2011-04-01

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

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 ...

34 CFR 104.38 - Preschool and adult education.

Science.gov (United States)

2010-07-01

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

Professional development of specialists of preschool educational establishments to educationally-health activity on the basis of pedagogical management.

Directory of Open Access Journals (Sweden)

Makovetskaya N.V.

2011-01-01

Full Text Available Priority directions modernization of activity of preschool educational establishments are shown. The analysis of publications, devoted creation of terms for educationally-health activity, and also professional development of specialists on its organization is resulted. In this connection light up possibilities of the use of pedagogical management. The value of management of the first and second levels is certain in professional development of specialists of preschool educational establishments. The types of organizational structures of management preschool educational establishment are appraised.

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

Directory of Open Access Journals (Sweden)

Panajotis Cakirpaloglu

2014-12-01

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

Preschool Gifted Education: Perceived Challenges Associated with Program Development

Science.gov (United States)

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

2017-01-01

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

Sharing Expository Texts with Preschool Children in Special Education

Science.gov (United States)

Breit-Smith, Allison; Busch, Jamie; Guo, Ying

2015-01-01

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository tests offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between…

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.

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...

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…

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

Science.gov (United States)

2010-10-01

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

Positioning masculinities and femininities in preschool EFL education

OpenAIRE

Castañeda - Peña, Harold; Pontificia Universidad Javeriana

2008-01-01

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

Values Education in Nordic Preschools: A Commentary

Science.gov (United States)

Thornberg, Robert

2016-01-01

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

Value Education in Estonian Preschool Child Care Institutions

Science.gov (United States)

Ülavere, Pärje; Tammik, Anu

2017-01-01

For systematic implementation of value education in educational institutions, the national programme "Values Development in Estonian Society 2009-2013" (Ministry of Education and Research 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child…

Lenin's Grandchildren: Preschool Education in the Soviet Union.

Science.gov (United States)

Weaver, Kitty D.

The Soviets have long been devoting educational and institutional energies to the field of early childhood education. This book stresses what Russian preschool education does rather than what its theorists claim it does for children aged 2 months to 6 years who are in group care. Children, teachers and parents tell their own stories. Obviously…

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

Science.gov (United States)

Bi, Yujuan

2011-01-01

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

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

Directory of Open Access Journals (Sweden)

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.

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

Science.gov (United States)

Christakis, Dimitri A; Garrison, Michelle M

2009-12-01

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

Understanding Natural Sciences Education in a Reggio Emilia-Inspired Preschool

Science.gov (United States)

Inan, Hatice Zeynep; Trundle, Kathy Cabe; Kantor, Rebecca

2010-01-01

This ethnographic study explored aspects of how the natural sciences were represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline--a latecomer to preschool curricula--and the internationally known approach, Reggio Emilia, interested educators and researchers, but there was little research about science in…

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

Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices

Science.gov (United States)

Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S.

2016-01-01

This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the…

Education in geriatric medicine for community hospital staff.

LENUS (Irish Health Repository)

O'Hanlon, Shane

2010-12-01

Community hospitals provide many services for older people. They are mainly managed by nursing staff, with some specialist input. Little is known about education provided in these facilities. Most education in geriatric medicine is provided in hospitals, despite most elderly care being provided in the community. The authors surveyed senior nursing staff in Irish community hospitals to examine this area in more detail. Staff in all 18hospitals in the Health Service Executive (South) area were invited to participate. The response rate was 100%. Sixteen of the 18 respondents (89%) felt staff did not have enough education in geriatric medicine. Just over half of hospitals had regular staff education sessions in the area, with a minority of sessions led by a geriatrician, and none by GPs. Geriatrician visits were valued, but were requested only every 1-3 months. Staff identified challenging behaviour and dementia care as the areas that posed most difficulty.

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

Directory of Open Access Journals (Sweden)

Baklanova Tatiana I.

2016-01-01

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

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

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…

Evaluation of a Sexual Abuse Prevention Education for Chinese Preschoolers

Science.gov (United States)

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

2014-01-01

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

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

Directory of Open Access Journals (Sweden)

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.

German General Staff Officer Education and Current Challenges

National Research Council Canada - National Science Library

Groeters, Thomas

2006-01-01

"German General Staff Officer Education and Current Challenges" examines the institutional education of German General Staff Officers, as experienced by the author, and offers a "Conceptual Competency...

Open educational resources: staff attitudes and awareness

Directory of Open Access Journals (Sweden)

Vivien Rolfe

2012-02-01

Full Text Available Attitudes are changing in education globally to promote the open sharing of educational courses and resources. The aim of this study was to explore staff awareness and attitudes toward ‘open educational resources’ (OER as a benchmark for monitoring future progress. Faculty staff (n=6 were invited to participate in semi-structured interviews which facilitated the development of a questionnaire. Staff respondents (n=50 were not familiar with the term OER but had a clear notion of what it meant. They were familiar with open content repositories within the university but not externally. A culture of borrowing and sharing of resources exists between close colleagues, but not further a field, and whilst staff would obtain resources from the Internet they were reticent to place materials there. Drivers for mobilising resources included a strong belief in open education, the ability of OER to enhance individual and institutional reputations, and economic factors. Barriers to OER included confusion over copyright and lack of IT support. To conclude, there is a positive collegiate culture within the faculty, and overcoming the lack of awareness and dismantling the barriers to sharing will help advance the open educational practices, benefiting both faculty staff and the global community.

Preparedness of Educators to Implement Modern Information Technologies in Their Work with Preschool Children

Science.gov (United States)

Velickovic, Sonja; Stošic, Lazar

2016-01-01

This study explores the issue of the preparedness of educators to realize the contents of the PPP (Preschool Preparatory Program) from the point of view of digitalization and informatization of the society. The authors are in favour of the implementation of modern educational technology in the process of educating preschool children with the aim…

Integrated use of sports games in physical education of preschool children

Directory of Open Access Journals (Sweden)

O.E. Konoh

2013-12-01

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

Evaluation of a preschool nutrition education program based on the theory of multiple intelligences.

Science.gov (United States)

Cason, K L

2001-01-01

This report describes the evaluation of a preschool nutrition education program based on the theory of multiple intelligences. Forty-six nutrition educators provided a series of 12 lessons to 6102 preschool-age children. The program was evaluated using a pretest/post-test design to assess differences in fruit and vegetable identification, healthy snack choices, willingness to taste foods, and eating behaviors. Subjects showed significant improvement in food identification and recognition, healthy snack identification, willingness to taste foods, and frequency of fruit, vegetable, meat, and dairy consumption. The evaluation indicates that the program was an effective approach for educating preschool children about nutrition.

Gaming: a creative strategy for staff education.

Science.gov (United States)

Swartzendruber, D

1994-02-01

Providing staff development in a stimulating, innovative manner is the challenge of all nurse educators. This article discusses gaming, a creative teaching strategy that can help meet these needs. Games designed specifically for the education of dialysis staff will be reviewed. Advantages of the various games will also be examined.

Assurance of opportunities for smooth start to school for pre-school education systems

OpenAIRE

Duobienė, Raimonda

2016-01-01

During a period of rapid globalisation, education has an obligation to adapt to the -needs of society. Current Lithuanian education policy for pre-school children provides that each child must be granted access to public services, working or needy families must be provided with greater support and a wider range of educational programmes that meet the needs of parents and children have to be developed. Currently in Lithuania, pre-school and pre-primary education is not mandatory, but it is...

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...

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

Science.gov (United States)

Kara, Nuri; Cagiltay, Kursat

2017-01-01

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

THE IMPORTANCE AND THE ROLES OF INFORMATION TECHNOLOGIES IN PRESCHOOL EDUCATION

Directory of Open Access Journals (Sweden)

Nazım BURGUL

2008-06-01

Full Text Available The aim of this research is to determine the importance and the roles of the existing informationtechnologies in preschool education and to do a content analysis.The research is done by using the descriptive study method which is one of the general scanning models. Having examinedthe results of the previous researches, the theoretical framework that would light the way for the research was prepared. Theavailable information about the subject was scanned from resources such as documents, other written sources and also theinternet, and expert’s opinions were asked for. The content analysis of the collected information was done.The preschool period is a process to which all education scientists attach great importance. However, in order to realize theaim of this process, well planned education programmes are needed. The preschool education period provides crèche,nursery and reception education activities. Because of the annual changes of education technologies, positive differences areseen for the teaching activities in this area. On the other hand, there are some requirements to do to speed up the educationand to increase the productivity of education in our present day information society.The preschool education programmes are “the Crèche Programme (0-36 months”, “The Nursery Programme (37-60months and “The Reception Programme (61-72 months”. Optimum educational programs must be prepared for activitiesthat will take place on a daily basis according to specific aims and attitudes to determine the educational status of theseactivities. After having examined the technology-based education model, it is observed by the evaluation and assessmentdiscipline that using equipment such as tv, radio, computer, video, projection, overhead projector and slide apparatus makesthe learning process more effective and productive.As a result, information has become the most expensive product today. The roles of computer-aided education and the

Educational Process Quality in Preschools at the Individual Child Level: Findings from a German Study

Science.gov (United States)

Smidt, Wilfried; Rossbach, Hans-Günther

2016-01-01

A large body of research has examined the quality of educational processes in preschools, but it has usually been studied at the group level. Thus, there is a lack of research on the quality of educational processes as experienced by individual children. Therefore, this study investigated the quality of educational processes in preschools at the…

Designing and Creating an Educational App Rubric for Preschool Teachers

Science.gov (United States)

Papadakis, Stamatios; Kalogiannakis, Michail; Zaranis, Nicholas

2017-01-01

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

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

Science.gov (United States)

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

2018-03-01

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

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…

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.

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...

PROVISION OF SOCIALIZATION OF THE PERSONALITY IN THE PRESCHOOL CHILDHOOD IN THE MULTICULTURAL EDUCATIONAL ENVIRONMENT OF TRANSCARPATHIA

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Anna Reho

2015-04-01

Full Text Available The rapid tempo of social changes is inherent in the modern Ukrainian society that has resulted in the actual and problematic personality socialization questions in preschool childhood. This period is exactly that sensitive period for the primary child world view formation, consciousness, social features etc. The stay in preschool educational institution plays an important role in preschool age child personality development. Transcarpathian region is the region situated on the southwest of Ukraine within the western part of Ukrainian Carpathians and Transcarpathian lowland. At about 80% of the region’s territory is covered by the Carpathian Mountains. In accordance with the Ukrainian Law “On the Status of Mountainous Settlements in Ukraine”, until recently 192 settlements (31% out of the total quantity belong to the mountainous. Volovets and Mizhgirya districts fully subject to the action of the above indicated law, while in other districts the portion of settlements with the mountainous settlements status is presented from 13,6 (in Mukachevo district up to 84,4 percent (in Rakhiv disctrict. In our publication we will pay attention to four mountainous districts of Transcarpathian region: Velykyi Bereznyi, Volovets, Mizhgirya and Rakhiv districts. This publication presents the comparative status analysis of preschool age children support carried out by the preschool educational institutions in Transcarpathian region in the period starting from the year of 2000 until 2013. In the mountainous districts of Transcarpathian region the preschool educational institutions establishment, quantity of children in them and preschool institutions loading tendency analysis is completed. The distribution of preschool educational institutions as per children educational languages is given in this article.The above mentioned confirms, that in recent years, active attention has been paid to the new preschool institutions creation, namely in mountainous and

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

Science.gov (United States)

BECK, LESTER F.

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

Early Childhood Educators' Perspectives of the Swedish National Curriculum for Preschool and Quality Work

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Brodin, Jane; Renblad, Karin

2015-01-01

There is today an increasing global interest in early childhood education, especially with regard to curriculum and quality work. The aim of this article is to study preschool teachers' and child care workers' views on the revised national curriculum for preschool in Sweden (Lpfö 98, rev. 2010), and if the educators perceive that they can conduct…

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

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

2013-01-01

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

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…

Staff Utilization and Commitment in Borno State Colleges of Education, Nigeria

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Fika, Ibrahim Baba; Ibi, Mustapha Baba; Abdulrahman, Aishatu

2016-01-01

The study determines the relationship between staff utilization and staff commitment in Borno State Colleges of Education, Nigeria. The objectives of the study were to determine: the level of staff utilization in Borno State Colleges of Education, the level of staff commitment in Borno State Colleges of Education and the relationship between staff…

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

Science.gov (United States)

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

2016-01-01

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

Quality in preschool in a cultural context

DEFF Research Database (Denmark)

Kragh-Müller, Grethe; Ringsmose, Charlotte

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

Experiences and Outcomes of Preschool Physical Education: An Analysis of Developmental Discourses in Scottish Curricular Documentation

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McEvilly, Nollaig

2014-01-01

This article provides an analysis of developmental discourses underpinning preschool physical education in Scotland's Curriculum for Excellence. Implementing a post-structural perspective, the article examines the preschool experiences and outcomes related to physical education as presented in the Curriculum for Excellence "health and…

Transitioning From Perioperative Staff Nurse to Perioperative Educator.

Science.gov (United States)

Mower, Juliana

2017-08-01

Perioperative nurses who enjoy teaching may wish to become staff development educators. The shift to this new role requires a transition period during which the new educator acquires the knowledge, skills, and attitudes integral to mastering the job. A systematic approach to achieving baseline competencies in the educator role helps to ensure a successful conversion from providing direct patient care to supporting the educational needs of staff members. Copyright © 2017 AORN, Inc. Published by Elsevier Inc. All rights reserved.

IMPORTANCE OF COMPUTER TECHNOLOGY IN REALIZATION OF CULTURAL AND EDUCATIONAL TASKS OF PRESCHOOL INSTITUTIONS

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Zvezdan Arsić

2016-06-01

Full Text Available The rapid scientific and technological development imposes numerous changes in all spheres of life and work. In such circumstances, a computer has become a part of all aspects of life: economy, education, free time, family. Since children in contemporary society increasingly acquire knowledge before the school age, the question is how to prepare them for the world in which we live, bearing in mind how significantly different it is from the world in which the previous generations grew up. The research was aimed at examining the attitudes of preschool teachers about the importance of computers in the realization of educational activities in preschool institutions. The study included 54 teachers from Kosovo and Metohija: Kosovska Mitrovica, Donja Gušterica and Ropotovo. The research results indicate that digital technology is a very important and a useful didactic tool in the realization of educational activities in preschool institutions and that preschool teachers have the required competence to implement the technology. However, they are not satisfied with the quality of their ICT education and training during their studies; they also feel that their institutions do not provide adequate working conditions for the use of computers in the realization of educational tasks.

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.

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

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

2013-01-01

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

The System of Development Programmes on Pre-School and School Education in the Republic of Kazakhstan

Science.gov (United States)

Baikulova, A. M.; Ibrayeva, M. K.; Shalabayeva, L. I.; Abdigapbarova, U. M.; Mynbayeva, A. P.

2017-01-01

This article addresses preschool education as an integral part of the general education system in the Republic of Kazakhstan. This article describes problems related to preschool and certain areas of school development, such as early childhood development, communication, socialisation, creative thinking and leadership. The three studies described…

A Cost-Benefit Analysis of Universal Preschool Education: Evidence from a Spanish Reform

NARCIS (Netherlands)

van Huizen, T.M.; Dumhs, E.; Plantenga, J.

2016-01-01

This study provides a cost-benefit analysis of expanding access to universal preschool education. We focus on a Spanish reform that lowered the age of eligibility for publicly provided universal preschool from age 4 to age 3. We extrapolate the benefits in terms of maternal employment and child

EDUCATIONAL PROGRAM FOR SUPPORTING MOTOR AND SOCIAL COMPETENCE OF PRESCHOOLERS

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Arzu ÖZYÜREK

2015-07-01

Full Text Available Satisfying the need of physical activity of children and promoting their social skills beginning from early childhood have importance by reason of providing a basis for following years. In this study, establishing process of the training program within the scope of “ Examination the Effects of Physical Education and Sports Activities to the Basic Psychomotor skills and Social Skills for Preschool Children ” named project supported by Karabuk University Coordinatorship of Scientific Research Projects has been mentioned. The training program has been intended to promote the motor and social competence of the children aged 48 months and older. In the study it has been given wide publicity to the stages of literature review, educational attainments and indicators fit for purpose, and taking an expert’s opinion. Commentary on practicing the training program integrated with preschool education program and their importances have been discussed.

CAN EDUCATION THROUGH POSTER IMPROVE THE KNOWLEDGE AND PRACTICE OF PRESCHOOLERS ABOUT HEALTHY LIFESTYLE? IHHP-HHPC

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Roya Kelishadi

2010-12-01

Full Text Available AbstractINTRODUCTION: Lifelong behavior and risk factors of chronic diseases extend from earlylife to adulthood. It seems that dietary habits and unhealthy food consumption, as well aspassive smoking play an important role in the development of such diseases. Multiplestudies have shown that healthy lifestyle education in preschool children improves theirknowledge, attitude and practice about healthy lifestyle. This study was conducted toevaluate the effect of lifestyle education with educational posters in daycare centers onpreschool children.METHODS: In an interventional study, 250 preschool children were selected via 2-stagerandom cluster sampling and taught tips on healthy lifestyle via educational posters. Theirknowledge on healthy lifestyle was assessed before and after (1 week and 3 monthseducation via a picture-questionnaire, and their practice and behavior were assessed beforeand after education via their favorite choice of snack in daycare centers. Collected datawere analyzed using SPSS13 by paired t-test and Man Whitney test.RESULTS: The knowledge and practice scores of the studied subjects improvedsignificantly one week after intervention compared with baseline, and persisted until the thirdmonth after education.DISCUSSION: Healthy lifestyle education via poster for preschool children can significantlyimprove their knowledge and practice towards healthy lifestyle.Keywords • Healthy life style • Education • Preschool children

Developing a health education game for preschoolers: What should we consider?

Science.gov (United States)

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

2018-02-01

To provide a comprehensive picture of what preschoolers prefer in computer game so that such game may be developed as a medium in health education. This is an important step to attract the children's attention so that the learning objectives from the educational game can be achieved. This study used descriptive qualitative approach and involved seven children aged from three to six years. Purposive sampling was used to choose participants in accordance with the inclusion criteria. Participants were also chosen on the basis of whether they had good communication skills based on evaluation by their teachers. Data were collected through interviews and observation of types and models preferred by preschoolers followed by the analysis process using the Colaizzi method. Research showed there were three characteristic features of games preferred by preschoolers: 1) main character was preferred to be a moving creature, contain elements of fantasy, and have an attractive appearance; 2) game model was favored when it involved activities and rewards, and 3) the use of bright colors, particularly primary and secondary colors. To develop an appealing game for preschoolers, features such as the main character, activities in the games, and bright colors should be considered. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

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

Science.gov (United States)

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.

MORE MINUTES OF PHYSICAL EDUCATION CLASSES SUPPORT MOTOR DEVELOPMENT IN PRESCHOOL CHILDREN

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Judith Jiménez Díaz

2010-12-01

Full Text Available The aim of this study was to determine the effect of physical education classes in 12 fundamental motor skills (FMS. Preschool students (M = 6.09±0.5 years old were randomly assigned to a control group (6 boys and 7 girls who performed the regular preschool class (which includes one 30- minutes session per week; experimental group 1 (6 boys and 6 girls who received the regular preschool class plus 1 session of 30 minutes per week of the intervention program; or experimental group 2 (6 boys and 7 girls, who received the regular preschool class plus 1 session of 60 minutes per week of the intervention program; during 8 weeks (n=38. All participants performed the Test of Gross Motor Development (TGMD-2 before and after the study. A one-way MANOVA reflected a similar behavior in al FMS in the pre-test. A two-way MANOVA (group x time reflected no interaction in the 12 FMS; also in the 6 object control FMS; but there was an interaction in the 6 locomotor FMS. In conclusion, 90-minutes of physical education classes per week only benefit the FMS of galloping and hopping.

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, ...

Effectiveness of a Danish early year preschool program

DEFF Research Database (Denmark)

Jensen, Bente; Holm, Anders; Bremberg, Sven

2013-01-01

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

ECOLOGICAL THERAPY AS CORRECTIONAL AND PEDAGOGICAL ELEMENT OF INTEGRATED APPROACH IN THE TREATMENT OF LOGONEUROSIS AMONG PRESCHOOL CHILDREN

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I. V. Kalashnikova

2016-01-01

Full Text Available . The aims of the publication are: to analyse domestic experience of education and training of preschool children with logoneurosis; to designate the causes and displays of this disease; to define the problems arising through organization of correctional work in preschool institution taking into account modern requirements of the Russian legislation and climatic features of regions; to present a possible version of the solution of these problems.Methods. The methods of theoretical analysis and generalization of scientific, methodical publications, and legislative base on a problem of correctional work on stuttering among preschool children are used.Results and scientific novelty. The authors’ program of additional education with the correctional elements «Ecotherapy for Children at the age of 5–7 years with Logoneurosis» developed by the staff of the Ecotherapy Laboratory of the Polar Alpine Botanical Garden – Institute named after N. A. Avrorin is described in the publication. The program complies with the modern requirements of Federal State Educational Standard of preschool education and is focused on tutors and speech language therapists of correctional groups and logocentres. In the course of mastering the program, a child by means of a game at once joins in search-investigative activity in the field of biology and ecology with visualization of an ultimate goal and obligatory practical material realization of results of work. From the point of view of medical expediency, the program has included the special breathing and relaxation exercises which are picked up for the lesson topic. The efficiency of a combination in correctional pedagogics of standard logopedic methods and the practise with nonconventional methods of art-, garden-, and animal-assisted therapy is confirmed. Special relevance of the proposed techniques and methods in the conditions of the Polar region (the region, wherein during the period of an exit from polar night

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

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Joanna Myszkowska-Ryciak

2017-10-01

Full Text Available Background: Children’s beverage consumption patterns have received increased attention in light of the obesity epidemic in this group. In day care centers (DCCs, children spend up to 10 h a day, and typically consume half to three quarters of their daily food intake. The purpose of the study was to investigate what beverages are typically served to children in preschools in Poland, and to evaluate the practices associated with adding sugar and other sweetening agents to beverages. Methods: Direct interviews with preschools staff were conducted with a questionnaire regarding offered beverages and adding sugar and other sweetening agents. The menu of 10 consecutive days and inventory reports were analyzed to verify information. Results: A total of 720 preschools were included in the study. Cocoa and milk coffee substitute were served in 95% of preschools, followed by compote (92%, tea (84%, fruit/herbal tea (73% and water (69%. Water was the only beverage available between meals (93% DCCs. 86% of preschools added sugar to tea/cocoa/coffee substitute drinks, and 74% to compote. Conclusions: In the majority of preschools, beverages which are not recommended were offered. Such an assortment of beverages and common practice of sweetening can increase the amount of added sugar in a children diet. Nutrition education and legal regulations concerning the assortment of beverages served in preschools are urgently needed.

