WorldWideScience

Sample records for stronger kindergarten reading-readiness

  1. Some Thoughts on Systematic Reading Readiness Instruction.

    Science.gov (United States)

    Palardy, J. Michael

    1984-01-01

    Examines four specific areas of reading readiness--visual discrimination, visual memory, auditory discrimination, and auditory comprehension--and reviews teaching strategies in each of the four areas. (FL)

  2. Stronger synergies

    CERN Document Server

    Antonella Del Rosso

    2012-01-01

    CERN was founded 58 years ago under the auspices of UNESCO. Since then, both organisations have grown to become world leaders in their respective fields. The links between the two have always existed but today they are even stronger, with new projects under way to develop a more efficient way of exchanging information and devise a common strategy on topics of mutual interest.   CERN and UNESCO are a perfect example of natural partners: their common field is science and education is one of the pillars on which both are built. Historically, they share a common heritage. Both UNESCO and CERN were born of the desire to use scientific cooperation to rebuild peace and security in the aftermath of the Second World War. "Recently, building on our common roots and in close collaboration with UNESCO, we have been developing more structured links to ensure the continuity of the actions taken over the years," says Maurizio Bona, who is in charge of CERN relations with international orga...

  3. Predictive Power of Attention and Reading Readiness Variables on Auditory Reasoning and Processing Skills of Six-Year-Old Children

    Science.gov (United States)

    Erbay, Filiz

    2013-01-01

    The aim of present research was to describe the relation of six-year-old children's attention and reading readiness skills (general knowledge, word comprehension, sentences, and matching) with their auditory reasoning and processing skills. This was a quantitative study based on scanning model. Research sampling consisted of 204 kindergarten…

  4. Kindergarten Animation

    Science.gov (United States)

    Hinshaw, Craig

    2012-01-01

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

  5. Preparing for Kindergarten

    Science.gov (United States)

    Education Digest: Essential Readings Condensed for Quick Review, 2012

    2012-01-01

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

  6. Vegetables in Kindergarten

    OpenAIRE

    Andersen, Lise

    2014-01-01

    In Oslo the amount of vegetables served in kindergarten is considerably lower than suggested by national authorities. This is a concern for both immediate and long-term health issues. The aim of the study was to investigate factors that contribute to vegetable serving in kindergartens. These factors could then be targeted in future interventions in order to increase vegetable serving in kindergartens. The study investigated social psychological factors in vegetable serving. This included coll...

  7. ICTs in Kindergarten

    Directory of Open Access Journals (Sweden)

    Athanasios Drigas

    2014-03-01

    Full Text Available Recent development in the role of kindergarten in children's progress includes the use of Information and Communication Technologies (ICTs. ICT nowadays is recognized as a tool that can foster the knowledge and the experiences for this crucial age and the support of specific areas in kindergarten according to the educational perspective is thought significant. In this paper we present a brief overview of the most representative studies of the last decade (2003-2013 which concentrates on the skills that are examined in kindergarten (early literacy ,early mathematics, cognitive, social-emotional, motor, creativity and are supported by ICTs. The effectiveness of ICT in special education and gifted children in the regular kindergarten is examined. The attitudes of kindergarten teachers towards ICTs are presented.

  8. Prospects for stronger calandria tubes

    International Nuclear Information System (INIS)

    Ells, C.E.; Coleman, C.E.; Hosbons, R.R.; Ibrahim, E.F.; Doubt, G.L.

    1990-12-01

    The CANDU calandria tubes, made of seam welded and annealed Zircaloy-2, have given exemplary service in-reactor. Although not designed as a system pressure containment, calandria tubes may remain intact even in the face of pressure tube rupture. One such incident at Pickering Unit 2 demonstrated the economic advantage of such an outcome, and a case can be made for increasing the probability that other calandria tubes would perform in a similar fashion. Various methods of obtaining stronger calandria tubes are available, and reviewed here. When the tubes are internally pressurized, the weld is the weak section of the tube. Increasing the oxygen concentration in the starting sheet, and thickening the weld, are promising routes to a stronger tube

  9. A Kindergarten Collage.

    Science.gov (United States)

    Hamilton, Anne

    2002-01-01

    Presents a kindergarten art activity in which students create a collage. Explains that students learn about three types of painting and experiment with each one. Discusses how the students created their collages. (CMK)