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…

Preschool Teachers' Beliefs about the Teaching and Learning of Language and Literacy: Implications for Education and Practice

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Lynch, Jacqueline; Owston, Ron

2015-01-01

Given the limited research on preschool teachers' beliefs about teaching language and literacy in the preschool years, as well as on their conceptual understanding of children's language and literacy development, this study examined the beliefs of 79 preschool teachers who had at least a 2-year diploma in early childhood education. All were…

Educating Parents on Developmentally Age-Appropriate Learning in Preschool.

Science.gov (United States)

Brown, Mitzi C.

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

Preschool Education: Delivering on the Promise for Latino Children

Science.gov (United States)

Beltran, Erika

2011-01-01

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

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

Science.gov (United States)

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…

THE INCREASING OF PRESCHOOL MULTIPLE INTELLIGENCES BY EDUCATIVE PLAYING INSTRUMENT STIMULATION

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Yuni Sufyanti Arief

2017-04-01

Full Text Available Introduction: Multiple Intelligences can be incresed by playing stimulation with educative playing instrument. Educative playing is the activity that uses educate ways and instrument. Educative playing very important to increase speech development, cognitive, socialisation with the environment and also increse the streght and skill of child’s body. Method: Design used in this study was quasy experiment design. The population was preschool children 4–5 years old in working area of Mojo Public Health Centre of Surabaya. The sample was preschool children 4–5 years old that spesific in inclution criteria of this study. Data were analyzed by wilcoxon signed rank test to compare the ordinal data pre and post intervention and mann withney u-test that compare between intervention group and control  group with level of signifi cance of α ≤ 0.05. Result: The result of speech development that analyzed by Wilcoxon signed rank test showed that controlled group had p = 0.157 and intervention group had p = 0.005 and the result of mann whitney test was p = 0.03. The result of kinesthetic development by wilcoxon signed rank test showed that controlled group has p = 0.317 and intervention group has p = 0.005, and analyzed by mann whitney test in kinesthetic development showed the result of p = 0.02. Discussion: Educative playing instrument (picture cards, play dough, origami and meronce increased speech and fine motoric development of preschool children 4–5 years old in Mojo Indah Kindergarten of Surabaya. Educative playing instrument is the activity that makes the playing function optimally in child development and this activity can increase the child development such as physical, speech, cognitive and social adaptation.

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

Science.gov (United States)

Childhood Education, 2002

2002-01-01

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

[Potential interaction effect on attention-deficit/hyperactivity disorder between mother's educational level and preschoolers' dietary pattern].

Science.gov (United States)

Yan, S Q; Cao, H; Gu, C L; Gao, G P; Ni, L L; Tao, H H; Shao, T; Xu, Y Q; Tao, F B

2018-04-10

Objective: To explore the interaction effect between mother's educational level and preschoolers' dietary pattern on attention-deficit/hyperactivity disorder (ADHD). Methods: In 2014, there were 16 439 children aged 3-6 years old from 91 kindergartens in Ma'anshan municipality of China. A semi-quantitative food frequency questionnaire and the 10-item Chinese version of the Conners' Abbreviated Symptom Questionnaire (C-ASQ) were administered to assess the usual dietary intake and symptoms on ADHD. Social-demographic information was collected through questionnaires. Unconditional logistic regression was used to analyze the multiplication interaction effect between mother's educational level and preschoolers' dietary pattern on ADHD. Excel software was used to analyze the additive interaction effect of mother's educational level and preschoolers'dietary pattern on ADHD. Results: Results showed that factors as: mother's low educational level[a OR =1.31 (1.13-1.52)], scores related to preschoolers in the top quintile of "food processing" [a OR =1.31 (1.16-1.48)] and "snack" [a OR =1.45 (1.29-1.63)]patterns showed greater odds while preschoolers in the top quintile of "vegetarian" [a OR =0.80 (0.71-0.90)]showed less odds for having ADHD symptoms. Both multiplication and additive interactions were observed between mothers with less education. The processed dietary patterns ( OR =1.17, 95% CI : 1.11-1.25), relative excess risk of interaction ( RERI ), attributable proportion ( AP ) and the interaction index ( SI ) appeared as 0.21, 0.13 and 1.47, respectively. Multiplication interaction was observed between levels of mother's low education and the snack dietary pattern ( OR =1.21, 95% CI : 1.14-1.29), with RERI , AP and SI as 0.49, 0.26 and 2.36, respectively. However, neither multiplication interaction or additive interaction was noticed between levels of mother's low education and the vegetarian dietary pattern ( OR =0.97, 95% CI : 0.92-1.03), with RERI , AP and SI as 0

Pre-school manager training: a cost-effective tool to promote nutrition- and health-related practice improvements in the Irish full-day-care pre-school setting.

LENUS (Irish Health Repository)

Johnston Molloy, Charlotte

2013-10-18

To evaluate the impact on nutrition- and health-related practice of two methods of delivery of a nutrition and health intervention in Irish full-day-care pre-schools: training of pre-school managers only or training of managers and their staff.

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…

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

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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.

When Does Preschool Matter?

Science.gov (United States)

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

2016-01-01

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

METHODOLOGICAL WAY TO ENSURE SELF-DEVELOPMENT OF CHILDREN AND CAREGIVERS IN THE PROCESS OF PRESCHOOL EDUCATION

Directory of Open Access Journals (Sweden)

Marina G. Grushina

2016-01-01

Full Text Available For example, the CRD MUNICIPAL budget preschool educational institution – kinder-center “Baby” the results of realization of noospheric educational technologies adapted to the specifics of children’s age. The methodological possibilities of creative tasks, technology use computer environment, heuristic learning, music education, narrative learning. The analysis of the importance of ensuring the professional competence of teachers. The efficiency bioadequate methods of teaching in practical operation the OED. Through psycho-pedagogical monitoring of creative development of a preschool child a study of the effectiveness of the noosphere theory; generalized educational experience from the standpoint of using environmentally friendly means and methods in the system of training and education. 

Exploring In-Service Preschool Teachers' Conceptions of and Approaches to Online Education

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Yang, Yu-Fang; Tsai, Chin-Chung

2017-01-01

This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches),…

Special Needs Education in Light of the Inclusion Principle: An Exploratory Study of Special Needs Education Practice in Belarusian and Norwegian Preschools

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Hannås, Bjørg Mari; Bahdanovich Hanssen, Natallia

2016-01-01

The purpose of this study is to investigate possible practical consequences of the ideological principle of inclusion. In this article, we investigate, compare and discuss how employees of Norwegian and Belarusian preschools perceive their own, and their preschools', special needs education practices related to children with language difficulties.…

A Staff Education Consortium: One Model for Collaboration.

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Stetler, Cheryl Beth; And Others

1983-01-01

Discusses the development, organization, activities, problems, and future of a staff education consortium of five medical center hospitals in Boston. The purposes of the consortium are mutual sharing, reduction in duplication, and cost containment of educational programing. (JOW)

Academic Staff Quality in Higher Education: An Empirical Analysis of Portuguese Public Administration Education

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Sarrico, Cláudia S.; Alves, André A.

2016-01-01

Higher education accreditation frameworks typically consider academic staff quality a key element. This article embarks on an empirical study of what academic staff quality means, how it is measured, and how different aspects of staff quality relate to each other. It draws on the relatively nascent Portuguese experience with study programme…

Upgrading Preschool Environment in a Swedish Municipality: Evaluation of an Implementation Process.

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Altin, Carolina; Kvist Lindholm, Sofia; Wejdmark, Mats; Lättman-Masch, Robert; Boldemann, Cecilia

2015-07-01

Redesigning outdoor preschool environment may favorably affect multiple factors relevant to health and reach many children. Cross-sectional studies in various landscapes at different latitudes have explored the characteristics of preschool outdoor environment considering the play potential triggering combined physical activity and sun-protective behavior due to space, vegetation, and topography. Criteria were pinpointed to upgrade preschool outdoor environment for multiple health outcomes to be applied in local government in charge of public preschools. Purposeful land use policies and administrative management of outdoor land use may serve to monitor the quality of preschool outdoor environments (upgrading and planning). This study evaluates the process of implementing routines for upgrading outdoor preschool environments in a medium-sized municipality, Sweden, 2008-2011, using qualitative and quantitative analysis. Recorded written material (logs and protocols) related to the project was processed using thematic analysis. Quantitative data (m(2) flat/multileveled, overgrown/naked surface, and fraction of free visible sky) were analyzed to assess the impact of implementation (surface, topography, greenery integrated in play). The preschool outdoor environments were upgraded accordingly. The quality of implementation was assessed using the theory of policy streams approach. Though long-term impact remains to be confirmed the process seems to have changed work routines in the interior management for purposeful upgrading of preschool outdoor environments. The aptitude and applicability of inexpensive methods for assessing, selecting, and upgrading preschool land at various latitudes, climates, and outdoor play policies (including gender aspects and staff policies) should be further discussed, as well as the compilation of data for monitoring and evaluation. © 2015 Society for Public Health Education.

Bridging "The Gap"--Linking Workplace-Based and University-Based Learning in Preschool Teacher Education in Sweden

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Karlsson Lohmander, Maelis

2015-01-01

Professional experience in preschool settings comprises an important part of the education of preschool teachers. During their placements, students are expected to link theory to practice, to integrate university-based knowledge with workplace-based knowledge and skills essential for their future profession. They often refer to a perceived gap…

Integration of Educational Methods and Physical Settings: Design Guidelines for High/Scope Methodology in Pre-Schools

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Izadpanah, Shirin; Günçe, Kaðan

2014-01-01

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…

Perinatal and lifestyle factors mediate the association between maternal education and preschool children's weight status: the ToyBox study.

Science.gov (United States)

Androutsos, Odysseas; Moschonis, George; Ierodiakonou, Despo; Karatzi, Kalliopi; De Bourdeaudhuij, Ilse; Iotova, Violeta; Zych, Kamila; Moreno, Luis A; Koletzko, Berthold; Manios, Yannis

2018-04-01

This study aimed to explore the associations among perinatal, sociodemographic, and behavioral factors and preschool overweight/obesity. Data were collected from 7541 European preschoolers in May/June 2012. Children's anthropometrics were measured, and parents self-reported all other data via questionnaires. Level of statistical significance was set at P ≤ 0.05. Certain perinatal factors (i.e., maternal prepregnancy overweight/obesity, maternal excess gestational weight gain, excess birth weight, and "rapid growth velocity"), children's energy balance-related behaviors (i.e., high sugar-sweetened beverage consumption, increased screen time, reduced active-play time), family sociodemographic characteristics (i.e., Eastern or Southern Europe, low maternal and paternal education), and parental overweight/obesity were identified as correlates of preschoolers' overweight/obesity. Furthermore, maternal prepregnancy overweight/obesity, children's "rapid growth velocity," and increased screen time mediated by 21.2%, 12.5%, and 5.7%, respectively, the association between maternal education and preschoolers' body mass index. This study highlighted positive associations of preschooler's overweight/obesity with excess maternal prepregnancy and gestational weight gain, excess birth weight and "rapid growth velocity," Southern or Eastern European region, and parental overweight/obesity. Moreover, maternal prepregnancy overweight/obesity, children's "rapid growth velocity," and increased screen time partially mediated the association between maternal education and preschoolers' body mass index. The findings of the present study may support childhood obesity prevention initiatives, because vulnerable population groups and most specifically low-educated families should be prioritized. Among other fields, these intervention initiatives should also focus on the importance of normal prepregnancy maternal weight status, normal growth velocity during infancy, and retaining

Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children.

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Woodward, Lianne J; Lu, Zhigang; Morris, Alyssa R; Healey, Dione M

2017-02-01

To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; Regulation Checklist, and (3) tester ratings of child behavior during neuropsychological testing. At age 9 years, mental health and educational achievement were assessed using the Development and Well-being Assessment interview and the Woodcock Johnson-III Tests of Achievement. VPT-born children had poorer emotional and behavioral regulation across all measures and time points. They also had higher rates of DSM-IV mental health disorder and educational delay at age 9. Across both study groups, poorer self regulation was associated with an increased risk of ADHD, conduct disorder, anxiety disorders and any disorder net of preschool child behavior problems and social risk. In contrast, only associations between early regulation and later language and any educational delay remained significant after adjustment for preschool cognitive functioning and family social risk. Early assessment of regulation in addition to behavioral screening may improve the early identification of preschool children at mental health risk.

Preschoolers' Recall of Science Content from Educational Videos Presented with and without Songs

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Schechter, Rachel L.

2013-01-01

This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and…

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....

"GARDEN OF CHILDHOOD" as an Innovative Approach to Training and Education of Children at Preschool Institutions

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Alekseeva, Larisa; Shkolyar, Luidmila; Savenkova, Luibov

2016-01-01

The authors reveal an innovative approach to training and education of preschool children. This approach is called "GARDEN OF CHILDHOOD". It is based on the idea that the development of the preschool child's personality should be joyous and free "cultural self-creation" in terms of the collective co-creation, where adults and…

An Examination of Articles Published on Preschool Education in Turkey

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Yilmaz, Kursad; Altinkurt, Yahya

2012-01-01

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

Metaphor Perceptions of Pre-Service Teachers towards Mathematics and Mathematics Education in Preschool Education

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Keles, Oguz; Tas, Isil; Aslan, Durmus

2016-01-01

The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the…

THE PROFESSIONAL IMPROVEMENT OF THE PRESCHOOL EDUCATION FOR THE WORK WITH THE ENVIRONMENTAL EDUCATIONSUSTAINABLE DEVOLOPMENT

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Teresa Elena Pérez-Borroto

2016-07-01

Full Text Available At the present time the protection of the environment is of great value, and it becomes a priority, a necessity and an imperative to ensure economic, social development, health and survival of the human species on the planet. In Cuba there is the National Strategy on Environment, guiding document that not only conceptualizes holistically Environment, but also traces patterns of how to develop the Environmental Education for Sustainable Development, considering education, as the most viable alternative to achieve this purpose. Therefore it is required a professional education that is guidance counselor, who owns preparation and manifests a comprehensive education that allows to educate environmentally from the context in which they work, meeting the needs of learners, notes that are considered valid for professional Early Childhood Education. As was stated above, the importance of professional development as essential for the preparation of preschool educator pathway is clear, however educational practice has shown weaknesses in the knowledge, skills and attitudes that present the professional of this education to provide treatment to environmental Education in early childhood (known in Cuba as the stage of zero to six years old, so that the objective of the research was focused on determing the needs for improvement of professional Preschool for working with Environmental Education. The results presented were the initial phase of a research project implemented, validated and generalized in educational practice. To determine the needs of professional the "Technology for Training Needs Assessment", which sustained the implementation of research, such as applied methods: documentary analysis; observation, surveys and interviews and triangulation of sources to reveal the broader trends of overcoming Early Childhood Education professionals working with environmental education. The research process reaffirmed the importance of working with

Barriers to Vaccinating Preschool Children.

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Orenstein, Walter A.; And Others

1990-01-01

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

Values and Values Education in Estonian Preschool Child Care Institutions

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Ülavere, Pärje; Veisson, Marika

2015-01-01

The objective of the study was to provide an outline of the values that principals, teachers and parents of preschool child care institutions consider important to be taught to children, and which activities, in their estimation, should be used to implement values education in child care institutions. A total of 978 respondents from all 15…

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

Science.gov (United States)

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…

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

Science.gov (United States)

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.

Evaluating the implementation of a multicomponent asthma education program for Head Start staff.

Science.gov (United States)

Ruvalcaba, Elizabeth; Chung, Shang-En; Rand, Cynthia; Riekert, Kristin A; Eakin, Michelle

2018-03-15

Asthma disproportionately affects minority groups, low income populations, and young children under 5. Head Start (HS) programs predominantly serve this high-risk population, yet staff are not trained on asthma management. The objective of this study was to assess a 5-year, multicomponent HS staff asthma education program in Baltimore City HS programs. All HS programs were offered annual staff asthma education by a medical research team that included didactic lectures and hands-on training. Attendees received continuing education credits. HS staff were anonymously surveyed on asthma knowledge and skills and asthma medication management practices in Year 1 (preimplementation) and Year 5. There was an estimated response rate of 94% for Year 1 and 82% for Year 5. Compared to staff in Year 1, Year 5 staff were significantly more likely to report they had very good knowledge and skills related to asthma [odds ratio (OR) 1.63; p staff reported higher self-assessed knowledge and skills, self-reports of asthma medication management practices, and self-reports of asthma activities compared to Year 1 staff. HS serves high-risk children with asthma, and a multicomponent program can adequately prepare staff to manage asthma in the child care setting. Our results indicate the feasibility of providing efficacious health skill education into child care provider training to reduce asthma knowledge gaps.

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

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

2016-01-01

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

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

OpenAIRE

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...

Individual and Collective Rights Expressed in Educator and Child Interactions in Nordic Preschools

Science.gov (United States)

Johansson, E.; Emilson, A.; Röthle, M.; Puroila, A.-M.; Broström, S.; Einarsdóttir, J.

2016-01-01

This study focuses on rights and gender in educator and child interactions in Nordic preschools. The research questions are as follows: What kinds of rights are communicated in the interactions and how? What kind of gender patterns can be identified? Rights refer to entitlements related to the early childhood education context, given or claimed by…

学前教育专业音乐课程设置探析%On the music curriculum setting of preschool education major

Institute of Scientific and Technical Information of China (English)

马婷

2013-01-01

Based on the current preschool education music curriculum as the research object, the characteristics and function of music education in preschool education as the clue, to discuss the setting of music curriculum of preschool education major.%本文以当前学前教育专业音乐课程的设置为研究对象，以学前教育中音乐教育的特点和作用为线索，探讨在学前教育专业中音乐课程的设置问题。

New approaches to training specialists of preschool education in the transition to distance learning

Directory of Open Access Journals (Sweden)

Nadiia Lazarovych

2017-03-01

Full Text Available The paper analyzes the features of professional training of pre-school education indistance learning. The efficiency of the use of a mixed form of education for students of “earlychildhood education”. Describes the main conditions for successful use ofdistance learningfor the training of future teachers.Key words: information space, distance learning, information technology (IT, earlychildhood education, personal and psychological characteristics, educational features

The merits of a staff ombudsman in higher education : a plea for the widespread introduction of a Staff Ombudsman in the Higher Education system in the Netherlands

NARCIS (Netherlands)

Herfs, Paul; Teppema, Sytske

2014-01-01

The position of Staff Ombudsman remains virtually unknown within higher education. This article examines the duties, powers and impact that a Staff Ombudsman can have. Should the position of Staff Ombudsman become a more widespread phenomenon? In other words, what benefits does the appointment of a

The Universal and the National in Preschool Education. Papers from the OMEP International Seminar (Moscow, Russia, December 4-7, 1991). YCF Series 3.

Science.gov (United States)

Organisation Mondiale Pour l'Education Prescolaire, Warsaw (Poland).

This collection of 27 brief essays focuses on universal aspects of childhood and early childhood education, education for peace, model early childhood programs, and the development of children's thinking and creativity skills. The essays are: (1) "The Universal and the National in Preschool Education (Goutard); (2) "Preschool Childhood:…

Opportunities and Challenges of Academic Staff in Higher Education in Africa

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Mushemeza, Elijah Dickens

2016-01-01

This paper analyses the opportunities and challenges of academic staff in higher education in Africa. The paper argues that recruitment, appointment and promotion of academic staff should depend highly on their productivity (positive production per individual human resource). The staff profile and qualifications should be posted on the University…

Meanings attributed by nursing staff about permanent education in cardiovascular institution

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Cintia Koerich

2016-02-01

Full Text Available Objective: to understand the meanings attributed by the nursing staff to permanent educational practices in a reference cardiovascular hospital. Methods: this is a qualitative study, which used the Grounded Theory in Data for collecting and analyzing data. The sample consisted of 22 nursing professionals. Results: the study presents two categories that highlight the need for further clarification of the nursing staff about the concept of permanent education in health, as well as reinforce the permanent education of nurses as a management practice which needs to be incorporated into other assignments in daily work. Conclusion: it is admitted the need to work the concepts of permanent education in health even in professional qualification, as well as place greater emphasis on managerial training of nurses, so they acquire the power to take their assignment as a nursing care manager and the nursing staff education contribute to the necessary changes in the health services.

Sexuality education in preschool children. A challenge for the promoters of the program Educate your child

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Jacqueline Abreu Catalá

2016-10-01

Full Text Available The antecedents and evolution of the process of training are referred to, particularly that offered to the promoters of the programme educate your child. The purpose of this training is to achieve an adequate professional performance of these promoters in their work with the families of these preschool infancy children, particularly important is the sexuality education in order to enhance a wholesome development of their personality since the very early ages.

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

Science.gov (United States)

Sullivan, Amanda L; Field, Samuel

2013-04-01

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

PBL as a Tool for Staff Development in the Educational Transformation towards PBL

DEFF Research Database (Denmark)

Du, Xiangyun; Kolmos, Anette; Qvist, Palle

2007-01-01

Abstract Worldwide, the philosophy of problem based and project based learning (PBL) has been implemented as educational models in diverse practice of teaching and learning. Recent years have witnessed more and more educational transformations towards PBL. Despite the diversity of approaches...... and practices in the process of organizational transformation, staff development remains one of key elements in the transformation process in order to teach staff new PBL practice.. A growing body of literature discussing the role of facilitation in PBL, implementation of PBL at different levels in educational...... practice, PBL online; however, little has been documented on the practice of staff development in PBL, especially through online education in the form of PBL. This paper presents the experiences and reflections of using PBL online as a strategy for staff development based on the practice...

Integration of the development of mathematical concepts and music education in preschool education by means of songs

OpenAIRE

Maričić, Sanja; Ćalić, Maja

2015-01-01

Starting from the fact that in early education the process of learning should be understood in its totality, as a system of activities in which the subject fields are interwoven and woven into every segment of a child's life together with other children and adults in preschool, the authors of the work point out the integration of the development of mathematical concepts and music education. Music education is viewed as a context which can contribute to the acquisition of mathematical concepts...

Guia para Padres Educacion Especial para Ninos en Pre-Escolar en Pennsylvania. (A Parent Guide to Special Education for Preschool Children in Pennsylvania).

Science.gov (United States)

Parent Education Network, York, PA.

This guide, in Spanish, is intended to help Pennsylvania parents of preschool children with special needs to understand their rights and assist in the design of an appropriate early intervention preschool educational program. An overview of special education laws focuses on the Individuals with Disabilities Education Act, Part B. The main sections…

Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education

Science.gov (United States)

Lillvist, Anne; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

2014-01-01

This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of preschool…

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

Science.gov (United States)

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

2014-07-01

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

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

Science.gov (United States)

Inan, Hatice Zeynep

2009-01-01

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

Precursor models construction at preschool education: an approach to improve scientific education in the classroom

Directory of Open Access Journals (Sweden)

SABRINA PATRICIA CANEDO- IBARRA

2010-07-01

Full Text Available This study aimed to explore young children scientific precursor models construction and how the designed teaching strategy was successful for improving science learning at preschool in a social context. We describe how 6 years old children built a precursor model of flotation based on density. The exploratory study used a qualitative data collection and analysis following a pre-interview, instructional process and post-interview design. On analyzing children’s answers after the instructional period, we realized that several children were led to both the construction of a precursor model and a general qualitative upgrade in reasoning. We conclude that learning activities were effective and that the approach used in this study may help expand and improve teaching and learning of scientific concepts in preschool education

Safety and health practice among laboratory staff in Malaysian education sector

Science.gov (United States)

Husna Che Hassan, Nurul; Rasdan Ismail, Ahmad; Kamilah Makhtar, Nor; Azwadi Sulaiman, Muhammad; Syuhadah Subki, Noor; Adilah Hamzah, Noor

2017-10-01

Safety is the most important issue in industrial sector such as construction and manufacturing. Recently, the increasing number of accident cases reported involving school environment shows the important of safety issues in education sector. Safety awareness among staff in this sector is crucial in order to find out the method to prevent the accident occurred in future. This study was conducted to analyze the knowledge of laboratory staff in term of safety and health practice in laboratory. Survey questionnaires were distributing among 255 of staff laboratory from ten District Education Offices in Kelantan. Descriptive analysis shows that the understanding of safety and health practice are low while doing some job activities in laboratory. Furthermore, some of the staff also did not implemented safety practice that may contribute to unplanned event occur in laboratory. Suggestion that the staff at laboratory need to undergo on Occupational Safety and Health training to maintain and create safe environment in workplaces.

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.

An Action Research Study in an Icelandic Preschool: Developing Consensus about Values and Values Education

Science.gov (United States)

Sigurdardottir, Ingibjorg; Einarsdottir, Johanna

2016-01-01

Values education is embedded in the curricula of all the Nordic countries. However, values education remains a neglected area for research and practice in early childhood education and care. This article reports on the aspects of an action research project conducted in a preschool in Iceland, across a period of 18 months. The study focused on the…

Noise and stress effects on preschool personnel

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Fredrik Sjödin

2012-01-01

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

Association between addiction treatment staff professional and educational levels and perceptions of organizational climate and resources.

Science.gov (United States)

Krull, Ivy; Lundgren, Lena; Beltrame, Clelia

2014-01-01

Research studies have identified addiction treatment staff who have higher levels of education as having more positive attitudes about evidence-based treatment practices, science-based training, and the usefulness of evidence-based practices. This study examined associations between addiction treatment staff level of education and their perceptions of 3 measures of organizational change: organizational stress, training resources and staffing resources in their treatment unit. The sample included 588 clinical staff from community-based substance abuse treatment organizations who received Substance Abuse and Mental Health Services Administration (SAMHSA) funding (2003-2008) to implement evidence-based practices (EBPs). Bivariate analysis and regression modeling methods examined the relationship between staff education level (no high school education, high school education, some college, associate's degree, bachelor's degree, master's degree, doctoral degree, and other type of degree such as medical assistant, registered nurse [RN], or postdoctoral) and attitudes about organizational climate (stress), training resources, and staffing resources while controlling for staff and treatment unit characteristics. Multivariable models identified staff with lower levels of education as having significantly more positive attitudes about their unit's organizational capacity. These results contradict findings that addiction treatment staff with higher levels of education work in units with greater levels of organizational readiness for change. It cannot be inferred that higher levels of education among treatment staff is necessarily associated with high levels of organizational readiness for change.

Developing Children: Developmental Discourses Underpinning Physical Education at Three Scottish Preschool Settings

Science.gov (United States)

McEvilly, Nollaig; Atencio, Matthew; Verheul, Martine

2017-01-01

This paper reports on one aspect of a study that investigated the place and meaning of "physical education" to practitioners and children at three preschool settings in Scotland. We employed a poststructural type of discourse analysis to examine the developmental discourses the 14 participating practitioners drew on when talking about…

Introduction of Digital Storytelling in Preschool Education: A Case Study from Croatia

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Preradovic, Nives Mikelic; Lesin, Gordana; Boras, Damir

2016-01-01

Our case study from Croatia showed the benefits of digital storytelling in a preschool as a basis for the formal ICT education. The statistical analysis revealed significant differences between children aged 6-7 who learned mathematics by traditional storytelling compared to those learning through digital storytelling. The experimental group that…

The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

Science.gov (United States)

Loy-Ee, Carol Boon Peng; Ng, Patricia Mui Hoon

2018-01-01

Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers is low. This in turn could have resulted in the limited research literature on the PA level or physical education curriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those from Asia…

Nutrition Education Materials: Grades Preschool through 6. 1979-March 1987. Quick Bibliography Series.

Science.gov (United States)

Irving, Holly Berry

The citations in this annotated bibliography are of audiovisuals and books focusing on basic nutrition education for children in preschool through the sixth grade. There are 306 citations derived from online searches of the AGRICOLA database. Information is provided on obtaining the materials. (JD)

Academic staff involvement and openness to diversity in international educational organisations

DEFF Research Database (Denmark)

Selmer, Jan; Lauring, Jakob; Jonasson, Charlotte

2013-01-01

Joint work among academic staff is important for solving the ever-increasing number of complex tasks that are becoming part of everyday activities in higher education. At the same time, diversification and internationalisation may challenge collaboration processes and communication demands. Speak...... level types of diversity (linguistic and visible) but no effect on openness to deep-level types of diversity (informational and value).......Joint work among academic staff is important for solving the ever-increasing number of complex tasks that are becoming part of everyday activities in higher education. At the same time, diversification and internationalisation may challenge collaboration processes and communication demands....... Speaking a shared language consistently could be a way of overcoming problems. Hence, this study focuses on the effect of shared language among academic staff on the relation between academic staff involvement in work processes and openness to diversity. This study draws on data from 489 Danish academic...

Investigating the Place and Meaning of "Physical Education" to Preschool Children: Methodological Lessons from a Research Study

Science.gov (United States)

McEvilly, Nollaig

2015-01-01

Preschool physical education has not been extensively researched. Furthermore, research in physical activity and physical education rarely seeks young children's perspectives. The current paper focuses on one aspect of a post-structural study concerned with investigating the place and meaning of "physical education" to practitioners and…

NATIONAL-REGIONAL COMPONENT IN THE TRAINING OFSPECIALISTS FOR THE BILINGUAL EDUCATION OF PRESCHOOL CHILDREN

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Neonila Vyacheslavovna Ivanova

2015-02-01

Full Text Available Purpose: The article deals with some aspects of the implementation of the content of the national-regional component in the training of future specialists of preschool education.Methodology: Used in the study of the methodological principles: a systematic approach, personality, activity, polysubject (dialogical, cultural, ethnopedagogical. In accordance with the logic of scientific research work is a set of theoretical and empirical methods, the combination of which gives you the opportunity to explore the most confident object of study (methods for the study of teaching experience, methods of theoretical research.Results: Study of research and teaching experience in the implementation of national and regional content component of professional training for communicative language development of preschool children in a multilingual context and the dialogue of cultures.Practical implications: Еducational system of higher education.

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

Science.gov (United States)

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…

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.

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 forgotten workforce: clerical and administrative staff within British Higher Education

OpenAIRE

Tong, Kay

2014-01-01

This thesis examines the employment conditions for clerical and administrative staff within the British Higher Education Sector. For this analysis a national questionnaire was distributed and 747 responses were returned and analysed. In order to further enrich the qualitative research data, 30 interviews were also conducted, mainly with clerical and secretarial staff but also with management staff who had progressed from clerical grades.\\ud \\ud The main focus of the research was to examine in...

A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age.

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Reynolds, Arthur J; Ou, Suh-Ruu; Temple, Judy A

2018-03-01

Educational attainment is the leading social determinant of health, but few studies of prevention programs have examined whether the programs are associated with educational attainment outcomes after the mid-20s, especially for large-scale programs that provide a longer duration of services. To examine the association between a preschool to third grade intervention and educational attainment at midlife and differences by program duration, sex, and parental educational level. This matched-group, alternative intervention study assessed 1539 low-income minority children born in 1979 or 1980 who grew up in high-poverty neighborhoods in Chicago, Illinois. The comparison group included 550 children primarily from randomly selected schools participating in the usual early intervention. A total of 989 children who entered preschool in 1983 or 1984 and completed kindergarten in 1986 were included in the Chicago Longitudinal Study and were followed up for 27 to 30 years after the end of a multicomponent intervention. A total of 1398 participants (90.8%) in the original sample had educational attainment records at 35 years of age. The study was performed from January 1, 2002, through May 31, 2015. The Child-Parent Center Program provides school-based educational enrichment and comprehensive family services from preschool to third grade (ages 3-9 years). Educational outcomes from administrative records and self-report included school dropout, 4-year high school graduation, years of education, postsecondary credential, and earned degrees from associate's to master's or higher. A total of 1539 participants (mean [SD] age, 35.1 [0.32] years; 1423 [92.9%] black and 108 [7.1%] Hispanic) were included in the study. After weighting on 2 propensity scores, preschool participants had higher rates of postsecondary degree completion, including associate's degree or higher (15.7% vs 10.7%; difference, 5.0%; 95% CI, 1.0%-9.0%), master's degree (4.2% vs 1.5%; difference, 2.7%; 95% CI, 1

Developing Preschool Deaf Children's Language and Literacy Learning from an Educational Media Series

Science.gov (United States)

Golos, Debbie B.; Moses, Annie M.

2013-01-01

With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31)…

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。

Preschool Personnel Exposure to Occupational Noise

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Kaļužnaja Darja

2016-10-01

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

Ending disruptive behavior: staff nurse recommendations to nurse educators.

Science.gov (United States)

Lux, Kathleen M; Hutcheson, Jane B; Peden, Ann R

2014-01-01

The purpose of this qualitative descriptive study was to identify educational strategies that can prepare new graduates to manage disruptive behavior (DB) in the workplace. DB is any inappropriate behavior, confrontation, or conflict - ranging from verbal abuse to sexual harassment - that harms or intimidates others to the extent that quality of care or patient safety could be compromised. Individual interviews were conducted with nine staff nurses currently in practice in acute care settings in the United States. Staff nurses recommended educational strategies that focused on communication skills for professional practice. These included learning how to communicate with hostile individuals, and giving and receiving constructive criticism. Descriptions that participants provided about their work culture were an unexpected finding that has relevance for nurse educators as they prepare students for transition to practice Nurses described lack of management support and intervention for DB situations, personality clashes with coworkers, and devaluation of nursing work as affecting professional practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

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

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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…

Pre-School Education in Morocco and Algeria

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Bouzoubaa, Khadija; Benghabrit-Remaoun, Nouria

2004-01-01

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

Educating Academic Staff to Reorient Curricula in ESD

Science.gov (United States)

Biasutti, Michele; Makrakis, Vassilios; Concina, Eleonora; Frate, Sara

2018-01-01

Purpose: The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university…

Building Staff Capacity to Evaluate in Museum Education

Science.gov (United States)

Kubarek, Joy

2015-01-01

For years, museums of all varieties, including art museums, science centers, history museums, zoos, and aquariums, have conducted education evaluation. However, museums are all too often faced with the challenge of allocating staff time, expertise, and other resources toward conducting evaluation, particularly evaluation that moves beyond program…

Work-role transition: from staff nurse to clinical nurse educator.

Science.gov (United States)

Manning, Liz; Neville, Stephen

2009-07-01

This article presents the findings of a study describing Clinical Nurse Educators' experiences, as they recall their transition from staff nurse to the Clinical Nurse Educator role, within a New Zealand District Health Board. Nurse Educator roles influence clinical practice and professional development of nurses, and although designated as a senior role nationally, the complexities and size of the role are poorly understood. A qualitative descriptive methodology utilising transition theory as a conceptual framework underpinned the study. A sample of eight Clinical Nurse Educators from a New Zealand District Health Board were interviewed about their transition from experienced staff nurse to inexperienced senior nurse. Data were analysed using a general inductive approach. Participants found the Clinical Nurse Educator role was more complex than anticipated, with no preparation for the role and sub-optimal orientation periods being provided by the District Health Board. As a result, signs of stress were evident as the enormity of the role became apparent. Consequently, employers need to ensure that appropriate orientation programmes and mentorship are inherent in health care organisations.

Patient and staff assessment of an audiovisual education tool for head and neck radiation therapy.

Science.gov (United States)

Morley, Lyndon; McAndrew, Alison; Tse, Karen; Rakaric, Peter; Cummings, Bernard; Cashell, Angela

2013-09-01

The purpose of this study was to understand and compare patient and staff perceptions of a video-based preparatory education tool for head and neck radiotherapy. Patients and staff completed a questionnaire assessing their perceptions of whether the education tool was relevant, clear, complete and reassuring. Staff rated the video's accuracy and anticipated impact on future patient information needs. Demographic information was collected. Open-ended questions were used to elicit additional feedback. Quantitative responses from 50 patients and 48 staff were very positive and not significantly different between the two groups. Content analysis of the qualitative data provided insight into the information and approaches valued by patients and staff and how these differed. Staff members were more critical of the production quality and completeness of information related to procedures and treatment side effects. Patients valued seeing procedures acted out and desired more information about what these experiences would feel like and how to engage in self-care. Although staff-driven development may be an effective method of designing the content and approach of a preparatory education video, care should be taken to consider differences between patient and staff perceptions of information needs.

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

Integration of Interactive Whiteboard in Swedish Preschool Practices

Science.gov (United States)

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

2015-01-01

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

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

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Tomaž Zupančič

2015-12-01

Full Text Available This article presents preschool teachers’ and assistant teachers’ opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers’ and assistant teachers’ opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that preschool teachers find individual educational fields, individual art genres, and individual visual arts activities to be of different importance; consequently, education in kindergarten does not achieve the requisite holism. The study is based on the descriptive and causal-non-experimental method. We have determined that the greatest importance is attributed to movement and language, followed by nature, society, art and mathematics. Within art genres, the greatest importance is attributed to visual arts and music and the least to audio-visual activities. Within visual arts, drawing and painting are considered to be the most important and sculpting the least. These findings can support future studies and deliberation on the possible effects on practice in terms of requisitely holistically planned preschool education.

PHYSICAL EDUCATION AND SPORTS IN PRESCHOOL PERIOD

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Arzu ÖZYÜREK

2015-07-01

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

Human Resource Management in Hong Kong Preschools: The Impact of Falling Rolls on Staffing

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Ho, Choi-Wa Dora

2009-01-01

Purpose: The purpose of this paper is to discuss the impact of falling rolls on human resource management in local preschools in Hong Kong. It aims to argue that the developing role of leadership in creating a culture and procedures for collective participation in staff appraisal is important for human resource management in preschool settings.…

Evaluation of a kindergarten-based nutrition education intervention for pre-school children in China.

Science.gov (United States)

Hu, Chuanlai; Ye, Dongqing; Li, Yingchun; Huang, Yongling; Li, Li; Gao, Yongqing; Wang, Sufang

2010-02-01

To evaluate the impact of nutrition education in kindergartens and to promote healthy dietary habits in children. Prospective cohort study. Four kindergartens with 1252 children were randomized to the intervention group and three with 850 children to the control group. The personal nutritional knowledge, attitudes and dietary behaviours of the parents were also investigated. Each month, children and parents in the intervention group participated in nutrition education activities. The main outcome measures were anthropometrics and diet-related behaviours of the children and the nutritional knowledge and attitudes of the parents at baseline, 6 months (mid-term) and 1 year (post-test). Baseline demographic and socio-economic characteristics were also collected. Seven kindergartens from Hefei, the capital city of Anhui Province, eastern China. Two thousand one hundred and two 4- to 6-year-old pre-schoolers from seven kindergartens participated. The prevalence of children's unhealthy diet-related behaviours decreased significantly and good lifestyle behaviours increased in the group receiving nutrition education compared with controls. Parental eating habits and attitudes to planning their children's diets also changed appreciably in the intervention group compared with the control group (P education improves pre-schoolers' lifestyle behaviours and brings about beneficial changes in parents' attitudes to planning their children's diets and their own personal eating habits.

Attitudes of the Macedonian Preschool Teachers toward Students with Disabilities

Science.gov (United States)

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

2016-01-01

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

Design of Multimedia-based Digital Storybooks for Preschool Education

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Didik Dwi Prasetya

2018-02-01

Full Text Available Storytelling is one of the suitable approaches to deliver the right information and build the character education of young children. The story content presented by utilizing multimedia elements is able to offer more attractive and increase interest for children. This paper proposes an ICT approach through multimedia-based digital storybook design with an EPUB reflowable format that can be accessed using various electronic devices, whether desktop, laptop, or mobile. The research subjects are limited to 4-5-year-old preschool children. The research reveals that children were very enthusiastic about storybooks, with or without supports from teachers

Assessing Gross Motor Skills of Kosovar Preschool Children

Science.gov (United States)

Shala, Merita

2009-01-01

In the light of the new developments in preschool education in Kosovo, this study attempts to carry out an assessment of the development of gross motor skills of preschool children attending institutional education. The emphasis is on creating a set of tests to measure the motor attainments of these children by conducting assessments of the…

Preschool Teachers use of ICTs

DEFF Research Database (Denmark)

Masoumi, Davoud

2015-01-01

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

INVESTIGATING THE OPINIONS OF MoNE STAFF ABOUT INSET PROGRAMS VIA DISTANCE EDUCATION

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Rasit OZEN

2009-10-01

Full Text Available The aim of this study is to investigate the opinions of the Ministry of National Education (MoNE staff about in-service training (INSET programs via distance education. The subjects of this study were the staff (n=15 of the Inservice Training Department of MoNE in 2008. During the study, the qualitative data were collected through semi-structured interviews held with the (MoNE staff by the researcher. The results of the interviews revealed the importance of needs assessment, the relationship between INSET program course content and participants’ school curriculum, support mechanism in INSET programs via distance education, the application of what is learned and providing various opportunities to them that lead to their active involvement to the application of these programs, the characteristics of learning environments for these programs, INSET instructors’ teaching competencies and skills to fulfill various roles in online learning environments, of measuring and evaluating the performance of teachers during INSET programs via distance education and of the effectiveness of INSET programs via distance education.

Principle Elements of Curriculum in the Preschool Pattern of Montessori

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

2016-01-01

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

Professional development of teaching staff for the international higher education environment

NARCIS (Netherlands)

van der Werf, Els; van der Poel, Marcel H.

The professional development of teaching staff in relation to the internationalisation of higher education institutions has not received the attention that it deserves from managers in higher education. This requires an HRM policy that explicitly addresses the issue of competence development of

Maternal educational level and preschool children's consumption of high-calorie snacks and sugar-containing beverages: mediation by the family food environment.

Science.gov (United States)

Wijtzes, Anne I; Jansen, Wilma; Jansen, Pauline W; Jaddoe, Vincent W V; Hofman, Albert; Raat, Hein

2013-11-01

To examine the associations between maternal educational level and preschoolers' consumption of high-calorie snacks and sugar-containing beverages, and to assess the mediating effects of variables relating to the family food environment. We analyzed data from 2814 native Dutch preschoolers enrolled in a birth cohort study in Rotterdam (the Netherlands), between 2002 and 2006. Logistic regression models were used to calculate odds ratios of snacking ≥ 2 times/day and consuming sugar-containing beverages ≥ 3 glasses/day for children of mothers with low, mid-low, and mid-high educational levels (reference group: high educational level), before and after adjustment for mediators. Children of low and mid-low educated mothers were significantly more likely to consume excessive amounts of high-calorie snacks and sugar-containing beverages compared with children of high educated mothers, with the highest odds in children of low educated mothers (OR: 2.44; 95% CI: 1.84, 3.23 and OR: 2.46; 95% CI: 1.87, 3.24 respectively). Parental feeding practices, parental consumption of sugar-containing beverages, and children's television time partly explained these associations. Maternal educational level is inversely related to preschoolers' consumption of high-calorie snacks and sugar-containing beverages. Targeting the family food environment may be an effective way of reducing educational inequalities in children's unhealthy dietary behaviors. © 2013.

Parental Participation and Partnership in Pre-school Provision.

Science.gov (United States)

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

2002-01-01

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

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.

Optimization education after project implementation: sharing "lessons learned" with staff.

Science.gov (United States)

Vaughn, Susan

2011-01-01

Implementations involving healthcare technology solutions focus on providing end-user education prior to the application going "live" in the organization. Benefits to postimplementation education for staff should be included when planning these projects. This author describes the traditional training provided during the implementation of a bar-coding medication project and then the optimization training 8 weeks later.

Job Motivation and Job Satisfaction among Academic Staff in Higher Education

Directory of Open Access Journals (Sweden)

Gordana Stankovska

2017-05-01

Full Text Available Education is the most important organization of a nation; it plays a significant role in the development of any country. Universities create and cultivate knowledge for the sake of building a modern world. The academic staff is the key resource within higher education institutions. A positive and healthy university structure results in increased academic staff’s job satisfaction and better job motivation. According to this, the main purpose of this research was to investigate the possible relationship between job motivation and job satisfaction among academic staff. The Job Satisfaction Survey (JSS and Job Motivation Questionnaire (JMQ were administered to a sample of 100 (50 males and 50 females university employees. The results indicated that the academic staff was highly motivated with their job. At the same time the results showed that academicians were more satisfied with their salary, co-workers, promotion, operating procedures and supervision, but dissatisfied with fringe benefits, contingent rewards, nature of work and communication. This research offers practical suggestions to the educational institutions and human resource managers on how to pay, promote, retain and maintain equity in the universities.

Visionary leadership in the administrative staff of the Guapan educational unit

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Oscar Martínez Molina

2018-04-01

Full Text Available The purpose of the present study lies in determining the visionary leadership manifest in the administrative staff of the Guapan Educational Unit, with the research taking the form of a positivist descriptive research study that will deepen the knowledge of the variable that concerns us: visionary leadership. Through the application of field designs, the information was obtained directly from interaction with the subjects, who made up a population of (62 subjects, among whom were (07 administrators and (55 educational professionals, with the sample consisting of 38 instructors. The instrument used was an 18-item multiple-choice questionnaire (Almost always, Sometimes and Almost never, which was validated by three experts, with a reliability of 0.97, which demonstrates that it is highly reliable. The consolidation of this research showed with its results that the administrative staff engages in visionary leadership in the Guapan Educational Unit. The opinion of the instructional staff, however, shows just the opposite, judging that the administrators show weakness in visionary leadership. For this reason, guidelines are offered to the administrators of the state-funded private school located in the Cañar province, Azogues district, Guapan parish.