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

    Science.gov (United States)

    Lynch, Meghan

    2014-01-01

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

  11. The Kindergarten Teacher's Handbook.

    Science.gov (United States)

    Meyers, Elizabeth S.; And Others

    The program presented in this volume provides the teacher with a means of assessing children and individualizing instruction for them at the outset of the kindergarten experience. In the assessment procedures described, the teacher evaluated each child's functioning in visual motor integration, visual memory, fine motor and manipulative skill,…

  12. Music therapy in kindergarten

    OpenAIRE

    Šírová, Michaela

    2017-01-01

    This work deals with the subject of music therapy in a special kindergarten for the children with combined disabilities. In the theoretical part it clarifies the concept and principle of music therapy and characterizes the types of disabilities that occur at researched clients. As a research method were used observation and interviews with three music therapists from the institution. KEYWORDS Music therapy, preschool education, special pedagogy, group music therapy,individual music therapy, p...

  13. Early Literacy Instruction in Kindergarten.

    Science.gov (United States)

    Rog, Lori Jamison

    Most educators will agree that a kindergarten program must provide not only a print-rich environment, but also carefully organized learning experiences. This book maps out how to develop and maintain an exemplary literacy program in a kindergarten classroom. The first section of the book explores the necessary elements of an outstanding…

  14. SCIENCE, KINDERGARTEN AND GRADE ONE.

    Science.gov (United States)

    Fresno County Schools, CA.

    A GUIDE FOR THE TEACHING OF SCIENCE IN KINDERGARTEN AND FIRST GRADE IS PRESENTED. THE PURPOSE IS TO HELP TEACHERS IN IMPLEMENTING THE COURSE REQUIREMENTS IN SCIENCE. THE MAJOR GOAL IS TEACHING CHILDREN TO THINK IN A SCIENTIFIC WAY. SUGGESTED UNITS FOR KINDERGARTEN ARE ANIMALS AND PLANTS, WEATHER, DISCOVERY, AND THE FIVE SENSES. THE UNITS FOR GRADE…

  15. Flunking Kindergarten: Escalating Curriculum Leaves Many Behind.

    Science.gov (United States)

    Shepard, Lorrie A.; Smith, Mary Lee

    1988-01-01

    Study of kindergarten retention in Colorado reveals the following: (1) kindergarten retention does nothing to boost subsequent academic achievement; (2) regardless of what it is called, kindergarten retention creates a social stigma; and (3) kindergarten retention feeds the escalation of inappropriate academic demand in first grade. Policy…

  16. Does Parent Involvement and Neighborhood Quality Matter for African American Boys' Kindergarten Mathematics Achievement?

    Science.gov (United States)

    Baker, Claire E.

    2015-01-01

    Research Findings: There is growing evidence that home learning stimulation that includes informal numeracy experiences can promote math-related learning in school. Furthermore, national studies suggest that children who start kindergarten with stronger math skills are more likely to succeed in high school. This study used a large sample of…

  17. Chemical reaction due to stronger Ramachandran interaction

    Indian Academy of Sciences (India)

    The origin of a chemical reaction between two reactant atoms is associated with the activation energy, on the assumption that, high-energy collisions between these atoms, are the ones that overcome the activation energy. Here, we show that a stronger attractive van der Waals (vdW) and electron-ion Coulomb interactions ...

  18. While Kindergarten Has Changed, Some Beliefs Stay the Same: Kindergarten Teachers' Beliefs about Readiness

    Science.gov (United States)

    Hustedt, Jason T.; Buell, Martha J.; Hallam, Rena A.; Pinder, Wendy M.

    2018-01-01

    Kindergarten has become increasingly academically oriented, and U.S. kindergarten teachers are increasingly called upon to implement policies that require assessment and promote accountability. However, little recent research has focused on kindergarten teachers' beliefs about kindergarten readiness. The authors examined teachers' beliefs related…

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

    Science.gov (United States)

    American Institutes for Research, 2015

    2015-01-01

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

  20. Kindergarten Teachers' Perceptions of Students' Readiness Skills

    Science.gov (United States)

    Soltero-Ruiz, Erlinda E.

    2013-01-01

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

  1. Screening Tools for Kindergarten Children

    Directory of Open Access Journals (Sweden)

    Georgia Kokkalia

    2017-12-01

    Full Text Available The current paper review gives a brief and representative description of some of the most used screening tools for kindergarten education. The significant role that early education plays in every child’s academic life is underlined by the importance of tools that give his learning profiles.  Therefore many researchers note that screening tools paly a notable role for the kindergarten teachers, the family and of course for the child in order to offer the appropriate intervention program, the proper support and draw the most suitable teaching method for the child and the class. Thus, the research team of this paper gives the description of some screening tools that are used by kindergarten teachers and specialist’s worldwide-with focus in Greek kindergarten- scoping to underlie strengths and weaknesses of preschoolers. Finally, it is thought worthwhile to say that the screening tools that are presented are used with the traditional way while some of them with the support of new technology.

  2. Long-term benefits of full-day kindergarten: a longitudinal population-based study.

    Science.gov (United States)

    Brownell, M D; Nickel, N C; Chateau, D; Martens, P J; Taylor, C; Crockett, L; Katz, A; Sarkar, J; Burland, E; Goh, C Y

    2015-02-01

    In the first longitudinal, population-based study of full-day kindergarten (FDK) outcomes beyond primary school in Canada, we used linked administrative data to follow 15 kindergarten cohorts ( n ranging from 112 to 736) up to grade 9. Provincial assessments conducted in grades 3, 7, and 8 and course marks and credits earned in grade 9 were compared between FDK and half-day kindergarten (HDK) students in both targeted and universal FDK programmes. Propensity score matched cohort and stepped-wedge designs allowed for stronger causal inferences than previous research on FDK. We found limited long-term benefits of FDK, specific to the type of programme, outcomes examined, and subpopulations. FDK programmes targeted at low-income areas showed long-term improvements in numeracy for lower income girls. Our results suggest that expectations for wide-ranging long-term academic benefits of FDK are unwarranted.

  3. LHC Season 2: A stronger machine

    CERN Multimedia

    Dominguez, Daniel

    2015-01-01

    1) New magnets / De nouveaux aimants 2) Stronger connections / Des jonctions électriques renforcées 3) Safer magnets / Des aimants plus sûrs 4) Higher energy beams / Des faisceaux d’énergie plus élevée 5) Narrower beams / Des faisceaux plus serrés 6) Smaller but closer proton packets / Des groupes de protons plus petits mais plus rapprochés 7) Higher voltage / Une tension plus haute 8) Superior cryogenics / Un système cryogénique amélioré 9) Radiation-resistant electronics / Une électronique qui résiste aux radiations 10) More secure vacuum / Un vide plus sûr

  4. Gas Marbles: Much Stronger than Liquid Marbles

    Science.gov (United States)

    Timounay, Yousra; Pitois, Olivier; Rouyer, Florence

    2017-06-01

    Enwrapping liquid droplets with hydrophobic particles allows the manufacture of so-called "liquid marbles" [Aussillous and Quéré Nature (London) 411, 924 (2001); , 10.1038/35082026Mahadevan Nature (London)411, 895 (2001), 10.1038/35082164]. The recent intensive research devoted to liquid marbles is justified by their very unusual physical and chemical properties and by their potential for various applications, from microreactors to water storage, including water pollution sensors [Bormashenko Curr. Opin. Colloid Interface Sci. 16, 266 (2011), 10.1016/j.cocis.2010.12.002]. Here we demonstrate that this concept can be successfully applied for encapsulating and protecting small gas pockets within an air environment. Similarly to their liquid counterparts, those new soft-matter objects, that we call "gas marbles," can sustain external forces. We show that gas marbles are surprisingly tenfold stronger than liquid marbles and, more importantly, they can sustain both positive and negative pressure differences. This magnified strength is shown to originate from the strong cohesive nature of the shell. Those interesting properties could be exploited for imprisoning valuable or polluted gases or for designing new aerated materials.

  5. Is Kindergarten the New First Grade?

    Directory of Open Access Journals (Sweden)

    Daphna Bassok

    2016-01-01

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

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

    NARCIS (Netherlands)

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

    2016-01-01

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

  7. The Experience Learning in Kindergarten

    OpenAIRE

    KŘÍŽOVÁ, Marie

    2013-01-01

    The work focuses on the issue of experiential learning in the preschool age child. The aim is to create a program of experiential activities to be used in kindergarten. The theoretical part is characterized by the preschool child's experience and learning process, it describes the different kinds of learning, more specifically experiential learning and its features, and the conditions that are required for them to create at nursery school. It furhter includes paly and drama as fundamental met...