Efficiency assessment models of higher education institution staff activity

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K. A. Dyusekeyev

2016-01-01

Full Text Available The paper substantiates the necessity of improvement of university staff incentive system under the conditions of competition in the field of higher education, the necessity to develop a separate model for the evaluation of the effectiveness of the department heads. The authors analysed the methods for assessing production function of units. The advantage of the application of the methods to assess the effectiveness of border economic structures in the field of higher education is shown. The choice of the data envelopment analysis method to solve the problem has proved. The model for evaluating of university departments activity on the basis of the DEAmethodology has developed. On the basis of operating in Russia, Kazakhstan and other countries universities staff pay systems the structure of the criteria system for university staff activity evaluation has been designed. For clarification and specification of the departments activity efficiency criteria a strategic map has been developed that allowed us to determine the input and output parameters of the model. DEA-methodology using takes into account a large number of input and output parameters, increases the assessment objectivity by excluding experts, receives interim data to identify the strengths and weaknesses of the evaluated object.

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.

The educational orientation for modes of acting of students of the preschool race

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Mirtha García-Pérez

2018-03-01

Full Text Available The science like a professional institutionalized activity involves: Prolonged education, internalization of moral values, development of styles of thought and acting. From there his impact in the formation of the professional entrusted with offering the children of the babyhood according to the requests of the society, educational integral attention. It is observed in the educational reality than the behavior of the students of the race, not always you love one another with the social requirements presented to this professional in the making, that leads to the need of an educational orientation; With emphasis in the attention to the modes of professional acting of the students of the race bachelor's degree in Preschool Education, for his performance in the different spheres where they interact.

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

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Balat, Gulden Uyanik

2010-01-01

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

The Childcare Center: an Untapped Opportunity to Engage and Educate Families in Healthy Behaviors.

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Cloutier, Michelle M; Wiley, James F; Trapp, Christine; Haile, Jennifer; Gorin, Amy A

2018-04-01

Obesity rates in preschool children are high and disproportionately affect low-income children of color in the USA. Since 80% of preschool children spend ∼40 h/week in out-of-the home childcare, childcare centers are promising sites for obesity prevention interventions. Mixed methods were used to develop, implement, and assess the feasibility of an obesity prevention program for children 2-5 years. The intervention which consisted of brief (1-3 min), interactive, educational modules was developed by content experts and parents (n = 20) and targeted four areas (milk, sugar sweetened beverages, screen time, and physical activity). The modules were delivered by community health workers in the childcare center during pick-up and drop-off times, in small groups and home visits upon request. Focus groups with childcare center staff (n = 28) assessed satisfaction and interest in incorporating the intervention into care. Between February 2013 and March 2014, 354 caregivers (∼73%) at six centers participated in one or more educational sessions. Of children, 37.4% in 2013 and 35.9% in 2014 were overweight or obese. Children entering preschool in 2014 were more likely to be overweight/obese than children who had been in the center since 2013 (36.2 vs 23.2%, p < 0.05). Childcare staff endorsed the intervention and received training to continue the program. Brief, interactive health-related behavior-change interventions engaged large numbers of low-income caregivers at childcare centers and resonated with center staff. Childcare center staff represent an underutilized resource to combat the childhood obesity epidemic.

Management perceptions of a higher educational brand for the attraction of talented academic staff

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Musa Saurombe

2017-02-01

Full Text Available Orientation: Academic staff members have a crucial role in the success of higher education institutions (HEIs. Therefore, it is imperative to cultivate an appealing organisational brand that will attract them to HEIs as an employer of choice. Research purpose: The main objective of this study was to explore management perceptions on a higher educational institution as a brand for the attraction of talented academic staff. Motivation for the study: Although a substantial amount of research has been conducted on organisational branding, not much has emphasised the higher educational sector. Research approach, design and method: A qualitative research approach was adopted, using semi-structured interviews to collect data from management (N = 12 of a merged South African HEI. Main findings: The findings revealed six themes that should form the core of a higher educational brand for academic staff: reputation and image, organisational culture and identity, strategic vision, corporate social responsibility and work and surrounding environment. Practical/managerial implications: The findings of the study will assist higher education management to create a compelling organisational brand and work environment to attract and retain talented academic staff members. Contribution/value-add: This research makes a valuable contribution towards creating new knowledge in the key that should form part of an appealing higher education brand that will attract and retain current and future talent.

The Relationship between Organizational Climate and the Organizational Silence of Administrative Staff in Education Department

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Pozveh, Asghar Zamani; Karimi, Fariba

2016-01-01

The aim of the present study was to determine the relationship between organizational climate and the organizational silence of administrative staff in Education Department in Isfahan. The research method was descriptive and correlational-type method. The study population was administrative staff of Education Department in Isfahan during the…

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…

Pre-Service and In-Service Preschool Teachers' Views Regarding Creativity in Early Childhood Education

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Alkus, Simge; Olgan, Refika

2014-01-01

This research investigated the views of pre-service and in-service preschool teachers concerning the developing of children's creativity in early childhood education by determining the similarities and/or differences among their views. The data were gathered from 10 pre-service and 11 in-service teachers through focus group meetings, and then from…

Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact

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Bursal, Murat

2017-01-01

This study was conducted to investigate the academic achievement and perceived peer support levels of 4th-8th grade Turkish elementary and middle school students at low socio-economic status. Factorial design analyses were used to test the statistical effects of gender and preschool education variables on the dependent variables. The findings…

Physical Education at Preschools: Practitioners' and Children's Engagements with Physical Activity and Health Discourses

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McEvilly, Nollaig; Verheul, Martine; Atencio, Matthew

2015-01-01

This paper focuses on one aspect of a qualitative study concerned with investigating the place and meaning of "physical education" to practitioners and children at three preschools in Scotland. We examine the ways in which the participants engaged with discourses related to physical activity and health in order to construct their…

Inclusion in Malaysian Integrated Preschools

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

2015-01-01

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

The mediating role of the home environment in relation to parental educational level and preschool children's screen time: a cross-sectional study.

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Määttä, Suvi; Kaukonen, Riikka; Vepsäläinen, Henna; Lehto, Elviira; Ylönen, Anna; Ray, Carola; Erkkola, Maijaliisa; Roos, Eva

2017-09-02

Previous studies suggest that preschoolers from low socioeconomic backgrounds engage in more screen time. Still, the factors in the social and physical home environment driving these differences in preschool children's screen time are poorly understood. This study examines potential home environment mediators in the associations between parental educational level and preschoolers' screen time. A total of 864 children aged 3-6 years and their parents participated in a cross-sectional DAGIS study in 2015-2016. Parents recorded their children's screen time in a diary (N = 823). For the analyses, the daily average screen time at home was calculated. Parental questionnaires (N = 808) assessed educational level and eight social and physical environment factors in the home (i.e., descriptive norm for children's screen time, parental screen use in front of children, parental importance for limiting children's screen time, parental attitude toward societal pressures for children's screen time, access to screens at home, parental self-efficacy for limiting children's screen time, satisfaction of children's screen time, and rules for limiting children's screen time). Parental education was grouped into low, middle, and high education. The associations were tested by conducting mediation analyses adjusted by season and children's sex and age. The significant mediators in the single-mediator models were included in the final multiple-mediator models. Of the potential eight mediators, the following four had a significant indirect association: descriptive norm for children's screen time, parental screen use in front of children, parental importance for limiting children's screen time, and parental attitude toward societal pressures for children's screen time. Parents with high education had lower descriptive norm and used fewer screens in front of children compared to parents with middle or low education, and in turn, these factors were associated with less screen time among

The development of a taste education program for preschoolers and evaluation of a program by parents and childcare personnel.

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Shon, Choengmin; Park, Young; Ryou, Hyunjoo; Na, Woori; Choi, Kyungsuk

2012-10-01

The change in people's dietary life has led to an increase in an intake of processed foods and food chemicals, raising awareness about taste education for preschoolers whose dietary habits start to grow. This study aims to evaluate the effectiveness and satisfaction of parents and childcare personnel after developing a taste education program and demonstrating it in class. A part of the curriculum developed by Piusais and Pierre was referred for the program. After educating 524 preschoolers in child care facilities in Seoul, a satisfaction survey was conducted on the program. The data in this study were analyzed using SPSS 14.0. Statistical analysis was conducted based on the frequency after collecting the data. Mean ± SD used to determine satisfaction with taste education, with preferences marked on a five-point scale and the alpha was set at 0.05. The program includes five teachers' guides with subjects of sweetness, saltiness, sourness, bitterness and harmony of flavor, and ten kinds of teaching tools. For the change in parents' recognition of the need for taste education based on five-point scale, the average of 4.06 ± 0.62 before the program has significantly increased to 4.32 ± 0.52 (P facilities, the average scores for education method, education effect, education contents and nutritionists, and teaching tools were at 4.15 ± 0.63, 3.91 ± 0.50, 4.18 ± 0.50, and 3.80 ± 0.56 respectively. In addition, the need for a continuous taste education scored 4.42 ± 0.67. This program has created a positive change in preschoolers' dietary life, therefore the continuation and propagation of the taste education program should be considered.

Outdoor environmental assessment of attention promoting settings for preschool children.

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

2009-12-01

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

The ways of improvement of content and pedagogical conditions of preparation of master of preschool education in the context of development of creative potential

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Oleksandra Iemchyk

2017-04-01

Full Text Available The necessity of changes in the process of professional preparation of master of preschool education, which is caused by insufficient preparation of graduates to solve problems in this field, low level of creative potential and, as the consequence, unavailability to realization creative pedagogical activity is outlined in the article. The main ways of improvement of content and pedagogical conditions of development of creative potential of master of preschool education in the process of professional preparation are presented: the improvement of content of scientific theoretical preparation of master, studying of progressive pedagogical experience; learning of professional pedagogical disciplines with the reliance to creative tasks with problem search nature; implementation to the educational process of magistracy of institution of higher education on the specialty “Preschool education” of special course “The foundations of development of creative potential of pedagogue”; attraction of students to the creative pedagogical practice; organization and management of students creative process from the side of teachers. There are also identified the perspectives of solution of the problem of development of creative abilities of personality of pedagogue during the professional preparation in the institution of higher education. The implementation of these ways to the educational process will contribute the increasing the readiness of graduates of institutions of higher education to realize pedagogical activity on the creative level, selfdevelopment and self-improvement of their personality.Key words: creative potential of master of preschool education, the professional preparation, the ways of improvement of content of professional preparation.

Preschool Early Literacy Programs in Ontario Public Libraries

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Shelley Stagg Peterson

2012-12-01

Full Text Available This paper reports on research examining how library staff in 10 Ontario libraries’ preschool literacy programs support three- and four-year-old children’s early literacy and school readiness as well as their parents’ and caregivers’ literacy interactions with their children. Multiple data sources included surveys of 82 parents/caregivers, observations of a sample of 65 of the 198 children at the sessions we visited, and interviews with10 library staff. Observations were analyzed for evidence of children’s development of print motivation, phonological awareness, vocabulary, narrative skills, and print awareness: early literacy skills and knowledge that have been shown to be reliably and significantly correlated with future reading success. Analysis of the observational and interview data showed that the programs have been very successful in fostering children’s readiness to participate in school activities and their motivation to read. Participating children learned new vocabulary, demonstrated an awareness of rhymes and sounds of language, and showed an understanding of books that were read by library staff: all early literacy behaviours that are foundational to later literacy development. The programs have also provided parents/caregivers with new ways to interact with children to engage them with books and with print at home. The development of children’s school readiness skills and parents’ awareness of how to support their children’s literacy are outcomes extending beyond library staff goals for their library programs and should be included in literature advertising the programs. Print awareness is an area of literacy development that library staff could encourage to a greater extent, however. Very few instances of such behaviour were observed, with most of the observations taking place in two of the preschool early literacy programs. Concomitantly, developing children’s print awareness is a recommended topic for

Education and innovativeness of the slovene hotel organisations staff

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Metod Šuligoj

2010-03-01

Full Text Available The author’s purpose in this article is to ascertain the differences in the attitude to innovativeness between bureaucratic and non-bureaucratic hotel organisations. He defines as bureaucratic the organisations establishing standards. As a separate issue he wishes to find out whether bureaucratic organisations employ properly educated staff or not. For this purpose he defines basic terminology: hotel industry, innovativeness, bureaucracy and knowledge, general and knowledge of tourism and hotel trade. He points out that the government is aware of the importance of innovativeness in hotel industry and tourism, whence a number of measures. In the empirical part, using statistical methods, such as the descriptive analysis and the Bonferroni test, the author establishes that there are no statistically significant differences between bureaucratic and non-bureaucratic organisations either with regard to innovativeness or the level of staff education. In this way, by using scientific method, the author rejects the often misinterpreted opinion on the influence of bureaucracy on innovativeness.

Rearview Mirror: Reflections on a Preschool Car Project.

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Beneke, Sallee

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

Narrative Development among Language-Minority Children: The Role of Bilingual versus Monolingual Preschool Education

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Schwartz, Mila; Shaul, Yehudit

2013-01-01

The development of script schema, as a source of narrative knowledge, is an essential stage in this knowledge construction. This study focused on the role of bilingual versus monolingual preschool education in the development of script schema knowledge in Russian (L1) and Hebrew (L2) among Russian/Hebrew-speaking children in Israel. The preschool…

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

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

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

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Tomaž Zupančič; Branka Čagran; Matjaž Mulej

2015-01-01

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

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.

Sex Education for my Preschooler (ages 3 to 5? Parents’ Perceptions

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Ana Cristina Cevallos-Neira

2014-09-01

Full Text Available This investigation was conducted as a result of the lack of studies, specifically on children’s sex education and the role that parents play in it, despite the major advances in the knowledge on sexuality and its education. The main goal of this qualitative study was to understand parents’ perceptions regarding sexual education of their children ages 3 to 5. Three focus group sessions were conducted with parents from Cuenca pre-schools. Data was processed using thematic analysis. The study indicated that parents have a limited conception of sexuality, completely based on the biological aspect. In addition, it was clear that parents have traditional ideas, conceptions and beliefs, which are reflected when educating their children. This research shows parents’ lack of knowledge about sexuality and sex education and gives important data about the need for parents and the school to work jointly to provide children with adequate and appropriate sex education, as well as the need for parent training in order to establish a common language between home and school and to avoid a double discourse in children’s education and to ensure a proper implementation of sex education programs at this level.

Is it worth investing in online continuous education for healthcare staff?

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Mazzoleni, M Cristina; Maugeri, Chiara; Rognoni, Carla; Cantoni, Alessio; Imbriani, Marcello

2012-01-01

Educational activities for hospital staff don't easily match with the congestive rhythm of healthcare personnel working life. Online learning could make it easier for healthcare personnel to attend courses, but there is still uncertainty about the feasibility of using distance learning to effectively meet education goals in healthcare institutions. Fondazione Salvatore Maugeri (FSM) started an online educational program, as pilot project, in October 2010. The present study hence is aimed at evaluating the impact of this initiative (in terms of extent and intensity of healthcare staff attendance; objective and subjective effectiveness) in order to take informed decisions for the future. In 15 months, 5 elearning courses have been provided to 2261 potential users of 14 FSM hospitals, in parallel with traditional education. 1099 users from all the hospital have intensively attended the courses (58% of nurses, 50% of therapists, 44%, of technicians, 25% of physicians) for a total of 27459 CME credits. Effectiveness in terms of knowledge gain is satisfactory and subjective evaluation is good (more than 95% of satisfied users). Elearning is not appropriate for all the educational needs and is not a panacea, but the reported results point out that it may be an effective and economically convenient mean to support massive educational interventions reaching results hardly attainable with traditional education. Users should be better educated about how to exploit online education at best.

Nursing staff's communication modes in patient transfer before and after an educational intervention.

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Kindblom-Rising, Kristina; Wahlstrom, Rolf; Ekman, Sirkka-Liisa; Buer, Nina; Nilsson-Wikmar, Lena

2010-10-01

The objective was to explore and describe nursing staff's body awareness and communication in patient transfers and evaluate any changes made after an educational intervention to promote staff competence in guiding patients to move independently. In total, 63 nursing staff from two hospitals wrote weekly notes before and after the intervention. The topics were: A) reflect on a transfer during the last week that you consider was good and one that was poor; B) reflect on how your body felt during a good and a poor transfer. The notes were analysed with content analysis. The results showed five different communication modes connected with nursing staff's physical and verbal communication. These communication modes changed after 1 year to a more verbal communication, focusing on the patient's mobility. The use of instructions indicated a new or different understanding of patient transfer, which may contribute to a development of nursing staff's competence. STATEMENT OF RELEVANCE: The present findings indicate that patient transfer consists of communication. Therefore, verbal and bodily communication can have an integral part of training in patient transfer; furthermore, the educational design of such programmes is important to reach the goal of developing new understanding and enhancing nursing staff's competence in patient transfer.

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

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Yazici, Elçin

2017-01-01

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

Hospital staff education on severe sepsis/septic shock and hospital mortality: an original hypothesis

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Capuzzo Maurizia

2012-11-01

Full Text Available Abstract Background Signs of serious clinical events overlap with those of sepsis. We hypothesised that any education on severe sepsis/septic shock may affect the outcome of all hospital patients. We designed this study to assess the trend of the mortality rate of adults admitted to hospital for at least one night in relationship with a hospital staff educational program dedicated to severe sepsis/septic shock. Methods This study was performed in six Italian hospitals in the same region. Multidisciplinary Sepsis Teams members were selected by each hospital management among senior staff. The education included the following steps: i the Teams were taught about adult learning, problem based learning, and Surviving Sepsis guidelines, and provided with educational material (literature, electronic presentations, scenarios of clinical cases for training and booklets; ii they started delivering courses and seminars each to their own hospital staff in the last quarter of 2007. To analyse mortality, we selected adult patients, admitted for at least one night to the wards or units present in all the study hospitals and responsible for 80% of hospital deaths. We fitted a Poisson model with monthly hospital mortality rates from December 2003 to August 2009 as dependent variable. The effect of the educational program on hospital mortality was measured as two dummy variables identifying a first (November 2007 to December 2008 and a second (January to August 2009 education period. The analysis was adjusted for a linear time trend, seasonality and monthly average values of age, Charlson score, length of stay in hospital and urgent/non-urgent admission. Results The hospital staff educated reached 30.6% at the end of June 2009. In comparison with the pre-education period, the Relative Risk of death of the patient population considered was 0.93 (95% confidence interval [CI] 0.87-0.99; p 0.025 for in-patients in the first, and 0.89 (95% CI 0.81-0.98; p 0.012 for

Dog Bite Prevention: Effect of a Short Educational Intervention for Preschool Children.

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Lakestani, Nelly; Donaldson, Morag L

2015-01-01

This study aimed to investigate whether preschool children can learn how to interpret dogs' behaviours, with the purpose of helping avoid dog bites. Three- to five-year-old children (N = 70) were tested on their ability to answer questions about dogs' emotional states before and after participating in either an educational intervention about dog behaviour (intervention group) or an activity about wild animals (control group). Children who had received training about dog behaviour (intervention group) were significantly better at judging the dogs' emotional states after the intervention compared to before. The frequency with which they referred to relevant behaviours in justifying their judgements also increased significantly. In contrast, the control group's performance did not differ significantly between the two testing times. These results indicate that preschool children can be taught how to correctly interpret dogs' behaviours. This implies that incorporating such training into prevention programmes may contribute to reducing dog bite incidents.

Job Motivation and Job Satisfaction among Academic Staff in Higher Education

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Stankovska, Gordana; Angelkoska, Slagana; Osmani, Fadbi; Grncarovska, Svetlana Pandiloska

2017-01-01

Education is the most important organization of a nation; it plays a significant role in the development of any country. Universities create and cultivate knowledge for the sake of building a modern world. The academic staff is the key resource within higher education institutions. A positive and healthy university structure results in increased…

What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections

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Derman-Sparks Louise

2016-06-01

Full Text Available This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967, critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.

Effectiveness of a Psycho-Educational Staff Training Program on Attitudes of Staff in a Long-Term Care Facility: A Pilot Study and Framework

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Elpers, Kathy; Amano, Takashi; DeCoster, Vaughn; Johnson, Missy

2017-01-01

Managing Behavioral and Psychological Symptoms of Dementia (BPSD) is a significant challenge for staff working in long-term care facilities. This study examines the effectiveness of a psycho-educational training aimed at changing staff's attitudes. The results indicated that participants' attitudes toward dementia were more positive,…

Preschoolers' Recall of Science Content From Educational Videos Presented With and Without Songs

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Schechter, Rachel L.

This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and its parts) and their use of the precise scientific terms presented in the episode. A total of 91 preschoolers were included (3-5 years old). Clusters of children were randomly assigned to a control group or one of three video groups: (a) Dialogue Only, which did not include a song; (b) Dialogue Plus Lyrics, which included a song; or (c) Lyrics Only, which consisted of a song, played twice. Results from interviews suggested that children from all video groups (lyrics and/or dialogue) were able to explain the form and function of a pulley better than the control group. The data suggested that children from the Lyrics Only group understood the science content because of the visual imagery, not through the information provided in the lyrics. In terms of precise vocabulary terms, significantly more children in the Dialogue Only group recalled at least one precise term from the program compared to the Lyrics Only group. Looking at the interview as a whole, the children's responses suggested different levels of scientific understanding. Children would require additional teacher-led instruction to deepen their scientific understanding and to clarify any misconceptions. This paper discusses implications of these findings for teachers using multi-media tools in the science classroom and producers creating new educational programming for television and other platforms.

Problems in Staff and Educational Development Leadership: Solving, Framing, and Avoiding

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Blackmore, Paul; Wilson, Andrew

2005-01-01

Analysis of interviews using critical incident technique with a sample of leaders in staff and educational development in higher education institutions reveals a limited use of classical problem-solving approaches. However, many leaders are able to articulate ways in which they frame problems. Framing has to do with goals, which may be complex,…

Using an intervention mapping framework to develop an online mental health continuing education program for pharmacy staff.