  8. Evacuation exercise at the Kindergarten

    CERN Multimedia

    2001-01-01

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

  9. States agree on stronger physical protection regime

    International Nuclear Information System (INIS)

    2005-01-01

    Full text: Delegates from 89 countries agreed on 8 July to fundamental changes that will substantially strengthen the Convention on the Physical Protection of Nuclear Material (CPPNM). IAEA Director General Mohamed ElBaradei welcomed the agreement in saying 'This new and stronger treaty is an important step towards greater nuclear security by combating, preventing, and ultimately punishing those who would engage in nuclear theft, sabotage or even terrorism. It demonstrates that there is indeed a global commitment to remedy weaknesses in our nuclear security regime.' The amended CPPNM makes it legally binding for States Parties to protect nuclear facilities and material in peaceful domestic use, storage as well as transport. It will also provide for expanded cooperation between and among States regarding rapid measures to locate and recover stolen or smuggled nuclear material, mitigate any radiological consequences of sabotage, and prevent and combat related offences. The original CPPNM applied only to nuclear material in international transport. Conference President Dr. Alec Baer said 'All 89 delegations demonstrated real unity of purpose. They put aside some very genuine national concerns in favour of the global interest and the result is a much improved convention that is better suited to addressing the nuclear security challenges we currently face.' The new rules will come into effect once they have been ratified by two-thirds of the 112 States Parties of the Convention, expected to take several years. 'But concrete actions are already taking place around the world. For more than 3 years, the IAEA has been implementing a systematic Nuclear Security plan, including physical protection activities designed to prevent, detect and respond to malicious acts,' said Anita Nillson, Director of the IAEA's Office of Nuclear Security. The Agency's Nuclear Security Fund, set up after the events of 9/11, has delivered $19.5 million in practical assistance to 121 countries

  10. Relative Contributions of Pre-Kindergarten and Kindergarten to Children’s Literacy and Mathematics Skills

    Science.gov (United States)

    Skibbe, Lori E.; Hindman, Annemarie H.; Connor, Carol M.; Housey, Michelle; Morrison, Frederick J

    2013-01-01

    A difficulty for developmental researchers is disambiguating children’s general maturation from the influence of schooling. In this study, we use a natural experiment to examine the influence of pre-kindergarten and kindergarten schooling experiences on the development of literacy and mathematics. Children (n = 60) whose birthdates fell within two months of the state-determined cut-off date for pre-kindergarten and kindergarten entry were administered four subtests of the Woodcock-Johnson Tests of Achievement III in the fall and spring of the school year. Using hierarchical linear modeling coupled with propensity score matching, children who were starting kindergarten, and who had prior experience in pre-kindergarten, had higher scores on measures of phonological awareness, early reading, and mathematics skills than did children who had not attended pre-kindergarten previously, even though they were essentially the same age. Fall vocabulary scores did not differ in relation to whether children had pre-kindergarten experience. In addition, although children who attended kindergarten as well as those who attended pre-kindergarten exhibited growth on all measures during the school year, children who attended kindergarten demonstrated greater gains in early reading and vocabulary during the school year. These findings highlight the potential of early schooling processes to facilitate children’s intellectual growth. PMID:23914124

  11. Relative Contributions of Pre-Kindergarten and Kindergarten to Children's Literacy and Mathematics Skills.

    Science.gov (United States)

    Skibbe, Lori E; Hindman, Annemarie H; Connor, Carol M; Housey, Michelle; Morrison, Frederick J

    2013-01-01

    A difficulty for developmental researchers is disambiguating children's general maturation from the influence of schooling. In this study, we use a natural experiment to examine the influence of pre-kindergarten and kindergarten schooling experiences on the development of literacy and mathematics. Children (n = 60) whose birthdates fell within two months of the state-determined cut-off date for pre-kindergarten and kindergarten entry were administered four subtests of the Woodcock-Johnson Tests of Achievement III in the fall and spring of the school year. Using hierarchical linear modeling coupled with propensity score matching, children who were starting kindergarten, and who had prior experience in pre-kindergarten, had higher scores on measures of phonological awareness, early reading, and mathematics skills than did children who had not attended pre-kindergarten previously, even though they were essentially the same age. Fall vocabulary scores did not differ in relation to whether children had pre-kindergarten experience. In addition, although children who attended kindergarten as well as those who attended pre-kindergarten exhibited growth on all measures during the school year, children who attended kindergarten demonstrated greater gains in early reading and vocabulary during the school year. These findings highlight the potential of early schooling processes to facilitate children's intellectual growth.