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Wheeler, Amanda; Fowler, Jane; Hattingh, Laetitia

2013-01-01

Current mental health policy in Australia recognizes that ongoing mental health workforce development is crucial to mental health care reform. Community pharmacy staff are well placed to assist people with mental illness living in the community; however, staff require the knowledge and skills to do this competently and effectively. This article presents the systematic planning and development process and content of an education and training program for community pharmacy staff, using a program planning approach called intervention mapping. The intervention mapping framework was used to guide development of an online continuing education program. Interviews with mental health consumers and carers (n = 285) and key stakeholders (n = 15), and a survey of pharmacy staff (n = 504) informed the needs assessment. Program objectives were identified specifying required attitudes, knowledge, skills, and confidence. These objectives were aligned with an education technique and delivery strategy. This was followed by development of an education program and comprehensive evaluation plan. The program was piloted face to face with 24 participants and then translated into an online program comprising eight 30-minute modules for pharmacists, 4 of which were also used for support staff. The evaluation plan provided for online participants (n ≅ 500) to be randomized into intervention (immediate access) or control groups (delayed training access). It included pre- and posttraining questionnaires and a reflective learning questionnaire for pharmacy staff and telephone interviews post pharmacy visit for consumers and carers. An online education program was developed to address mental health knowledge, attitudes, confidence, and skills required by pharmacy staff to work effectively with mental health consumers and carers. Intervention mapping provides a systematic and rigorous approach that can be used to develop a quality continuing education program for the health workforce

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

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Sonja ČOTAR KONRAD

2016-12-01

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

How does pre-dialysis education need to change? Findings from a qualitative study with staff and patients.

Science.gov (United States)

Combes, Gill; Sein, Kim; Allen, Kerry

2017-11-23

Pre-dialysis education (PDE) is provided to thousands of patients every year, helping them decide which renal replacement therapy (RRT) to choose. However, its effectiveness is largely unknown, with relatively little previous research into patients' views about PDE, and no research into staff views. This study reports findings relevant to PDE from a larger mixed methods study, providing insights into what staff and patients think needs to improve. Semi-structured interviews in four hospitals with 96 clinical and managerial staff and 93 dialysis patients, exploring experiences of and views about PDE, and analysed using thematic framework analysis. Most patients found PDE helpful and staff valued its role in supporting patient decision-making. However, patients wanted to see teaching methods and materials improve and biases eliminated. Staff were less aware than patients of how informal staff-patient conversations can influence patients' treatment decision-making. Many staff felt ill equipped to talk about all treatment options in a balanced and unbiased way. Patient decision-making was found to be complex and patients' abilities to make treatment decisions were adversely affected in the pre-dialysis period by emotional distress. Suggested improvements to teaching methods and educational materials are in line with previous studies and current clinical guidelines. All staff, irrespective of their role, need to be trained about all treatment options so that informal conversations with patients are not biased. The study argues for a more individualised approach to PDE which is more like counselling than education and would demand a higher level of skill and training for specialist PDE staff. The study concludes that even if these improvements are made to PDE, not all patients will benefit, because some find decision-making in the pre-dialysis period too complex or are unable to engage with education due to illness or emotional distress. It is therefore recommended that

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

Science.gov (United States)

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

2012-01-01

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

Preschool teachers’ reasoning about interactive whiteboard embedded in Swedish preschools

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Maryam Bourbour

2014-01-01

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

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.

Professional Development of Preschool Teachers and Changing the Culture of the Institution of Early Education

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Vujicic, Lidija; Camber Tambolaš, Akvilina

2017-01-01

The culture of institutions of early education is a strong network of customs, rules, norms and behaviours that affect the daily life and work of all its individuals. Consequently, the professional development of preschool teachers is not only an individual process of professional advancement, but also a process that changes the culture of the…

Peer Effects on Head Start Children’s Preschool Competency

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

2015-01-01

The goals of the present study were to investigate whether young children attending Head Start (N=292; Mage=4.3 years) selected peers based on their preschool competency and whether children’s levels of preschool competency were influenced by their peers’ levels of preschool competency. Children’s peer interaction partners were intensively observed several times a week over one academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners’ levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. PMID:26479545

An Investigation of Creativity Among Children Attending Preschools

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Zuhal Gizir Ergen

2012-04-01

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

Administrative, Faculty, and Staff Perceptions of Organizational Climate and Commitment in Christian Higher Education

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Thomas, John Charles

2008-01-01

Findings of 957 surveyed employees from four evangelical higher education institutions found a negative correlation for climate and commitment and staff members. Administrators were found to have a more favorable view of their institutional climate than staff. Employee age, tenure, and classification had predictive value for organizational…

Supporting Preschool Teachers' Vocabulary Instruction during Storybook Reading

Science.gov (United States)

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

2012-01-01

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

Improving Elderly's Dental Hygiene Through Nursing Home Staff's Dental Health Education at the Nursing Home

OpenAIRE

Santoso, Bedjo; Eko Ningtyas, Endah Aryati; Fatmasari, Diyah

2017-01-01

Stomatitis often occurs in elderly at nursing home. They need nursing home staff assistance to maintain their dental and oral health. Therefore, nursing home staff need dental health education. Lecture or discussion methods, which are more effective to improve knowledge, attitude and skill of nursing home staff was the purpose of this research. The research design was quasi-experiment research and pretest-posttest with control group. The sample was 42 nursing home staffs and 74 elderlies, div...

Riddle in preschool education

OpenAIRE

Ferjančič, Tanja

2016-01-01

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

Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors

OpenAIRE

Anat Shoshani; Michelle Slone

2017-01-01

Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention co...

Self Efficacy among University Academic Staff

African Journals Online (AJOL)

Educator's Self Efficacy and Collective Educators' Self Efficacy among University Academic Staff: An Ethical Issue. ... staff on collective educators' self efficacy. The implication of the result in terms of collaborative work among academic staff was discussed in line with ethical principles and code of conduct of psychologists.

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.

Developing a structured education reminiscence-based programme for staff in long-stay care facilities in Ireland.

Science.gov (United States)

Cooney, Adeline; O'Shea, Eamon; Casey, Dympna; Murphy, Kathy; Dempsey, Laura; Smyth, Siobhan; Hunter, Andrew; Murphy, Edel; Devane, Declan; Jordan, Fionnuala

2013-07-01

This paper describes the steps used in developing and piloting a structured education programme - the Structured Education Reminiscence-based Programme for Staff (SERPS). The programme aimed to prepare nurses and care assistants to use reminiscence when caring for people with dementia living in long-term care. Reminiscence involves facilitating people to talk or think about their past. Structured education programmes are used widely as interventions in randomised controlled trials. However, the process of developing a structured education programme has received little attention relative to that given to evaluating the effectiveness of such programmes. This paper makes explicit the steps followed to develop the SERPS, thereby making a contribution to the methodology of designing and implementing effective structured education programmes. The approach to designing the SERPS was informed by the Van Meijel et al. (2004) model (Journal of Advanced Nursing 48, 84): (1) problem definition, (2) accumulation of building blocks for intervention design, (3) intervention design and (4) intervention validation. Grounded theory was used (1) to generate data to shape the 'building blocks' for the SERPS and (2) to explore residents, family and staff's experience of using/receiving reminiscence. Analysis of the pilot data indicated that the programme met its objective of preparing staff to use reminiscence with residents with dementia. Staff were positive both about the SERPS and the use of reminiscence with residents with dementia. This paper outlines a systematic approach to developing and validating a structured education programme. Participation in a structured education programme is more positive for staff if they are expected to actively implement what they have learnt. Ongoing support during the delivery of the programme is important for successful implementation. The incorporation of client and professional experience in the design phase is a key strength of this approach

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…

Different Moves, Similar Outcomes: A Comparison of Chinese and Swedish Preschool Teacher Education Programmes and the Revisions

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Vong, Keang-ieng Peggy; Hu, Bi Ying; Xia, Yan-ping

2015-01-01

A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental…

Estimation of the Level of Cognitive Development of a Preschool Child Using the System of Situations with Mathematical Contents

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Gorev, Pavel M.; Bichurina, Svetlana Y.; Yakupova, Rufiya M.; Khairova, Irina V.

2016-01-01

Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive…

What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections

OpenAIRE

Derman-Sparks Louise

2016-01-01

This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitu...

Academic Benefits of Transitional Bilingual Education: A Literary Review, Staff Development, and Guidebook for Elementary Administrators and Educators.

Science.gov (United States)

Nunez, Jean Ann; Karr-Kidwell, PJ

This paper provides a literature review, staff development information, and a guidebook for elementary administrators and educators that explains the academic benefits of Transitional Bilingual Education (TBE) for prekindergarten through fifth grade students. TBE allows limited English speaking students to learn a second language while being…

Reconceptualizing Indigenous Parent Involvement in Early Educational Settings: Lessons from Native Hawaiian Preschool Families

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Julie Kaomea

2012-12-01

Full Text Available Indigenous families are often perceived by teachers and school administrators as disinterested and uninvolved in their children’s education. This article aims to complicate that longstanding stereotype. A detailed, qualitative case study of two Native Hawaiian preschool families reveals compelling counterstories of Indigenous parents who are deeply concerned about their children’s education, but are limited in their family-school involvement by a range of (postcolonial, social, psychological, and economic challenges that make it difficult for them to engage with schools in conventional ways. The study raises awareness of the skillful resolve with which Indigenous families employ their limited resources to support their children’s education. It challenges educators and policy makers to imagine creative possibilities for drawing Indigenous families into collaborative activity with contemporary schools.

Oral health educational interventions for nursing home staff and residents.

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Albrecht, Martina; Kupfer, Ramona; Reissmann, Daniel R; Mühlhauser, Ingrid; Köpke, Sascha

2016-09-30

Associations between nursing home residents' oral health status and quality of life, respiratory tract infections, and nutritional status have been reported. Educational interventions for nurses or residents, or both, focusing on knowledge and skills related to oral health management may have the potential to improve residents' oral health. To assess the effects of oral health educational interventions for nursing home staff or residents, or both, to maintain or improve the oral health of nursing home residents. We searched the Cochrane Oral Health Trials Register (to 18 January 2016), the Cochrane Central Register of Controlled Trials (CENTRAL) (the Cochrane Library, 2015, Issue 12), MEDLINE Ovid (1946 to 18 January 2016), Embase Ovid (1980 to 18 January 2016), CINAHL EBSCO (1937 to 18 January 2016), and Web of Science Conference Proceedings (1990 to 18 January 2016). We searched ClinicalTrials.gov and the World Health Organization International Clinical Trials Registry Platform for ongoing trials to 18 January 2016. In addition, we searched reference lists of identified articles and contacted experts in the field. We placed no restrictions on language or date of publication when searching the electronic databases. Randomised controlled trials (RCTs) and cluster-RCTs comparing oral health educational programmes for nursing staff or residents, or both with usual care or any other oral healthcare intervention. Two review authors independently screened articles retrieved from the searches for relevance, extracted data from included studies, assessed risk of bias for each included study, and evaluated the overall quality of the evidence. We retrieved data about the development and evaluation processes of complex interventions on the basis of the Criteria for Reporting the Development and Evaluation of Complex Interventions in healthcare: revised guideline (CReDECI 2). We contacted authors of relevant studies for additional information. We included nine RCTs involving

Competencies Required in Education Research and Teaching Systematization according to Students from the Preschool, Primary and Secondary Education Programs of the University of Costa Rica

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Mario Alberto Segura-Castillo

2012-12-01

Full Text Available The purpose of this paper is to present the results of two online forums carried out with the participation of 42 students of the Licenciaturas  in Preschool Education, Primary Education and Secondary Education of the University of Costa Rica. The main purpose of the forums was to determine the insights of the participant students about the competencies they have achieved in the field of education research, and which have been the essential tools for them to systematize their own teaching practices. The discussion forums were part of the course FD5091 Métodos de Investigación Educativa [Education Research Methods] of the School of Teacher Education, delivered from March-April 2010.  Of the sample, 60 percent were students of the Preschool teaching program, 35 percent were from the Primary Education teaching program and 5 percent were from the Secondary Education teaching program in the fields of Science, Mathematics and Social Studies. According to the insights and beliefs showed by the participants –both, the future teachers and the profession practitioners–, there are no opportunities for research or systematization of their own teaching mediation, in the current work situation. (1 Translator’s Note: In Costa Rica, the “Licenciatura” is a one-year post-Bachelor study program, usually including thesis. “Primary Education” refers to students from the 1st to 6th grades, and “Secondary Education” refers to students from the 7th to 11th grades.

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

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…

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…

The storage furniture for preschool children

OpenAIRE

Slezáková, Kristýna

2015-01-01

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

Challenges and Responses to the Vulnerability of Families in a Preschool Context

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Nada Turnšek

2016-12-01

Full Text Available Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006, we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and “adaptation/flexibility”, and amongst experts, under the headings “powerlessness/ incompetence/lack of information” and “power/innovation/ sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool 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…

Future and Changing Roles of Staff in Distance Education: A Study to Identify Training and Professional Development Needs

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Roberts, Jennifer

2018-01-01

The roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in…

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.

34 CFR 303.148 - Transition to preschool programs.

Science.gov (United States)

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Transition to preschool programs. 303.148 Section 303.148 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES State...

Preschool Teacher Well-Being: A Review of the Literature

Science.gov (United States)

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

2014-01-01

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

Pre-School Education--Aims, Methods and Problems. Report of a Symposium (Venice, Italy, October 11-16, 1971).

Science.gov (United States)

Council of Europe, Strasbourg (France). Committee for General and Technical Education.

This report provides a summary of the proceedings and recommendations of the Council of Europe symposium on preschool education held in Venice, Italy in 1971. The report is divided into three major areas: (1) historical background information; (2) summaries of general lectures, especially dealing with the functions, aims, methods, and problems of…

32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children...

Science.gov (United States)

2010-07-01

... arts, and mathematics, to determine whether a preschool child or child may be in need of special... special educator, school psychologist, speech therapist, or a reading specialist, in conformity with the... a multidisciplinary team and shall include a teacher or other specialist with knowledge in the areas...

VALUE JUDGMENTS ON MEANING AND AIMS OF USING GAMES GIVEN BY PRESCHOOL TEACHERS

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Inessa V. Usoltseva

2015-01-01

Full Text Available The aim of the presented article is to understand value, aims and practical aspects (frequency, diversity, etc. of using games by preschool teachers with different levels of education.Methods. In the conducted survey, 308 preschool teachers answered a questionnaire developed by leading researcher in ethnopedagogy of play V. M. Grigoriev. Examinees were divided into three groups different in educational level (undergraduated, graduated from college, specialized secondary education. The data were analyzed by comparing value judgments about meaning and aims of using games given by preschool teachers with different levels of education. Also value judgments were compared with practical aspects (frequency, diversity, etc. of the use of games in teachers’ professional work, and with their degree of satisfaction with it. Special attention was paid to the usage of ethno games. The analysis was done out in the program stаstistica 5.0 v and using the methods of nonparametric statistics.Results. The results have showed statistically significant differences between value judgments given by preschool teachers with different levels of education on values of games for developing various children personal qualities, frequency and diversity of use of different types of games. Problems in practical application of national games (Russian national games, games of the people of Russia and people of other countries, international games are designated.Scientific novelty. The author is the first to state the data about divergence influence in valuable representations and purposes of teachers of preschool centres on potential use of game technologies in daily work, and that is reflected in education productivity of younger children; wherein the game is the main activity. Specificity of national games in teaching is shown.Practical significance. The paper materials can be useful at the organisation of methodical work in preschool educational institutions, and by

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

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Alla Kushnir

2017-02-01

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

The role of metalinguistic function in the construction of physical knowledge: Α theatre semiotics approach for preschool education

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PANAGIOTIS PANTIDOS

2008-01-01

Full Text Available The rendering of physical knowledge in typical or non typical forms of teaching, is a process in which the spoken word and the language in general that is used centre on the (pre- scientific code. In the case of science teaching, the special pedagogic framework places the discussion on concepts – regardless of school grade – at a metalinguistic level of elaboration. At this level, the extent of learning, internalisation and use of the special code is intensely brought out through the utterances of the teachers and the students. In this paper an attempt is made, through semiotic theatrical analysis, to study the sign-vehicles that are related to the metalinguistic function of the speech in preschool education. Thus, the “commentary on the (pre-scientific code” as well as the “means which project the metalinguistic function of the speech” are analysed within a context set up by the physical knowledge for preschool education based on the world of drama.

"Dora the Explorer": Preschool Geographic Educator

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Carter, James R.

2008-01-01

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

Motor competence and characteristics within the preschool environment.

Science.gov (United States)

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

2017-08-01

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

Strategy-Based Development of Teacher Educators' ICT Competence through a Co-operative Staff Development Project

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Lavonen, Jari; Lattu, Matti; Juuti, Kalle; Meisalo, Veijo

2006-01-01

An ICT strategy and an implementation plan for teacher education were created in a co-operative process. Visions and expectations of staff members and students were registered by questionnaires and by making notes during sessions in which the strategy was created. Thereafter, an implementation document, where the staff development programme and…

Student and Staff Perceptions of a Learning Management System for Blended Learning in Teacher Education

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Holmes, Kathryn A.; Prieto-Rodriguez, Elena

2018-01-01

Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n = 46) and student (n = 470) responses to surveys as well as data…

Developing an Education Intervention for Staff Supporting Persons with an Intellectual Disability and Advanced Dementia

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Fahey-McCarthy, Elizabeth; McCarron, Mary; Connaire, Kevin; McCallion, Philip

2009-01-01

Generally, staff working in settings that provide care for adults with intellectual disabilities (ID) have not received specific education with respect to extended care for terminal illnesses or late-stage dementia. Equally, staff working in specialist palliative care often are not familiar with the unique issues of supporting persons with…

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

Science.gov (United States)

Bo Peep Productions, Eureka, MT.

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

A controlled investigation of continuing pain education for long-term care staff.

Science.gov (United States)

Ghandehari, Omeed O; Hadjistavropoulos, Thomas; Williams, Jaime; Thorpe, Lilian; Alfano, Dennis P; Dal Bello-Haas, Vanina; Malloy, David C; Martin, Ronald R; Rahaman, Omar; Zwakhalen, Sandra M G; Carleton, R N; Hunter, Paulette V; Lix, Lisa M

2013-01-01

The underassessment and undertreatment of pain in residents of long-term care (LTC) facilities has been well documented. Gaps in staff knowledge and inaccurate beliefs have been identified as contributors. To investigate the effectiveness of an expert-based continuing education program in pain assessment⁄management for LTC staff. Participants included 131 LTC staff members who were randomly assigned to either an interactive pain education (PE) program, which addressed gaps in knowledge such as medication management, or an interactive control program consisting of general dementia education without a specific clinical focus. Participants attended three sessions, each lasting 3 h, and completed measures of pain-related knowledge and attitudes⁄beliefs before, immediately after and two weeks following the program. Focus groups were conducted with a subset of participants to gauge perception of the training program and barriers to implementing pain-related strategies. Analysis using ANOVA revealed that PE participants demonstrated larger gains compared with control participants with regard to pain knowledge and pain beliefs. Barriers to implementing pain-related strategies certainly exist. Nonetheless, qualitative analyses demonstrated that PE participants reported that they overcame many of these barriers and used pain management strategies four times more frequently than control participants. Contrary to previous research, the present study found that the interactive PE program was effective in changing pain beliefs and improving knowledge. Continuing PE in LTC has the potential to address knowledge gaps among front-line LTC providers.

Feasibility and Acceptability of a Gardening-Based Nutrition Education Program in Preschoolers from Low-Income, Minority Populations

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Sharma, Shreela V.; Hedberg, Ann Marie; Skala, Katherine A.; Chuang, Ru-Jye; Lewis, Tamara

2015-01-01

Garden-based lessons are gaining popularity as a means of increasing fruit and vegetable intake among children. The study objective was to pilot test a garden-based preschool curriculum for feasibility and acceptability in Harris County Department of Education Head Start using qualitative and quantitative methods. A total of 103, 3- to 5-year-old…

Empowering Education: A New Model for In-service Training of Nursing Staff.

Science.gov (United States)

Chaghari, Mahmud; Saffari, Mohsen; Ebadi, Abbas; Ameryoun, Ahmad

2017-01-01

In-service training of nurses plays an indispensable role in improving the quality of inpatient care. Need to enhance the effectiveness of in-service training of nurses is an inevitable requirement. This study attempted to design a new optimal model for in-service training of nurses. This qualitative study was conducted in two stages during 2015-2016. In the first stage, the Grounded Theory was adopted to explore the process of training 35 participating nurses. The sampling was initially purposeful and then theoretically based on emerging concept. Data were collected through interview, observation and field notes. Moreover, the data were analyzed through Corbin-Strauss method and the data were coded through MAXQDA-10. In the second stage, the findings were employed through 'Walker and Avants strategy for theory construction so as to design an optimal model for in-service training of nursing staff. In the first stage, there were five major themes including unsuccessful mandatory education, empowering education, organizational challenges of education, poor educational management, and educational-occupational resiliency. Empowering education was the core variable derived from the research, based on which a grounded theory was proposed. The new empowering education model was composed of self-directed learning and practical learning. There are several strategies to achieve empowering education, including the fostering of searching skills, clinical performance monitoring, motivational factors, participation in the design and implementation, and problem-solving approach. Empowering education is a new model for in-service training of nurses, which matches the training programs with andragogical needs and desirability of learning among the staff. Owing to its practical nature, the empowering education can facilitate occupational tasks and achieving greater mastery of professional skills among the nurses.

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

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Arslan, Emel

2017-01-01

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

HEROs: Design of a Mixed-Methods Formative Research Phase for an Ecocultural Intervention to Promote Healthy Eating and Activity Behaviors in Rural Families With Preschoolers.

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Bellows, Laura L; McCloskey, Morgan; Clark, Lauren; Thompson, Darcy A; Bekelman, Traci A; Chamberlin, Barbara; Johnson, Susan L

2018-04-10

To describe the mixed-methods formative research phase in the development of the Healthy Environments Study (HEROs), a technology-based, interactive family intervention to promote healthy eating and activity behaviors for young children in the home environment. A mixed-method iterative approach, using ecocultural theory as a framework, will guide the development of both quantitative and qualitative formative research assessments. Rural eastern Colorado. Low-income families (n = 200) with preschool-aged children enrolled at 6 Head Start/preschool centers. Quantitative and qualitative methodologies will garner insights into 4 key topic areas: (1) food behaviors and environments (Remote Food Photography Method, parent focus group, and survey), (2) physical activity behaviors and environments (parent interview and survey), (3) mobile device use (parent survey and interview), and (4) daily life (ecocultural family interview and teacher/staff group discussions). Results will be interpreted in combination to allow for a holistic understanding of participant behaviors, beliefs, attitudes and values related to each of the 4 topic areas. Collectively, outcomes will provide a comprehensive picture of preschoolers' daily life and inform intervention design and strategies to enhance preschoolers' eating and activity behaviors in the home environment. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

SOCIO-PEDAGOGICAL EVALUATION OF TEACHING STAFF ACTIVITIES IN COMPREHENSIVE SCHOOLS AS AN INDEPENDENT MECHANISM OF EDUCATION QUALITY ASSESSMENT

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Irina О. Antipina

2014-01-01

Full Text Available The aim of the research is to reveal various ways for developing the independent mechanisms of education quality assessment.Methods involve the analysis of the existing views concerning the quality assessment of teaching staff activities.Results: The research findings demonstrate functional specificity of comprehensive schools, the main phases of socio-pedagogic assessment of teaching staff activities, and the main criteria and indices of their monitoring. The author considers professional educational activity as a general assessment criterion. The main feature of socio-pedagogic assessment procedures involves participation of different categories of teaching and research staff, along with students’ parents and the neighboring society members.Scientific novelty: The author specifies the concept of socio-pedagogic assessment of teaching staff activities.Practical significance: Implementation of the research outcomes can stimulate professional activity of pedagogical society in developing the independent system of education quality assessment.

Nature Preschools and Forest Kindergartens: The Handbook for Outdoor Learning

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Sobel, David

2016-01-01

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

Volunteers as Teachers of Child Management to Parents of Behaviour-Disordered Preschoolers.

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Seymour, Frederick W.; France, Karyn G.

1984-01-01

Ten women volunteers were trained as teachers of child management skills to parents of behavior-disordered preschoolers. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behavior checklist, and staff ratings of goal attainment, showed major changes in child behavior maintained at three-month…

Technology performance evaluation of scientific and educational activities of scientific-pedagogical staff in higher education

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Bechvaya Maria, R.

2015-12-01

Full Text Available This paper proposes a performance assessment tool research and teaching staff on the basis of a rating system that allows for the analysis of the results of key personnel of the higher school for criteria and determine the size of incentive payments. The rating model wage researchers and teachers bases on strengthening the incentive function of wages, aimed at personalization of scientific and educational activities of employees, which in modern conditions is the most relevant for use. The functions of stimulation, such as economic, moral and social are considered. The analysis methodologies for assessing university in the world and national rankings on the basis of which formed a system of indicators for assessing the activities of academic staff of higher education is represented. The necessity of development of an information system through which it is possible to carry out comprehensive analysis, that is to monitor the number of registered employees, to determine the share indices in the total ranking, to conduct the ranking points received by employees by industry and science in the context of structural units. The proposed information system is one element of technology assessment of effectiveness of the academic staff designed to evaluate the effectiveness of their activities and incentives, allows the analysis of criteria, based on which can be applied informed management decisions regarding the development of social and labor relations in the highest school.

A Case Study of Gendered Play in Preschools: How Early Childhood Educators' Perceptions of Gender Influence Children's Play

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Chapman, Rachel

2016-01-01

This research aimed to explore children's play in relation to gender stereotypes and beliefs and practices of educators in preschool settings. A feminist poststructuralist approach framed the design of the research and data were collected in two settings through predetermined categories of play during periods of spontaneous free play. The question…

Language Development of the Preschool Children: The Effects of an Audio-Visual Intervention Program in Delhi

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Roul, Sushanta Kumar

2014-01-01

Preschool may not be a place where formal education is imparted but yes, it definitely is a place where children have their first taste of independence. Preschool education is the provision of education for children before the commencement of statutory education usually between the ages of 2 and 5. Thus the purposes of the study were: to study the…

Analysis of applications suitable for mobile learning of preschool children

OpenAIRE

Stoimenovski, Aleksandar; Kraleva, Radoslava; Kralev, Velin

2016-01-01

This article considers the use of mobile learning in Bulgarian education by young children. The most used mobile operating systems are analyzed. Also some of the most used existing applications suitable for mobile learning of preschool children are presented and classified. Keywords: Mobile applications for preschool children, mobile learning.

Creating an Excellent Patient Experience Through Service Education: Content and Methods for Engaging and Motivating Front-Line Staff.

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Kennedy, Denise M

2017-12-01

Service quality and patient satisfaction affect an organization's value-based payments. This new value paradigm calls for a new approach to service education and training for front-line staff. Thoughtfully conceived, department-specific content, infused with patient feedback, value creation, and science of service quality principles, was developed to give front-line staff a deeper understanding of the impact of their performance on patient experience, value creation, and value-based revenue. Feedback from nearly 1500 trainees in 60 educational sessions delivered over 7 years indicates good understanding of the content and appreciation of the targeted approach. On a 5-point scale ranging from 1 (least effective) to 5 (most effective), trainees' ratings of their understanding of service quality concepts and impact on value ranged from 4.7 to 4.9. Verbatim comments showed a positive impact on staff. Employee feedback suggests that value-based service education may be useful in motivating front-line staff, improving service quality, and creating value.

AUDITING INTERNAL CONTROLS IN FINANCING PRESCHOOL PUBLIC INSTITUTION: EVIDENCE FROM SLOVENIA

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Tatjana HORVAT

2017-12-01

Full Text Available Public preschool educational institutions in Slovenia are mostly financed by public money, it means bay state and municipalities. They are also financed by parents. So, it is important that preschool institutions are using public money transparent and responsible, for this reason public preschool institution should have internal controls in financing. The internal auditor as independent professional should verify if internal controls works. The purpose of this paper is to investigate how internal controls in financing public educational institution works it means which internal controls are important in financing the preschool institution - on the selected institution to show and check how internal controls work. For this reason we divide internal controls in the financing in two phases: (1 internal controls in the preparation of the annual financial plan and financial planning of financial resources for institution’s programs and activities, (2 internal controls in obtaining financial resources. We used methods of internal auditing and research approaches as sampling, unstructured interviews and analysis of documents. The results showed that selected preschool institution should work on rules of recovery and monitoring of claims. The findings provide useful academic insight to setting internal controls as well as practical guidance for preschool institutions.

Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers

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Sisson, Jamie Huff; Iverson, Susan V.

2014-01-01

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

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)

Empowering education: A new model for in-service training of nursing staff

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MAHMUD CHAGHARI

2017-01-01

Full Text Available Introduction: In-service training of nurses plays an indispensable role in improving the quality of inpatient care. Need to enhance the effectiveness of in-service training of nurses is an inevitable requirement. This study attempted to design a new optimal model for in-service training of nurses. Methods: This qualitative study was conducted in two stages during 2015-2016. In the first stage, the Grounded Theory was adopted to explore the process of training 35 participating nurses. The sampling was initially purposeful and then theoretically based on emerging concept. Data were collected through interview, observation and field notes. Moreover, the data were analyzed through Corbin-Strauss method and the data were coded through MAXQDA-10. In the second stage, the findings were employed through Walker and Avant’s strategy for theory construction so as to design an optimal model for in-service training of nursing staff. Results: In the first stage, there were five major themes including unsuccessful mandatory education, empowering education, organizational challenges of education, poor educational management, and educational-occupational resiliency. Empowering education was the core variable derived from the research, based on which a grounded theory was proposed. The new empowering education model was composed of self-directed learning and practical learning. There are several strategies to achieve empowering education, including the fostering of searching skills, clinical performance monitoring, motivational factors, participation in the design and implementation, and problem-solving approach. Conclusion: Empowering education is a new model for in-service training of nurses, which matches the training programs with andragogical needs and desirability of learning among the staff. Owing to its practical nature, the empowering education can facilitate occupational tasks and achieving greater mastery of professional skills among the nurses.

Parental Education and Pre-School Children’s Objectively Measured Sedentary Time: The Role of Co-Participation in Physical Activity

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Suvi Määttä

2018-02-01

Full Text Available Parental co-participation in physical activity (PA may be a beneficial parenting practice for diminishing children’s sedentary time (ST. Less information is available, however, on the explanatory role of co-participation in PA regarding parental educational differences in children's ST. Preschool-aged children (N = 864, mean age 4.8, 52% boys with their parents participated in a cross-sectional DAGIS (Increased Health and Wellbeing in Pre-schools study between years 2015 and 2016. Children (N = 821 wore an accelerometer for one week. Parents were informed of their educational background, and the frequency of visits with their child in nature, to parks or playgrounds, their own yard, and indoor sport facilities (N = 808. Testing the associations required multiple regression analyses. Parents with a low educational background reported more frequent visits with their child to their own yard, and these visits were associated with children’s lower ST. More highly educated parents co-visited indoor sport facilities more frequently, although this did not have a significant association with children’s ST. More frequent visits in nature were associated with a lower ST at weekdays, regardless of educational background. Future health promotion strategies should inform parents that frequent co-participation in PA, for example, in one’s own yard, is beneficial for lowering children’s ST.

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

DEFF Research Database (Denmark)

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

From 2011 to 2013 a randomized controlled trial has been run in Danish preschools to obtain evidence on improvements of early childhood education by providing training to the preschool teachers. The purpose of the intervention is to improve child socio-emotional outcomes (measured by SDQ...

Current experiences and educational preferences of general practitioners and staff caring for people with dementia living in residential facilities.

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Beer, Christopher; Horner, Barbara; Almeida, Osvaldo P; Scherer, Samuel; Lautenschlager, Nicola T; Bretland, Nick; Flett, Penelope; Schaper, Frank; Flicker, Leon

2009-08-12

Residential care is important for older adults, particularly for those with advanced dementia and their families. Education interventions that achieve sustainable improvement in the care of older adults are critical to quality care. There are few systematic data available regarding the educational needs of Residential Care Facility (RCF) staff and General Practitioners (GPs) relating to dementia, or the sustainability of educational interventions. We sought to determine participation in dementia education, perceived levels of current knowledge regarding dementia, perceived unmet educational needs, current barriers, facilitators and preferences for dementia education. A mixed methods study design was utilised. A survey was distributed to a convenience sample of general practitioners, and staff in 223 consecutive residential care facilities in Perth, Western Australia. Responses were received from 102 RCF staff working in 10 facilities (out of 33 facilities who agreed to distribute the survey) and 202 GPs (19% of metropolitan GPs). Quantitative survey data were summarised descriptively and chi squared statistics were used to analyse the distribution of categorical variables. Qualitative data were collected from general practitioners, staff in residential care facilities and family carers of people with dementia utilizing individual interviews, surveys and focus groups. Qualitative data were analysed thematically. Among RCF staff and GPs attending RCF, participation in dementia education was high, and knowledge levels generally perceived as good. The individual experiences and needs of people with dementia and their families were emphasised. Participants identified the need for a person centred philosophy to underpin educational interventions. Limited time was a frequently mentioned barrier, especially in relation to attending dementia care education. Perceived educational needs relating to behaviours of concern, communication, knowledge regarding dementia, aspects of

Current experiences and educational preferences of general practitioners and staff caring for people with dementia living in residential facilities

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Scherer Samuel

2009-08-01

Full Text Available Abstract Background Residential care is important for older adults, particularly for those with advanced dementia and their families. Education interventions that achieve sustainable improvement in the care of older adults are critical to quality care. There are few systematic data available regarding the educational needs of Residential Care Facility (RCF staff and General Practitioners (GPs relating to dementia, or the sustainability of educational interventions. We sought to determine participation in dementia education, perceived levels of current knowledge regarding dementia, perceived unmet educational needs, current barriers, facilitators and preferences for dementia education. Methods A mixed methods study design was utilised. A survey was distributed to a convenience sample of general practitioners, and staff in 223 consecutive residential care facilities in Perth, Western Australia. Responses were received from 102 RCF staff working in 10 facilities (out of 33 facilities who agreed to distribute the survey and 202 GPs (19% of metropolitan GPs. Quantitative survey data were summarised descriptively and chi squared statistics were used to analyse the distribution of categorical variables. Qualitative data were collected from general practitioners, staff in residential care facilities and family carers of people with dementia utilizing individual interviews, surveys and focus groups. Qualitative data were analysed thematically. Results Among RCF staff and GPs attending RCF, participation in dementia education was high, and knowledge levels generally perceived as good. The individual experiences and needs of people with dementia and their families were emphasised. Participants identified the need for a person centred philosophy to underpin educational interventions. Limited time was a frequently mentioned barrier, especially in relation to attending dementia care education. Perceived educational needs relating to behaviours of concern

Work-related injuries of educational support staff in schools.

Science.gov (United States)

Ko, Dong Hwan; Jeong, Byung Yong

2018-02-15

This study aims to describe the characteristics of occupational injuries to educational support staff (service worker) in schools. In this research, 803 injured workers registered in 2015 were analyzed in terms of their gender, age, work experience, school type, work type, accident type, agency of accident, nature of injury and injured part of the body for each occupation. The workers were classified into after-school instructor, custodian and cooking staff. Accidents occurred mainly due to slips (35.6%) on floor/stair or contact with high temperature (18.1%). Also, the workers mostly fractured (41.2%) or had burns (19.3%) on their leg/foot (37.1%) or arm/hand/finger (29.8%). The results showed the difference in characteristics and injury pattern of injured persons for each occupation type, addressing the need for customized preventative measures for each situation. The results of this study can be a baseline in devising policies and guidelines for preventing accidents of service workers in schools.

The education of Physics in elementary school: conceptions of the teaching staff practice

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Cleci Werner da Rosa

2007-12-01

Full Text Available This present study sought to investigate the Sciences education developed in the Elementary school, emphasizing the identification of the physical presence in the curricular subjects at this school level. For this reason, interviews were accomplished with thirty four teachers in order to allow a mapping about the current science education before the sample selected for the research. Besides the identification of the subjects approached in Sciences, the research made the investigation, in such a more specific way, of physics in the curricular programs of elementary classes possible, as well as the way this subject was present during the graduation process of the teachers were being investigated. The results of the investigation pointed to the following issues: the contents of the curricular subject of Sciences, for the level being investigated, include fairly exclusive Biology topics; the lack of experimental activities; an education linked to the concepts and methodologies presented in graduation courses of the teaching staff; the conscientiousness of these teaching staff that the national legislation gives them freedom in curricular planning and organizing, even so, they feel themselves stuck into programs previously established by Education Secretariats or by educational books; and moreover, that the difficulties to discuss Physics in Elementary school are related to its graduating process.

Do Preschool Special Education Services Make a Difference in Kindergarten Reading and Mathematics Skills?: A Propensity Score Weighting Analysis

Science.gov (United States)

Sullivan, Amanda L.; Field, Samuel

2013-01-01

The purpose of this study was to examine the average treatment effect of preschool special education services on children's kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study--Birth Cohort, we examined the effectiveness of preschool…

The mediating role of the home environment in relation to parental educational level and preschool children’s screen time: a cross-sectional study

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Suvi Määttä

2017-09-01

Full Text Available Abstract Background Previous studies suggest that preschoolers from low socioeconomic backgrounds engage in more screen time. Still, the factors in the social and physical home environment driving these differences in preschool children’s screen time are poorly understood. This study examines potential home environment mediators in the associations between parental educational level and preschoolers’ screen time. Methods A total of 864 children aged 3–6 years and their parents participated in a cross-sectional DAGIS study in 2015–2016. Parents recorded their children’s screen time in a diary (N = 823. For the analyses, the daily average screen time at home was calculated. Parental questionnaires (N = 808 assessed educational level and eight social and physical environment factors in the home (i.e., descriptive norm for children’s screen time, parental screen use in front of children, parental importance for limiting children’s screen time, parental attitude toward societal pressures for children’s screen time, access to screens at home, parental self-efficacy for limiting children’s screen time, satisfaction of children’s screen time, and rules for limiting children’s screen time. Parental education was grouped into low, middle, and high education. The associations were tested by conducting mediation analyses adjusted by season and children’s sex and age. The significant mediators in the single-mediator models were included in the final multiple-mediator models. Results Of the potential eight mediators, the following four had a significant indirect association: descriptive norm for children’s screen time, parental screen use in front of children, parental importance for limiting children’s screen time, and parental attitude toward societal pressures for children’s screen time. Parents with high education had lower descriptive norm and used fewer screens in front of children compared to parents with middle or

Education and training to enhance end-of-life care for nursing home staff: a systematic literature review.

Science.gov (United States)

Anstey, Sally; Powell, Tom; Coles, Bernadette; Hale, Rachel; Gould, Dinah

2016-09-01

The delivery of end-of-life care in nursing homes is challenging. This situation is of concern as 20% of the population die in this setting. Commonly reported reasons include limited access to medical care, inadequate clinical leadership and poor communication between nursing home and medical staff. Education for nursing home staff is suggested as the most important way of overcoming these obstacles. To identify educational interventions to enhance end-of-life care for nursing home staff and to identify types of study designs and outcomes to indicate success and benchmark interventions against recent international guidelines for education for palliative and end-of-life care. Thirteen databases and reference lists of key journals were searched from the inception of each up to September 2014. Included studies were appraised for quality and data were synthesised thematically. Twenty-one studies were reviewed. Methodological quality was poor. Education was not of a standard that could be expected to alter clinical behaviour and was evaluated mainly from the perspectives of staff: self-reported increase in knowledge, skills and confidence delivering care rather than direct evidence of impact on clinical practice and patient outcomes. Follow-up was often short term, and despite sound economic arguments for delivering effective end-of-life care to reduce burden on the health service, no economic analyses were reported. There is a clear and urgent need to design educational interventions that have the potential to improve end-of-life care in nursing homes. Robust evaluation of these interventions should include impact on residents, families and staff and include economic analysis. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Educational technologies in the system of managerial staff mentoring

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L. P. Gancharik

2016-01-01

Full Text Available Investigations related to educational technologies, ensuring the Investigations are related to the educational technologies, ensuring the formation and support of a system of mentoring of managerial staff on the basis of the «cascade» technology training. A new form of cascade training – academic cascade training when the educational institutions create a large-scale information and educational environment on the basis of telecommunication technologies to provide the institute mentoring support in the state bodies and organizations.In comparison with the traditional mentoring (personal experience, students and graduates of the retraining system of educational institutions can transmit the knowledge and skills, acquired by them in the course of training, to the young managers and specialists of their organizations, thereby promoting further innovative educational potential of educational institutions through a system of cascading mentoring. For this purpose, in educational institutions an interactive educational environment is created based on telecommunication technologies, which allows you to create and develop a common information space, to simplify the procedure for communicating the mentors and trainees, to provide a wide access to the content. Telecommunication information technologies are not only a powerful tool, intelligent instrument and means of creating a cascade learning environment, but also an important factor in improving the entire methodical system of mentoring.It is proposed the creation of a large-scale information and educational environment on the basis of telecommunication technologies for cascade training when the educational institutions may become a part of the mentoring institution. On the one hand, they prepare students, including both potential mentors, and on the other hand, using modern telecommunication educational technologies, they participate together with the students-mentors in mentoring activity in

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

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Oladunjoye, Olayemi Kemi

2013-01-01

The title of this thesis is "iPad and Computer devices in Preschool: A tool for literacy development among teachers and children in preschool." The study was an exploration of how teachers and their pupils put iPad and other computer devices into use in early childhood education. This study was a qualitative research study, based on the observation of the pupils and the interviews of the teachers. In this study, observation of the children and interviewing of the teachers over a period of fiv...

“A Ba Ta Tsa” MUSIC ALBUM BY NENNO WARISMAN FOR CREATING A MUSICAL DRAMA SCRIPT AND PLAY IN TEACHING SPEAKING SKILL OF ISLAMIC PRESCHOOL EDUCATION STUDENTS OF STAIN KUDUS

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Taranindya Zulhi Amalia

2017-04-01

This musical drama was used ―A Ba Ta Tsa‖ Music Album composed by Nenno Warism an. Moreover, the bilingual album consists of ten songs that are sung by Nenno and Aulad e Gemintang Choir. The song lyrics helped the Preschool Education students creating a m usical drama script and practice how to play it. The students got ideas by listening to the songs and developed English dialogues in the drama script. Then, this process could incre ase the speaking skill of the preschool teacher candidates. According to Preschool Curriculum, there are some aspects related to this educational lev el. They are religious and moral development aspect, Physical development aspect, Langu age development aspect, Cognitive development aspect, socio-emotional development as pect, and art Development aspect. In addition, this research focuses on all aspects, especially religious and language aspects. Hopefully, it will facilitate preschool teacher candidates in teaching English for Young Learner while enclosing religious values.

Outsourcing Academic Development in Higher Education: Staff Perceptions of an International Program

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Dickson, Kerry; Hughes, Kate; Stephens, Bruce

2017-01-01

Increasingly, higher education support services are being outsourced. Our case study was of a program from a global, USA-based, non-profit organisation. From in-depth interviews, we investigated staff perceptions of academic development workshops and the efficacy of outsourcing to a transnational tertiary-support program. We found that…

The role of play in pre-school and younger school age children

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Kopas-Vukašinović Emina

2006-01-01

Full Text Available The paper deals with the importance of play for children’s development and learning in institutionalized preschool education, as well as the opportunities it provides concerning the organization of teaching activities with younger school age children. The paper is based on the theoretical framework emphasizing educational character of children’s play, as a specific form of learning. Notwithstanding occasional attempts within pedagogic theory to deny educational values of children’s play and to emphasize instruction as the only form of systematic learning, contemporary pedagogic views consider play an important part of school education. Learning through play at younger school age helps overcome the discontinuity between preschool and school education. Curriculum subject matter can be covered through carefully selected and prepared play activities within the existing system, providing the support, encouragement and guidance by the adults involved, including their proper knowledge of children’ age-related and psycho-physical characteristics. Play facilitates gradual change over from preschool to school developmental stage, free, spontaneous and creative expression and the development of children’s potential.

Staff Helping Attain Relevant Education (Project SHARE): Final Evaluation Report, 1992-93. OREA Report.

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Ranadive, Jyoti

Project SHARE (Staff Helping Attain Relevant Education), a project funded by Title VII of the Elementary and Secondary Education Act, was in its third and final year of operation in 1992-93, in eight primary schools in the Bronx, Brooklyn, and Manhattan (New York). The project served 141 limited English proficient students from low-income families…

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

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Woldehanna, Tassew

2016-01-01

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

The role of the teaching staff at present. Its educational and social function

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Esther Prieto Jiménez

2008-01-01

Especially the mission to educate to our minors and young people falls, directly, on two essential pillars: the family and the school. Although in the family the essential figure that is going to carry out educative and social the workings is the parents; in the case of the school, the subject key of formation is the teaching staff. In order to be able to analyze the situation that the educational ones are living at present, it is precise that we realise an approach to the essential functions...