  12. Classroom Quality at Pre-kindergarten and Kindergarten and Children's Social Skills and Behavior Problems.

    Science.gov (United States)

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

    Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children's first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives.

  13. Phillipines OMEP Kindergartens for Poor Children.

    Science.gov (United States)

    Tsuchiyama, Bokko

    1992-01-01

    Considers reasons for low primary school attendance rates for children in the Philippines, including low school readiness and high costs. Describes the establishment of eight kindergartens in the Philippines through the World Organization for Early Childhood Education (OMEP) and provides case studies of three children attending OMEP kindergartens.…

  14. Serving Young Learners: Exploring Junior Kindergarten

    Science.gov (United States)

    Lawton, Stephen B.

    2012-01-01

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

  15. Who's Pushing Whom: Stress and Kindergarten.

    Science.gov (United States)

    Hatch, J. Amos; Freeman, Evelyn B.

    1988-01-01

    A recent study found that kindergartens in Ohio have become skill-based, academically oriented programs that young children can fail. Children are not the only victims; many teachers, principals, and supervisors are experiencing stress resulting from the increasing emphasis on academics in kindergarten programs. Parental and societal aspirations…

  16. Kindergarten Students' Explanations during Science Learning

    Science.gov (United States)

    Harris, Karleah

    2010-01-01

    The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as…

  17. Ready for kindergarten: Are intelligence skills enough?

    Directory of Open Access Journals (Sweden)

    Caroline Fitzpatrick

    2017-12-01

    Full Text Available This study investigated how different profiles of kindergarten readiness in terms of student intellectual ability, academic skills and classroom engagement relate to future academic performance. Participants are French-Canadian children followed in the context of the Quebec Longitudinal Study of Child Development (N = 670. Trained examiners measured number knowledge, receptive vocabulary and fluid intelligence when children were in kindergarten. Teachers rated kindergarten classroom engagement. Outcomes included fourth-grade teacherrated achievement and directly assessed mathematical skills. Latent class analyses revealed three kindergarten readiness profiles: high (57%, moderate (34% and low (9.3% readiness. Using multiple regression, we found that a more favourable kindergarten profile predicted better fourth-grade academic performance. Identifying children at risk of academic difficulty is an important step for preventing underachievement and dropout. These results suggest the importance of promoting a variety of cognitive, academic and behavioural skills to enhance later achievement in at-risk learners.

  18. Kindergarten in Malyi Poluyaroslavsky Pereulok

    Directory of Open Access Journals (Sweden)

    Antonina Plakhina

    2016-11-01

    Full Text Available The architectural concept of the building was formed gradually, in the process of overcoming of this or that standard regulating construction of kindergartens. The territory remained after development was not enough for providing each group with a playground. That is why the playgrounds are partially located on accessible roofs. It defined a distinctive outlook of the building: its both wings are terraced and resemble decks of a ship. The flow-through verandas on the earth and on the roof with small toylike houses integrate the main building and its ground into a single community.

  19. Accommodative load from handheld game consoles in kindergarten children.

    Science.gov (United States)

    Sakata, T; Miyao, M; Ishigaki, H; Shiraiwa, Y; Ishihara, S; Furuta, M; Kondo, T; Toyoshima, H