A systematic review of types of healthy eating interventions in preschools

DEFF Research Database (Denmark)

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

2014-01-01

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

Preservice Preschool Teachers' Self-Efficacy Beliefs and Attitudes toward Teaching Profession

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Elaldi, Senel; Yerliyurt, Nazli Sila

2016-01-01

The purpose of this study is to investigate preservice preschool teachers' self-efficacy beliefs and attitudes toward the teaching profession. The population of the present study consisted of 855 (Female = 729) preservice preschool teachers studying at the Faculty of Education, Cumhuriyet University, in the fall semester of the 2015-2016 academic…

Recent illness, feeding practices and father's education as determinants of nutritional status among preschool children in a rural Nigerian community.

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Balogun, Titilola B; Yakubu, Alhassan M

2015-04-01

Good nutrition is necessary for the growth and development of preschool children. In sub-Saharan Africa, however, data on the determinants of their nutritional status are lacking. A cross-sectional survey of 366 preschool children was conducted in a rural community in northern Nigeria. Anthropometric measurements of the children were taken and information about feeding practices, immunization and parental education was obtained from their mothers. Fifty-two percent were stunted, 30% were underweight and 25% were wasted. Recent history of diarrhea was associated with wasting (OR = 2.66, p Children whose fathers had postsecondary education were less likely to be stunted (OR = 0.45, p = 0.01) or underweight (OR = 0.37, p = 0.005). Promoting exclusive breastfeeding, preventing recurrent diarrhea and including fathers in community interventions will improve the health of children in this community. © The Author [2014]. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

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…

Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom.

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Chang, Ya-Chih; Shire, Stephanie Y; Shih, Wendy; Gelfand, Carolyn; Kasari, Connie

2016-06-01

Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD.

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

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Svetlana Vyacheslavovna Kahnovich

2013-10-01

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

Education and training of healthcare staff in the knowledge, attitudes and skills needed to work effectively with breastfeeding women: a systematic review.

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Gavine, Anna; MacGillivray, Steve; Renfrew, Mary J; Siebelt, Lindsay; Haggi, Haggi; McFadden, Alison

2016-01-01

Current evidence suggests that women need effective support to breastfeed, but many healthcare staff lack the necessary knowledge, attitudes and skills. There is therefore a need for breastfeeding education and training for healthcare staff. The primary aim of this review is to determine whether education and training programs for healthcare staff have an effect on their knowledge and attitudes about supporting breastfeeding women. The secondary aim of this review was to identify whether any differences in type of training or discipline of staff mattered. A systematic search of the literature was conducted using the Cochrane Pregnancy and Childbirth Group's trial register. Randomised controlled trials comparing breastfeeding education and training for healthcare staff with no or usual training and education were included if they measured the impact on staff knowledge, attitudes or compliance with the Baby Friendly Hospital Initiative (BFHI). From the 1192 reports identified, four distinct studies were included. Three studies were two-arm cluster-randomised trials and one was a two-arm individual randomised trial. Of these, three contributed quantitative data from a total of 250 participants. Due to heterogeneity of outcome measures meta-analysis was not possible. Knowledge was included as an outcome in two studies and demonstrated small but significant positive effects. Attitudes towards breastfeeding was included as an outcome in two studies, however, results were inconsistent both in terms of how they were measured and the intervention effects. One study reported a small but significant positive effect on BFHI compliance. Study quality was generally deemed low with the majority of domains being judged as high or unclear risk of bias. This review identified a lack of good evidence on breastfeeding education and training for healthcare staff. There is therefore a critical need for research to address breastfeeding education and training needs of multidisciplinary

A Survey of Job Satisfaction among Health Sector Staff of Tabriz Taleghani Educational Hospital

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Leila Rastgar-Farajzadeh

2016-03-01

Full Text Available Background and Objectives : Job satisfaction is one of the most important variables in organizational behavior and the key variable in organizational researches and theories as well. The aim of present investigation was to determine the level of job satisfaction among health sector staff of Tabriz Taleghani Educational Hospital. Material and Methods : This cross-sectional study was performed in 2014. Health sector staffs of Taleghani Educational Hospital were studied through census method. Data collection tool was a questionnaire based on previous studies and consisted of 3 parts: demographic information (7 items, job satisfaction (21 questions and factors related to employee dissatisfaction (10 items. After collecting and entering data into IBM SPSS software, independent t tests, chi-square and ANOVA were applied. Results : The highest level of job satisfaction was in the field of relationship with colleagues and lowest level of job satisfaction was related to salary and benefits. The most common cause of employee dissatisfaction was pressure and stressful working environment and the least cause was the improper distribution of employees based on workload . Conclusion : According to the findings, the majority of job satisfaction among staff was at low and medium-level. Since job satisfaction is an important factor in the performance and quality of services provided by the hospital staff, it is recommended that managers and officials pay attention to defects and shortcomings and remove barriers.

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

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

2015-01-01

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

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…

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…

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.

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.

Does teachers’ education about social competence influence the frequency of pro-social and aggressive behavior in preschool children?

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Glavina Eleonora

2012-01-01

Full Text Available Children’s aggressive behavior is a common problem of specialists who work in preschool institutions, with proportionally less frequent occurrence of pro-social behavior. The aim of this action research was to determine whether additional training of educators in ways and skills of stimulating children’s social competence can influence reduced the frequency of aggressive and increased the frequency of pro-social behavior among children of preschool age. The training included 49 teachers, educators in kindergarten Čakovec, and comprised lectures, workshops and practical application that lasted for three months, under the mentorship of a psychologist. Before carrying out the activities and after the implementation period of three months, educators used the scale Pros/Ag (N = 466 to evaluate the children. The results indicate a statistically significant increase in the frequency of pro-social behavior and decrease in the frequency of aggressive behavior in children of both genders. However, in the absence of a control group, the reason for progress in the desired direction may be the maturation and error of evaluators, and hence the results can be generalized to a limited extent. Qualitative analysis of gender differences suggests the possibility that education leads to equalization of boys and girls in pro-social behavior, but not in aggressive behavior. The number of participants, as well as the results obtained, suggests interest and need to organize additional training in this area.

Nursing staffs self-perceived outcome from a rehabilitation 24/7 educational programme - a mixed-methods study in stroke care.

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Loft, M I; Esbensen, B A; Kirk, K; Pedersen, L; Martinsen, B; Iversen, H; Mathiesen, L L; Poulsen, I

2018-01-01

During the past two decades, attempts have been made to describe nurses' contributions to the rehabilitation of inpatients following stroke. There is currently a lack of interventions that integrate the diversity of nurses' role and functions in stroke rehabilitation and explore their effect on patient outcomes. Using a systematic evidence- and theory-based design, we developed an educational programme, Rehabilitation 24/7, for nursing staff working in stroke rehabilitation aiming at two target behaviours; working systematically with a rehabilitative approach in all aspects of patient care and working deliberately and systematically with patients' goals. The aim of this study was to assess nursing staff members' self-perceived outcome related to their capability, opportunity and motivation to work with a rehabilitative approach after participating in the stroke Rehabilitation 24/7 educational programme. A convergent mixed-method design was applied consisting of a survey and semi-structured interviews. Data collection was undertaken between February and June 2016. Data from the questionnaires ( N  = 33) distributed before and after the intervention were analysed using descriptive statistics and Wilcoxon sign rank test. The interviews ( N  = 10) were analysed using deductive content analysis. After analysing questionnaires and interviews separately, the results were merged in a side by side comparison presented in the discussion. The results from both the quantitative and qualitative analyses indicate that the educational programme shaped the target behaviours that we aimed to change by addressing the nursing staff's capability, opportunity and motivation and hence could strengthen the nursing staff's contribution to inpatient stroke rehabilitation. A number of behaviours changed significantly, and the qualitative results indicated that the staff experienced increased focus on their role and functions in rehabilitation practice. Our study provides an

Mathematics and Science Learning Opportunities in Preschool Classrooms

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

2014-01-01

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

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 second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: the role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood.

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Rydland, Veslemøy; Grøver, Vibeke; Lawrence, Joshua

2014-03-01

Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twemty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of teacher-led group talk and amount and diversity of peer talk), as well as the demographic variables of maternal education and co-ethnic concentration in the neighborhood, were employed to predict the children's L2 vocabulary trajectories. The results of growth analyses revealed that maternal education was the only variable predicting children's vocabulary growth during the elementary years. However, teacher-led talk, peer talk, and neighborhood predicted children's L2 vocabulary skills at age five, and these differences were maintained up to age ten. This study underscores the importance of both preschool talk exposure (teacher-led talk and peer talk) and demographic factors on L2 learners' vocabulary development.

The Costs and Benefits of Investing in Universal Preschool: Evidence From a Spanish Reform.

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van Huizen, Thomas; Dumhs, Lisa; Plantenga, Janneke

2017-11-20

This study provides a cost-benefit analysis of expanding access to universal preschool education, focusing on a Spanish reform that lowered the age of eligibility for publicly provided universal preschool from age 4 to age 3. Benefits in terms of child development and maternal employment are estimated using evidence on the causal effects of this reform. In the baseline estimation the benefit-cost ratio is over 4, indicating sizeable net societal benefits of the preschool investment. The results show that the child development effects are the major determinant of the cost-benefit ratio; the employment gains for parents appear to play a relatively minor role. Overall, the cost-benefit analysis provides support for investing in high-quality preschool education. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Examining Work Engagement and Job Satisfaction of Staff Members in Higher Education

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Hermsen, Jill; Rosser, Vicki

2008-01-01

Staff members are a large and growing set of employees within higher education. While their numbers are growing, they also are seeing a change in their salaries and working conditions. Given this situation, institutions are considering work engagement and job satisfaction research. The purpose of this article is to examine those work life…

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

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Margareta Adolfsson

2018-05-01

Full Text Available Engagement in preschool predicts children's development, learning, and wellbeing in later school years. The time children engage in activities and social interactions is conditional for preschool inclusion. Engagement is part of the construct participation, which is determined by attendance and involvement. Two suggested underlying dimensions of engagement had been identified as essential when assessing children's participation in preschool activities. As engagement is a key question in inclusion of all children, and preschool becomes a common context for them, it is increasingly important to understand the concept of engagement in those settings. In Sweden most children attend preschool but children in need of special support tend not to receive enough support for their everyday functioning. This study aimed to conceptualize child engagement in preschool with ICF-CY as a framework to clarify core and developmental engagement dimensions included in Child Engagement Questionnaire (CEQ. The content of CEQ was identified through linking processes based on ICF linking rules with some exceptions. Specific challenges and solutions were acknowledged. To identify engagement dimensions in the ICF-CY, CEQ items related to ICF-CY chapters were integrated in the two-dimensional model of engagement. Findings showed that engagement measured for preschool ages was mostly related to Learning and Applying knowledge belonging to Activities and Participation but the linkage detected missing areas. Broader perspectives of children's everyday functioning require extended assessment with consideration to mutual influences between activities, participation, body functions, and contextual factors. Related to core and developmental engagement, findings highlight the importance for preschool staff to pay attention to how children do things, not only what they do. Activities related to core engagement include basic skills; those related to developmental engagement set

Challenging Age Power Structures: Creating a Public Sphere in Preschool through Musicking

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Maria Wassrin

2016-08-01

Full Text Available This article explores the possibility of conceiving preschool music activities as a way of forming spaces of participation with society’s youngest. The discussion draws on Hannah Arendt’s ([1958] 1998 definition of public spheres, and the argumentation is closely linked to an empirical example from musicking events with 1–3 year olds in a non-typical, arts-focused Swedish preschool. In their promotion of equality and plurality in this preschool, the children and the music pedagogues co-construct a public sphere by using a multitude of “languages” and challenge both the hegemonic position of verbal language and other age power structures. In this promotion, other “subjects of music” come into being. Thus, it is argued that society can perceive children as legitimized citizens in the “here and now” and not only in a distant future when they have become fully educated adults. The article challenges current preschool music education and demonstrates alternative social constructions.

School staff autonomy and educational performance: within school type evidence

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VERSCHELDE, Marijn; HINDRIKS, Jean; RAYP, Glenn; SCHOORS, Koen

2012-01-01

This paper shows the effect of school staff autonomy on educational performance. The distinctive feature with existing literature is that we employ variation in autonomy within the same country and within the same school type to reduce the omitted variables problems. To fully capture the informational advantage of local actors, we define autonomy as the operational empowerment of the school’s direction and teachers. The Flemish secondary school system in Belgium is analyzed as it displays uni...

Factors associated with staff development processes and the creation of innovative science courses in higher education

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Hodges, Jeanelle Bland

1999-11-01

The purpose of the study was to determine factors associated with staff development processes and the creation of innovative science courses by higher education faculty who have participated in a model staff development project. The staff development program was designed for college faculty interested in creating interdisciplinary, constructivist-based science, mathematics, or engineering courses designed for non-majors. The program includes workshops on incorporating constructivist pedagogy, alternative assessment, and technology into interdisciplinary courses. Staff development interventions used in the program include grant opportunities, distribution of resource materials, and peer mentoring. University teams attending the workshops are comprised of faculty from the sciences, mathematics, or engineering, as well as education, and administration. A purposeful and convenient sample of three university teams were subjects for this qualitative study. Each team had attended a NASA Opportunities for Visionary Academics (NOVA) workshop, received funding for course development, and offered innovative courses. Five questions were addressed in this study: (a) What methods were used by faculty teams in planning the courses? (b) What changes occurred in existing science courses? (c) What factors affected the team collaboration process? (d) What personal characteristics of faculty members were important in successful course development? and (e) What barriers existed for faculty in the course development process? Data was collected at each site through individual faculty interviews (N = 11), student focus group interviews (N = 15), and classroom observations. Secondary data included original funding proposals. The NOVA staff development model incorporated effective K--12 interventions with higher education interventions. Analysis of data revealed that there were four factors of staff development processes that were most beneficial. First, the team collaborative processes

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.

University-Preschool Partnership and Workplace-Based Learning: A Collaborative "Third Space" or No Space at All?

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Jónsdóttir, Arna H.

2015-01-01

The article examines the aims of the workplace-based learning of prospective preschool teachers in Iceland and associated cooperative practices between the University of Iceland and preschools. A "third space" of collaboration between these two sites is considered necessary if the education of preschool student teachers is to be…

The Effect Inclusive Education Practice during Preschool Has on the Peer Relations and Social Skills of 5-6-Year Olds with Typical Development

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Ogelman, Hulya Gulay; Secer, Zarife

2012-01-01

The purpose of this study is to set forth the effect preschool inclusive education practices have on the peer relations of 5-6 year olds with typical development. The study comprised of two sample groups. The children in both groups were attendees of kindergartens at primary schools governed by the Ministry of National Education located in the…

A Pedagogical Dimension to the Technocratic Problem of Water Management: Preschool Teacher Beliefs and Attitudes Towards Teaching Water Science and Sustainable Management of Water in the Context of Environmental Education

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E. Bourotzoglou

2016-05-01

Full Text Available Future generations are necessary to become conscious of water environmental problems, since preschool age, as they will be forced to manage them in the future. Experiential Environmental Education is a tool for sustainable management of water resources, but the key to this process is teachers and the factors that shape their readiness to fulfill their role. In this research their beliefs and attitudes are being investigated, as they influence the quality of teaching and environmental awareness of children. Specifically, 128 preschool teachers from North Greece were interviewed on how they perceive a their Willingness to improve their skills and knowledge on the scientific subject of water and its sustainable management, b their Comfort in teaching these subjects and c their Familiarity with the content knowledge, pedagogical teaching methods of preschool and environmental education and developmentally appropriate activities for teaching these subjects according to Psychology. In addition, it explores preschool teacher’s beliefs and attitudes d about whether water science and sustainable management of water could keep Child’s Interest and e if it contributes to Child Benefit, raising children’s awareness of environmental issues and developing his/her language, art, math, technological and social skills. Correlation Analysis showed that preschool teacher’s beliefs and attitudes towards teaching the subject of water were positive but under certain preconditions (they do not have the Willingness to spend time creating materials, they do not need more scientific knowledge, they do not consider children’s experimentation as the best way of learning, the ‘creative clutter’ caused by experimentation annoys them, they are not willing to engage in children’s experimentation with water, watching what children do, what they say or ask and they do not consider more activities with water necessary. However, these items of the Scale may

Barriers to Providing Health Education During Primary Care Visits at Community Health Centers: Clinical Staff Insights.

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Alicea-Planas, Jessica; Pose, Alix; Smith, Linda

2016-04-01

The rapid increase of diverse patients living in the US has created a different set of needs in healthcare, with the persistence of health disparities continuing to challenge the current system. Chronic disease management has been discussed as a way to improve health outcomes, with quality patient education being a key component. Using a community based participatory research framework, this study utilized a web-based survey and explored clinical staff perceptions of barriers to providing patient education during primary care visits. With a response rate of nearly 42 %, appointment time allotment seemed to be one of the most critical factors related to the delivery of health education and should be considered key. The importance of team-based care and staff training were also significant. Various suggestions were made in order to improve the delivery of quality patient education at community health centers located in underserved areas.

Modern knowledge about prevention and correction of functional disorders of the supporting-motor apparatus of the senior preschool age children in the process of physical education

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Kashuba V.A.

2009-12-01

Full Text Available Technology of correction of violations of carriage is developed for the children of senior preschool age taking into account spatial organization of their body. Possibilities of application of technology are rotined in the system of physical education of child preschool age and in a medical physical culture. The flowsheet of organization of employments is offered correction-prophylactic macrocycle. Pulling in is selected in a chart, correcting and supporting sanitary the stages.

Augmented Reality: Daily Prayers for Preschooler Student

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Hendra Pradibta

2018-01-01

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

Group Exercise in Chinese Preschools in an Era of Child-Centered Pedagogy

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Liu, Chang; Tobin, Joseph

2018-01-01

"Guangbo ticao" (group exercise) is a daily routine in Chinese preschools characterized by collectivity, discipline, and conformity. In this article we explore the question of why "guangbo ticao" has survived in an era of progressive educational reform in contemporary China. We use interviews with Chinese preschool teachers and…

What I Learned from the Ypsilanti Perry Preschool Project: A Teacher's Reflections

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Derman-Sparks, Louise

2016-01-01

This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project's relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and…

Understanding the Use of Educational Technology among Faculty, Staff, and Students at a Medical University

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Kazley, Abby Swanson; Annan, Dustin L.; Carson, Nancy E.; Freeland, Melissa; Hodge, Ashley B.; Seif, Gretchen A.; Zoller, James S.

2013-01-01

A college of health professions at a medical university located in the southeastern United States is striving to increase the use of educational technology among faculty, staff, and students. A strategic planning group was formed and charged with enhancing the use of educational technology within the college. In order to understand the current…

Local health department epidemiologic capacity: a stratified cross-sectional assessment describing the quantity, education, training, and perceived competencies of epidemiologic staff.

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O'Keefe, Kaitlin A; Shafir, Shira C; Shoaf, Kimberley I

2013-01-01

Local health departments (LHDs) must have sufficient numbers of staff functioning in an epidemiologic role with proper education, training, and skills to protect the health of communities they serve. This pilot study was designed to describe the composition, training, and competency level of LHD staff and examine the hypothesis that potential disparities exist between LHDs serving different sized populations. Cross-sectional surveys were conducted with directors and epidemiologic staff from a sample of 100 LHDs serving jurisdictions of varied sizes. Questionnaires included inquiries regarding staff composition, education, training, and measures of competency modeled on previously conducted studies by the Council of State and Territorial Epidemiologists. Number of epidemiologic staff, academic degree distribution, epidemiologic training, and both director and staff confidence in task competencies were calculated for each LHD size strata. Disparities in measurements were observed in LHDs serving different sized populations. LHDs serving small populations reported a smaller average number of epidemiologic staff than those serving larger jurisdictions. As size of population served increased, percentages of staff and directors holding bachelors' and masters' degrees increased, while those holding RN degrees decreased. A higher degree of perceived competency of staff in most task categories was reported in LHDs serving larger populations. LHDs serving smaller populations reported fewer epidemiologic staff, therefore might benefit from additional resources. Differences observed in staff education, training, and competencies suggest that enhanced epidemiologic training might be particularly needed in LHDs serving smaller populations. RESULTS can be used as a baseline for future research aimed at identifying areas where training and personnel resources might be particularly needed to increase the capabilities of LHDs.

Contributing factors in the manifestation of aggression in preschoolers with hyperactivity.

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Stormont-Spurgin, M; Zentall, S S

1995-03-01

This study examined family characteristics of preschoolers with hyperactivity. We assessed child-rearing practices, maternal depression, marital conflict, and social support. Sixty-three preschool boys were placed in a hyperactivity-aggressive, hyperactive, aggressive or comparison group based on behavioral ratings. Parents were given questionnaires, mothers were interviewed, and children were administered the Woodcock-Johnson Psycho-Educational Battery and were observed playing. Compared to preschoolers with hyperactivity, preschoolers with hyperactivity plus aggression had families with (a) more restrictive fathers, (b) siblings who retaliated aggressively, and (c) mothers who reported more physical aggression directed to their partners and more verbal aggression received. Follow-forward aggression ratings were predicted by initial child manageability and maternal depression, perceived support, and low income.

Motivational orientations of urban- and rural-based RNs: implications for staff development educators.

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Armstrong, M L; Clark, D W; Stuppy, D J

1995-01-01

Part of professional development is influencing RNs to return for an undergraduate degree, a challenge for the staff development educator. Expanding on earlier research using Boshier's Educational Participation Scale to reveal motivational orientations, the authors queried 5 groups of RNs who were enrolled in BSN education between 1990 and 1992 (N = 235) and living in rural and urban areas of Texas. There were no significant differences of overall motivational orientations, yet RN students living in rural areas scored higher in professional knowledge (P = 0.03) whereas urban-based RN students scored higher in compliance with authority (P = 0.02). Specific marketing and educational strategies are discussed.

The influence of professional development on informal science educators' engagement of preschool-age audiences in science practices

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Crowl, Michele

There is little research on professional development for informal science educators (ISEs). One particular area that ISEs need support in is how to engage preschool-age audiences in science practices. This study is part of a NSF-funded project, My Sky Tonight (MST), which looked at how to support ISEs in facilitating astronomy-themed activities with preschool-age audiences. This dissertation focuses on the influence of a six-week, online professional development workshop designed for ISEs working with preschool-age audiences. I used three primary sources of data: pre/post interviews and a video analysis task from data of 16 participants, as well as observations of implementation from a subset of seven participants who agreed to participate further. I developed and used the Phenomena-driven Practices of Science (PEPS) Framework as an analysis tool for identifying engagement in science practices. Findings from this study show that ISEs identified affective goals and rarely goals that reflect science practice engagement for their preschool-age audiences. They maintained these initial goals after the professional development workshop. ISEs describe the ways in which they engage children in science using primarily science practice-related words, but these descriptions did not show full use of science practices according to the PEPS framework. When observed implementing science activities with their preschool audiences, the ISEs demonstrated a variety of forms of science engagement, but only a few used science practices in ways consistent with the PEPS framework. Engagement in the professional development workshop did not result in a transition in the ways ISEs talk about and implement science with young children. While the write-ups for MST activities were not written in a way that supported engagement in science practices, a subset of MST activities were designed with it in mind. The professional development workshop included little time focusing on how ISEs could

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.