    2001-07-01

    We analyzed and compared the visual accommodation of kindergarten children who were gazing fixedly at images from three different sources: Nintendo Game Boy DMG-01(TM) (non-backlit type game console: NBGC), NEC PC EnginePI-TG6(TM) (color backlit-type game console: CBGC) and a cartoon drawing (drawing). Subjects for the experiment were 13 4- to 5-year-old kindergarten children. The contrast ratios were, in the order, 1.1 (NBGC), 3.1 (drawing), and 3.4 (CBGC). These values show that the contrast of the NBGC screen was considerably lower than the others. The mean accommodative power increased when looking at all three types of image: a drawing (1.75±0.52 D; mean±S.D.), CBGC (1.82±0.61 D), and NBGC (2.26±0.50 D). Compared with the other 2 targets, NBGC required stronger accommodation, indicating that the legibility of the NBGC was poor. Repeated measures ANOVA was used for the values of accommodation for each type of target. There were significant differences among the 3 targets (p<0.01). Significant differences were seen between NBGC and drawings (p<0.01) and NBGC and CBGC (p<0.05) using paired Scheffe test, but not between CBGC and drawings. This supports the finding that the legibility of NBGC is low due to dark and low contrast screens with poor resolution.

  20. KINDERGARTEN KID AND HER INTERLANGUAGE

    Directory of Open Access Journals (Sweden)

    Djoko Sutopo

    2017-04-01

    Full Text Available This study is aimed at describing the interlanguage of a kindergarten kid and its impact on the type of language used. The register description of the three texts suggests that in Text # 1, the field is kindergarten graduation speech; the tenor is specific to graduation audience; and the mode is written to be spoken. In Text # 2, the field is casual conversation; the tenor is intensive face-to-face; and the mode is spoken. In Text # 3, the field is interlanguage; the tenor is writer and reader; and the mode is written. These three different texts have a direct and significant impact on the type of language that was produced. Text # 1 sounds ―chatty‖ because it is using everyday vocabulary (feels, go, read, write, hurts, hope, parents, teachers, friends. However, it also uses ―formal‖ or ―heavy‖. Text # 2 seems to be a casual dialogue because the speakers take turns, use everyday vocabulary. Text # 3 uses all formal and heavy vocabulary and sounds more ―academic‖ than Text #1 and Text # 2. Aza‘s interlanguage is a unique linguistic system. It is likely that Aza constructs a linguistic system that draws, in part, on her L1 (Indonesian but is also different from it and also from the target language (English.

  1. A cross-language study of decontextualized vocabulary comprehension in toddlerhood and kindergarten readiness.

    Science.gov (United States)

    Friend, Margaret; Smolak, Erin; Liu, Yushuang; Poulin-Dubois, Diane; Zesiger, Pascal

    2018-04-05

    Recent studies demonstrate that emerging literacy depends on earlier language achievement. Importantly, most extant work focuses on parent-reported production prior to 30 months of age. Of interest is whether and how directly assessed vocabulary comprehension in the 2nd year of life supports vocabulary and kindergarten readiness in the 4th year. We first contrasted orthogonal indices of parent-reported production and directly assessed vocabulary comprehension and found that comprehension was a stronger predictor of child outcomes. We then assessed prediction from vocabulary comprehension controlling for maternal education, preschool attendance, and child sex. In 3 studies early, decontextualized vocabulary comprehension emerged as a significant predictor of 4th year language and kindergarten readiness accounting for unique variance above demographic control variables. Further we found that the effect of early vocabulary on 4th year kindergarten readiness was not mediated by 4th year vocabulary. This pattern of results emerged in English monolingual children (N = 48) and replicated in French monolingual (N = 58) and French-English bilingual children (N = 34). Our findings suggest that early, decontextualized vocabulary may provide a platform for the establishment of a conceptual system that supports both later vocabulary and kindergarten readiness, including the acquisition of a wide range of concepts including print and number. Differences between parent-reported and directly assessed vocabulary and the mechanisms by which decontextualized vocabulary may contribute to conceptual development are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  2. Kindergarten Predictors of Third Grade Writing.

    Science.gov (United States)

    Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne

    2015-01-01

    The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children ( N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks - one narrative and two expository prompts. Children's written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.

  3. Nutritional Intervention and Breakfast Behavior of Kindergartens.

    Science.gov (United States)

    Gao, Yongqing; Cai, Chunsheng; Li, Jian; Sun, Wenjie

    2016-03-01

    To examine the effect of nutritional education on children's breakfast patterns. A kindergarten based nutrition intervention was started in September 2001 among 8 kindergartens in Hefei with a total of 2,012 children aged 4-6 years and their parent pairs. Monthly nutrition education sessions were held over two semesters in kindergartens part of the intervention arm. The approach in education and the content of other activities were uniform across all the kindergartens. A validated questionnaire was used to record breakfast behavior over 7 days including at least one weekend. The parents recorded the children's breakfast pattern (frequency, time, and food selection) at baseline, middle, and end of the study. After intervention, there were significant differences at the final stage, but none at the baseline before intervention. There were changes not only in breakfast frequency, but also in the breakfast selection. The breakfast pattern of Chinese children can be modified through nutrition education after a long term intervention.

  4. The Professional Project among Danish Kindergarten Teachers

    DEFF Research Database (Denmark)

    Bøje, Jakob Ditlev

    2016-01-01

    This article describes ways in which the professionalization strategy among Danish kindergarten teachers is realised in practice by newly educated members of the occupation. It focusses on relations between gender and professionalisation and concludes that the professionalisation strategy is real...... educated kindergarten teachers employed in three different pedagogic institutions: day-care (0-6 years), after-school institutions (6-10 years) and club facilities (10-18 years).......This article describes ways in which the professionalization strategy among Danish kindergarten teachers is realised in practice by newly educated members of the occupation. It focusses on relations between gender and professionalisation and concludes that the professionalisation strategy...... is realised as, respectively, a female professional project and a male qualification project. The consequences of these two projects are discussed in terms of ways they seem to produce and reproduce kindergarten teachers’ work. The article is based on ethnographic observations and interviews with newly...

  5. Kindergarten Predictors of Third Grade Writing

    Science.gov (United States)

    Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne

    2015-01-01

    The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. PMID:25642118

  6. Correlation of emotional labor and cortisol concentration in hair among female kindergarten teachers.

    Science.gov (United States)

    Qi, Xingliang; Ji, Shuang; Zhang, Jing; Lu, Wanyong; Sluiter, Judith K; Deng, Huihua

    2017-01-01

    The purpose of this study was to explore whether two types of emotional labor, surface acting and deep acting, are related to hair cortisol concentration among kindergarten teachers. Surface acting and deep acting over the last month were measured with the Chinese version of the emotional labor scale in 43 kindergarten teachers. Hair samples with 1 cm in length were cut from their posterior vertex region to represent cortisol excretion over one month. Cortisol concentrations were analyzed with high-performance liquid chromatography-tandem mass spectrometry. Positive association of emotion labor with hair cortisol concentration was significant for surface acting (r = 0.34, p  0.05). More surface acting showed to be associated stronger with stress responses or higher HPA axis activity.

  7. Stronger Schrödinger-like uncertainty relations

    International Nuclear Information System (INIS)

    Song, Qiu-Cheng; Qiao, Cong-Feng

    2016-01-01

    Highlights: • A stronger Schrödinger-like uncertainty relation in the sum of variances of two observables is obtained. • An improved Schrödinger-like uncertainty relation in the product of variances of two observables is obtained. • A stronger uncertainty relation in the sum of variances of three observables is proposed. - Abstract: Uncertainty relation is one of the fundamental building blocks of quantum theory. Nevertheless, the traditional uncertainty relations do not fully capture the concept of incompatible observables. Here we present a stronger Schrödinger-like uncertainty relation, which is stronger than the relation recently derived by Maccone and Pati (2014) [11]. Furthermore, we give an additive uncertainty relation which holds for three incompatible observables, which is stronger than the relation newly obtained by Kechrimparis and Weigert (2014) [12] and the simple extension of the Schrödinger uncertainty relation.

  8. Nueva investigacion sobre kindergarten de dia completo (Recent Research on All-Day Kindergarten). ERIC Digest.

    Science.gov (United States)

    Clark, Patricia

    Noting that much of the early research on the effects of all-day kindergarten had serious problems with internal and external validity due to inadequate methodological standards, this Spanish-language digest reviews research conducted in the 1990s. The digest discusses the academic, social, and behavioral effects of all-day kindergarten, as well…

  9. Foundations of Mathematics Achievement: Instructional Practices and Diverse Kindergarten Students

    Science.gov (United States)

    Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth

    2014-01-01

    Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze…

  10. Common Sense or Professional Qualifications? Division of Labour in Kindergartens

    Science.gov (United States)