Dietary Quality of Preschoolers' Sack Lunches as Measured by the Healthy Eating Index.

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Romo-Palafox, Maria Jose; Ranjit, Nalini; Sweitzer, Sara J; Roberts-Gray, Cindy; Hoelscher, Deanna M; Byrd-Williams, Courtney E; Briley, Margaret E

2015-11-01

Eating habits are developed during the preschool years and track into adulthood, but few studies have quantified dietary quality of meals packed by parents for preschool children enrolled in early care and education centers. Our aim was to evaluate the dietary quality of preschoolers' sack lunches using the Healthy Eating Index (HEI) 2010 to provide parents of preschool children with guidance to increase the healthfulness of their child's lunch. This study is a cross-sectional analysis of baseline dietary data from the Lunch Is in the Bag trial. A total of 607 parent-child dyads from 30 early care and education centers in Central and South Texas were included. Total and component scores of the HEI were computed using data obtained from direct observations of packed lunches and of children's consumption. Three-level regression models with random intercepts at the early care and education center and child level were used; all models were adjusted for child sex, age, and body mass index (calculated as kg/m(2)). Mean HEI-2010 total scores were 58 for lunches packed and 52 for lunches consumed, out of 100 possible points. Mean HEI component scores for packed and consumed lunches were lowest for greens and beans (6% and 8% of possible points), total vegetables (33% and 28%), seafood and plant proteins (33% and 29%), and whole grains (38% and 34%); and highest for empty calories (85% and 68% of possible points), total fruit (80% and 70%), whole fruit (79% and 64%), and total protein foods (76% and 69%). Parents of preschool children pack lunches with low dietary quality that lack vegetables, plant proteins, and whole grains, as measured by the HEI. Education of parents and care providers in early care and education centers is vital to ensure that preschoolers receive high dietary-quality meals that promote their preference for and knowledge of a healthy diet. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Evaluating the Performance Diagnostic Checklist-Human Services to Assess Incorrect Error-Correction Procedures by Preschool Paraprofessionals

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Bowe, Melissa; Sellers, Tyra P.

2018-01-01

The Performance Diagnostic Checklist-Human Services (PDC-HS) has been used to assess variables contributing to undesirable staff performance. In this study, three preschool teachers completed the PDC-HS to identify the factors contributing to four paraprofessionals' inaccurate implementation of error-correction procedures during discrete trial…

Teacher Perceptions of Multilevel Policies and the Influence on Nutrition Education in North Carolina Head Start Preschools.

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Peterson, Amanda D; Goodell, L Suzanne; Hegde, Archana; Stage, Virginia C

2017-05-01

To develop a theory that explains the process of how teachers' perception of multilevel policies may influence nutrition education (NE) teaching strategies in Head Start preschools. Semistructured telephone interviews. North Carolina Head Start preschools. Thirty-two Head Start teachers. All interviews were transcribed verbatim. Following a grounded theory approach, authors coded interview data for emergent themes. Two primary themes emerged during analysis, including teachers' policy perceptions and teacher-perceived influence of policy on NE. A theoretical model was developed to explain how teachers' perceptions of policies influenced NE (eg, teaching strategies) in the classroom. Teachers discussed multiple policy areas governing their classrooms and limiting their ability to provide meaningful and consistent NE. How teachers perceived the level of regulation in the classroom (ie, high or low) influenced the frequency with which they used specific teaching strategies. Despite federal policies supporting the provision of NE, teachers face competing priorities in the classroom (eg, school readiness vs NE) and policies may conflict with standardized NE curricula. To understand how Head Start centers develop local policies, additional research should investigate how administrators interpret federal and state policies. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

`Drawing the Leaves Anyway': Teachers Embracing Children's Different Ways of Knowing in Preschool Science Practice

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Areljung, Sofie; Ottander, Christina; Due, Karin

2017-12-01

This study explores if and how teachers combine practices of science and of preschool (children 1-5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, we have chosen to focus on how teachers' talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis builds on two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as `individual liking' and `whole-body perception', as well as more associated with objectivity, such as `noticing differences and similarities'. Furthermore, the results show that the teachers' talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education.

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

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Dana Sulistiyo Kusumo

2017-06-01

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

SNAC: San Mateo Nutrition Activity Curriculum. "Swing Into Nutrition" (Staff In-Service Guide and Staff Workbook).

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San Mateo City Elementary School District, CA.

This inservice training guide on nutrition activities for preschool and elementary school teachers consists of 14 lesson plans for two workshops and more than 20 related instructional handouts that can be copied for teachers. The first workshop for teachers provides a rationale for nutrition education ine elementary curriculum as well as…

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

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Delgado, Christine E. F.

2009-01-01

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

Using simulation to educate hospital staff about casemix.

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Cromwell, D A; Priddis, D; Hindle, D

1998-10-01

When the Australian government funded a casemix development program, few hospital clinicians or staff knew much about casemix classifications like Diagnosis Related Groups (DRGs). Although the concepts behind casemix are essentially simple, it is not a trivial task to explain the logic used to assign patients to classes, or the use of casemix data for management or funding. Therefore, as part of a project to create educational material, a computer-based management game, built around a simulation model of a hospital, was developed. The game was designed for use in a workshop setting, to allow participants to test their understanding of the casemix information presented to them. The simulation mimicked the operation of a hospital, with a player taking the role of a hospital manager. It aimed to demonstrate how AN-DRGs might be used for funding; how patient costs are influenced by hospital activity; and how casemix data can assist in monitoring the use of resources. The game, called Dragon, proved to be very successful, and is now distributed as part of the National Casemix Education series.

Financial and Mathematical Model of Payroll for Labour Remuneration of Teaching Staff in the Sphere of Secondary Professional Education

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Aleksandr Vladimirovich Dorzhdeev

2015-12-01

Full Text Available The article is devoted to building up a financial and mathematical model and designing the appropriate procedure of forming the quota, directed to the payroll of the vocational education teaching staff under the circumstances of normative-per capita financing. Nowadays the given problem occurred after the implementation of normative-per capita financing system is one of the most urgent and complicated problems. The procedures used in many educational institutions are outdated, based on a totally hourly basis and don’t meet the modern requirements of the educational economics and financial management. The approach, suggested in the article, not only solves many financial problems of educational institutions but also reveals problem areas, unprofitable educational programs, resolves optimization tasks, and proposes the algorithm of making the appropriate managerial decisions. Besides, the article describes the distribution procedure of the teaching staff payroll among structural subdivisions of the vocational educational institutions. In the context of the given model, financing should be implemented in proportion to the part of the structural subdivision in the educational process. This part is determined on the basis of the education financial plan of the current academic year of each educational program in this educational institution. In addition, the part of each structural subdivision is determined as the sum of parts of the respective subjects of the educational plan. The suggested procedure promotes the optimization of managing financial performance of vocational educational institutions, provides the opportunity of implementing individual contracts with the teaching staff, and using a number of other modern approaches to financial management of educational institutions.

Women and men in education services: comparison of gender representation in Italian pre-school (0-6 services.

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Rosy Nardone

2014-12-01

Full Text Available This contribution presents a part of the results of the research project entitled “Stereotipi di genere, relazioni educative e infanzie” (“Gender stereotypes, educational relationships and childhood" conducted between 2010 and 2012 by a group of researchers from the CSGE (Gender and Education Study Centre of the University of Bologna, funded by the Emilia-Romagna Region. The research aimed to measure the ideas and representations of gender and the gender relations among adults who are educationally significant for preschool children (0-6 years, and to develop widespread reflection on the issue of the stereotyped images of female and male identity that still exist and are transmitted from a very early age. This article particularly focuses on the analysis developed on gender representations in educational services 0-6 years by the professionals working in the centres involved, relating quantitative data with the considerations that emerged from the focus groups, about the female and male in education.

Learning Specific Content in Technology Education: Learning Study as a Collaborative Method in Swedish Preschool Class Using Hands-On Material

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Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

2014-01-01

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study…

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.

Motor performance of preschool children

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Słonka Karina; Dyas Manuela; Słonka Tadeusz; Szurmik Tomasz

2017-01-01

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

Using social marketing principles to guide the development of a nutrition education initiative for preschool-aged children.

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

2004-01-01

Within the field of nutrition education, social marketing has become a promising framework to systematically approach problems related to nutrition behavior. In 1997, the Colorado Nutrition Network began developing a social marketing campaign to promote healthful food choices among low-income Coloradans. A multifaceted formative evaluation plan that included focus groups, campaign concept pretesting, and a food frequency questionnaire was used to segment and scrutinize the target audience. The resulting pilot program was a blend of educational and marketing strategies targeting preschoolers that was implemented in Head Start classrooms. The 12-week intervention contained a narrow, behavior-based "try new foods" message, multiple nutrition education activities, and repeated opportunities to taste 13 novel foods. Key strategies used and findings from the formative evaluation process are presented herein in an effort to provide insight for nutrition educators interested in developing similar interventions.

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…

Role Stressors, Engagement and Work Behaviours: A Study of Higher Education Professional Staff

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Curran, Tara M.; Prottas, David J.

2017-01-01

The study used data provided by 349 professional staff employees from 17 different US higher education institutions to assess aspects of their working conditions that could influence their own work engagement and the work-related behaviours of their colleagues. Relationships among three role stressors (role ambiguity, role conflict and role…

Professional Development for Sessional Staff in Higher Education: A Review of Current Evidence

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Hitch, Danielle; Mahoney, Paige; Macfarlane, Susie

2018-01-01

The aim of this study was to provide an integrated review of evidence published in the past decade around professional development for sessional staff in higher education. Using the Integrating Theory, Evidence and Action method, the review analysed recent evidence using the three principles of the Benchmarking Leadership and Advancement of…

Preschool Teachers' Skills in Teaching Music: Two Steps Forward One Step Back

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Ehrlin, Anna; Wallerstedt, Cecilia

2014-01-01

This study investigates through observations and interviews what importance further education has for preschool teachers' practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The…

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.

Bridging the Research to Practice Gap: A Case Study Approach to Understanding EIBI Supports and Barriers in Swedish Preschools

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Lise ROLL-PETTERSSON

2016-12-01

Full Text Available The present study examined proximal and distal barriers and supports within the Swedish service system that may affect implementation of early and intensive behavioral intervention (EIBI for children with autism. A case study approach with roots in ethnography was chosen to explore this issue. Two preschools exemplifying ‘high quality practice’ were studied and information was collected through multiple sources during a 12 month period, this included participant observations, direct observations, semi-structured interviews with key informants; paraprofessionals, parents, special educators, habilitation specialists and a focus group interview. Interview transcripts and field notes were combined and analyzed using an abductive grounded theory approach. Findings highlight the relevance of researchers understanding and taking into consideration the effect that distal variables have on implementation within proximal settings. A theoretical model of factors affecting implementation was conceptualised to include: staff entry knowledge and competence, development through supervision, the role of the preschool administrator, as well as distal influences and inter-organizational tensions, values, and bridges. Findings are discussed within the context of implementation science. Implications for future research are discussed as well as areas in need of further development to bridge the gap between research and practice.

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…

Childcare Quality and Preschoolers' Math Development

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Choi, Ji Young; Dobbs-Oates, Jennifer

2014-01-01

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

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

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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…

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...

Mothers' views of their preschool child's screen-viewing behaviour: a qualitative study.

Science.gov (United States)

Bentley, Georgina F; Turner, Katrina M; Jago, Russell

2016-08-04

Research on screen-viewing in preschool children has predominantly focused on television viewing. The rapid development of mobile devices (e.g. tablets, smart phones and e-readers) and the increase in their use by preschool children means there is a need to understand how and why these devices are used by this age group. The aim of this study was to explore mothers' views of their preschool children's screen viewing behaviour (including mobile devices) and investigate how preschool children use different screen-viewing devices. One-to-one, semi-structured interviews with mothers of preschool children (aged between 2 and 4 years old). Mothers were recruited through preschools, nurseries, and mother and toddler groups located within four areas of varying socio-economic status within Bristol, UK. Data were analysed thematically using a framework approach. Twenty-six mothers were interviewed. Mobile devices were regularly used as a form of screen-viewing for most children but were used on an ad hoc basis rather than being a habitual activity. The reasons and influences of mobile device use described by mothers were similar to that of television viewing. However, the portability of mobile devices meant that they were often used outside of the home as a distraction tool. Their multi-functionality meant that they could be used as a portable television, or for purposeful learning through educational games and applications. Some mothers showed concerns over mobile device use by their child, whilst others felt it was an important and useful educational tool. Although the majority of mothers felt they needed to set rules and restrictions for mobile device use, many mothers felt that they are also a necessary and unavoidable part of life. Mothers in this study suggested that mobile device use by preschool children is common. More research is needed to determine the impact of mobile device use in preschool children, how much time preschool children spend using mobile devices

Naps Enhance Executive Attention in Preschool-Aged Children.

Science.gov (United States)

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

2017-09-01

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

What works in delivering dementia education or training to hospital staff? A critical synthesis of the evidence.

Science.gov (United States)

Surr, Claire A; Gates, Cara

2017-10-01

The quality of care delivered to people with dementia in hospital settings is of international concern. People with dementia occupy up to one quarter of acute hospital beds, however, staff working in hospitals report lack of knowledge and skills in caring for this group. There is limited evidence about the most effective approaches to training hospital staff on dementia. The purpose of this literature review was to examine published evidence on the most effective approaches to dementia training and education for hospital staff. The review was conducted using critical synthesis and included qualitative, quantitative and mixed/multi- methods studies. Kirkpatrick's four level model for the evaluation of training interventions was adopted to structure the review. The following databases were searched: MEDLINE, PsycINFO, CINAHL, AMED, British Education Index, Education Abstracts, ERIC (EbscoHost), The Cochrane Library-Cochrane reviews, Economic evaluations, CENTRAL (Wiley), HMIC (Ovid), ASSIA, IBSS (Proquest), Conference Proceedings Citation Indexes (Web of Science), using a combination of keyword for the following themes: Dementia/Alzheimer's, training/education, staff knowledge and patient outcomes. A total of 20 papers were included in the review, the majority of which were low or medium quality, impacting on generalisability. The 16 different training programmes evaluated in the studies varied in terms of duration and mode of delivery, although most employed face-to-face didactic techniques. Studies predominantly reported on reactions to training and knowledge, only one study evaluated outcomes across all of the levels of the Kirkpatrick model. Key features of training that appeared to be more acceptable and effective were identified related to training content, delivery methods, practicalities, duration and support for implementation. The review methodology enabled inclusion of a broad range of studies and permitted common features of successful programmes to be

The Examination Of Preschool Period Children’s Problem Solving Skills According To Their Chess Training Status

Directory of Open Access Journals (Sweden)

Ayşe ÇUBUKCU

2018-03-01

Full Text Available The aim of this study is to determine whether chess education makes a difference in social problem solving skills of the preschool children or not. Totally 160 samples were reached; including 80 preschool students who had chess education and 80 preschool students who did not have chess education. In order to examine the problem solving skills of the children who had chess education and the ones who did not, “Problem Solving Skills Scale”, which was developed by Oğuz and Koksal-Akyol (2015, was used. In order to examine the problem solving skills of the children who took chess education and the ones who did not, Independent Samples t-Test was used and the findings obtained were interpreted. According to the findings obtained from the research, a significance difference was encountered between the problem solving skills of the children on behalf of the ones who took chess education. This research indicate that chess education affect the problem solving skills of the children in a positive way

Interpreting values in the daily practices of Nordic preschools

DEFF Research Database (Denmark)

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

2016-01-01

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

Language barriers in medical education and attitudes towards Arabization of medicine: student and staff perspectives.

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Sabbour, S M; Dewedar, S A; Kandil, S K

2012-12-04

Students and staff perspectives on language barriers in medical education in Egypt and their attitude towards Arabization of the medical curriculum were explored in a questionnaire survey of 400 medical students and 150 staff members. Many students (56.3%) did not consider learning medicine in English an obstacle, and 44.5% of staff considered it an obstacle only in the 1st year of medical school. Many other barriers to learning other than language were mentioned. However, 44.8% of students translated English terms to Arabic to facilitate studying and 70.6% of students in their clinical study years would prefer to learn patient history-taking in Arabic. While Arabization in general was strongly declined, teaching in Arabic language was suggested as appropriate in some specialties.

A selection of Slovenian literary heroes for the preschool period

OpenAIRE

Dolinar, Ana

2014-01-01

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

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

Science.gov (United States)

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

2017-01-01

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

Visionary leadership in the administrative staff of the Guapan educational unit

OpenAIRE

Martínez Molina, Oscar Antonio

2018-01-01

The purpose of the present study lies in determining the visionary leadership manifest in the administrative staff of the Guapan Educational Unit, with the research taking the form of a positivist descriptive research study that will deepen the knowledge of the variable that concerns us: visionary leadership. Through the application of field designs, the information was obtained directly from interaction with the subjects, who made up a population of (62) subjects, among whom were (07) admini...

Sex differences in the effect of birth order and parents' educational status on stunting: a study on Bengalee preschool children from eastern India.

Science.gov (United States)

Biswas, Sadaruddin; Bose, Kaushik

2010-08-01

One of the greatest problems facing developing countries, including rural India, is undernutrition in terms of stunting among under 5-year-old children. However, there exists scanty information on the prevalence of stunting among preschool children in India and in particular in West Bengal. This study investigated prevalence of stunting and identified the predictor(s) of stunting among 1-5-year-old Bengalee rural preschool children of Integrated Child Development Services (ICDS) centres. This cross-sectional study was undertaken at different ICDS centres of Chapra Block, Nadia District, West Bengal, India. A total of 673 preschool children (323 boys and 350 girls), aged 1-5 years were selected from 30 randomly selected ICDS centres to study the impact of parents' educational status and child birth order on stunting. The overall (age and sex combined) rate of stunting was 39.2%. Child birth order (BO) (chi(2)=14.10, df=1, peducational status (FES) (chi(2)=21.11, peducational status (MES) (chi(2)=14.34, df=1, p>0.001) were significantly associated with the prevalence of stunting among girls. Logistic regression analyses revealed that both FES (Wald=19.97, por=3rd BO had significantly higher risk (OR=2.49, CI=1.54-4.03) of stunting than those with or=secondary level. Similarly, girls with MESor=secondary level. In conclusion our study revealed that BO as well as parents' educational status were strong predictors of stunting among girls but not boys. Sex discrimination could be a likely cause for this sex difference in the impact of BO and parents' educational status.

The Quality of Early Childhood Education Curriculum Framework in the Republic of Serbia

Science.gov (United States)

Krnjaja, Živka

2015-01-01

The paper addresses Serbian preschool education Curriculum Framework as one of dimensions of the preschool education quality. The first part of paper deals with the importance of preschool education worldwide as a social responsibility and its accountability in education policy. The second part provides the evaluation of the preschool education…

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

Science.gov (United States)

DeFauw, Danielle L.

2016-01-01

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

An Educational Plan for Nursing Staff in the Procedural Treatment Unit of the Sulpizio Cardiovascular Center.

Science.gov (United States)

Lee, Esther; Daugherty, JoAnn

2016-04-01

Professional education for health practitioners is a continuum which commences with the first year professional school until the cessation of a professional career. This article draws on the theories and models developed by experts in curriculum design, teaching, and learning evaluation to better understand the intricacies and challenges of instructional design. Selected models, in particular Malcolm Knowles and the World Health Organization report served as a compass and benchmark to illuminate, guide, and evaluate the impact, process, contents, and outcomes of an educational program for the stakeholders. The aim of this educational program is to ensure that learners develop the knowledge, skills, and attitudes to deliver competent and quality patient-centered care. Multimodal teaching strategies are essential to meet the diverse needs of staff. Utilization of technology such as intranet and mobile applications helps to deliver educational content in a cost-effective manner. Program evaluation determines the effectiveness of teaching and helps to define ongoing needs of staff. Copyright © 2016 American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.

The Relationship between the Styles of Coping with Stress and the Levels of Hopelessness of Preschool Teachers

Science.gov (United States)

Ekici, Fatma Yasar

2017-01-01

The main aim of this research is to examine the relationship between the styles of coping with stress and the levels of hopelessness of preschool teachers. Relational survey method was used in this research. The research sample consists of 108 preschool teachers working in preschool education institutions in Küçükçekmece district of Istanbul in…

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

OpenAIRE

NOHAVOVÁ, Lenka

2014-01-01

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

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...

Perspectives on Academic Staff Involvement in the Acquisition and Implementation of Educational Technologies

Science.gov (United States)

Habib, Laurence; Johannesen, Monica

2014-01-01

This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main…

Educational Competencies That Mid-Sized CPA Firms Value in Their Professional Accounting Staff

Science.gov (United States)

Margheim, Loren; Hora, Judith A.; Pattison, Diane

2010-01-01

This study examined the educational competencies mid-sized accounting firm partners value in their professional staff when making promotion decisions to senior, manager, and partner. Mid-sized firms were defined in this study to include all of the non-Big 4 national firms, the large regional CPA firms, and several large local firms. Over 1,380…

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

Science.gov (United States)

Håkansson, Jan

2016-01-01

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

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

Science.gov (United States)

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…

Improved staff procedure skills lead to improved managment skills: an observational study in an educational setting.

Science.gov (United States)

Rüter, Anders; Vikstrom, Tore

2009-01-01

Good staff procedure skills in a management group during incidents and disasters are believed to be a prerequisite for good management of the situation. However, this has not been demonstrated scientifically. Templates for evaluation results from performance indicators during simulation exercises have previously been tested. The aim of this study was to demonstrate the possibility that these indicators can be used as a tool for studying the relationship between good management skills and good staff procedure skills. Good and structured work (staff procedure skills) in a hospital management group during simulation exercises in disaster medicine is related to good and timely decisions (good management skills). Results from 29 consecutive simulation exercises in which staff procedure skills and management skills were evaluated using quantitative measurements were included. The statistical analysis method used was simple linear regression with staff procedure skills as the response variable and management skills as the predictor variable. An overall significant relationship was identified between staff procedure skills and management skills (p(2)0.05). This study suggests that there is a relationship between staff procedure skills and management skills in the educational setting used. Future studies are needed to demonstrate if this also can be observed during actual incidents.