    Steinnes, Gerd Sylvi

    2014-01-01

    This article compares the division of labour between kindergarten teachers and assistants in Norwegian kindergartens and discusses the two groups' perceptions of what kind of knowledge is important in order to carry out their tasks. This study is based on a survey representing kindergartens from all over Norway, and is part of a national research…

  11. Impact of California's Transitional Kindergarten Program, 2013-14

    Science.gov (United States)

    Manship, Karen; Quick, Heather; Holod, Aleksandra; Mills, Nicholas; Ogut, Burhan; Chernoff, Jodi Jacobson; Blum, Jarah; Hauser, Alison; Anthony, Jennifer; González, Raquel

    2015-01-01

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

  12. Mathematics Content Coverage and Student Learning in Kindergarten

    Science.gov (United States)

    Engel, Mimi; Claessens, Amy; Watts, Tyler; Farkas, George

    2016-01-01

    Analyzing data from two nationally representative kindergarten cohorts, we examine the mathematics content teachers cover in kindergarten. We expand upon prior research, finding that kindergarten teachers report emphasizing basic mathematics content. Although teachers reported increased coverage of advanced content between the 1998-1999 and…

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

    Science.gov (United States)

    Sobel, David

    2016-01-01

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

  14. Radon concentrations in Norwegian kindergartens: survey planning and preliminary results

    International Nuclear Information System (INIS)

    Birovljev, A.; Strand, T.; Heiberg, A.

    1998-01-01

    An extensive radon survey in Norwegian kindergartens and schools was started in early 1997; so far 2481 kindergartens were examined. Preliminary results of the first phase of the survey are presented in tabular and graphic form including, among others, the dependence of average radon concentration on the construction year of the kindergartens and on the age of the buildings. (A.K.)

  15. Screening for mathematical disabilities in kindergarten.

    Science.gov (United States)

    Stock, Pieter; Desoete, Annemie; Roeyers, Herbert

    2009-01-01

    This article is devoted to the potential early markers for mathematical learning disabilities in kindergarten in order to prevent children from falling further behind and from developing unrecognized mathematical disabilities later on. Performances in preparatory arithmetic tasks were studied in 361 kindergartners focusing on differences between children at risk for mathematical disabilities and children who were at least moderately achieving in numerical arithmetic tasks. Evidence was found for several markers in kindergarten. Children at risk had lower scores on procedural counting knowledge, conceptual counting knowledge, seriation, classification, conservation and magnitude comparison tasks. Based on these kindergarten abilities, 77% of children who were at risk for mathematical disabilities could be detected. Procedural and conceptual counting knowledge, seriation and classification skills and magnitude comparison abilities could possibly serve as powerful early screeners in the detection of mathematical disabilities.

  16. ICTs and Special Education in Kindergarten

    Directory of Open Access Journals (Sweden)

    Athanasios Drigas

    2014-06-01

    Full Text Available Recent development in the role of special education in kindergarten children includes the use of Information and Communication Technologies (ICTs. ICT nowadays is recognized as a tool that can foster the knowledge and the experiences for this crucial age and the support of specific areas in kindergarten according to the educational perspective and the areas of needs they serve is thought significant. In this paper we present a brief overview of the most representative studies of the last decade (2003-2013 which concentrates on the most frequent difficulties that children face in kindergarten and are supported by ICTs. The effectiveness of ICT in gifted and bilingual children is also presented.

  17. Empirical learning of children at kindergartens

    Science.gov (United States)

    Valovičová, Ľubomíra; Sollárová, Eva

    2017-01-01

    In the report we propose some results of psychology research, associated with development of kindergarten children's creativity, which in the course of one school year in kindergarten completed activities related to physics. Experience shows that the children at this evolution stage are not only capable of but also interested in discovering and getting to know new things. To this end, it is needed to motivate children and enable them to discover the beauty of physics. One possibility is to create educational activities for kindergarten children. In such activities children can investigate, discover, and indirectly learn physics. The goal is to develop physical thinking, natural sciences knowledge, and their personality and intellectual potential. In realization of some of them children practice their motoric and logical thinking as well as some skills.

  18. School Climate, Teacher-Child Closeness, and Low-Income Children's Academic Skills in Kindergarten.

    Science.gov (United States)

    Lowenstein, Amy E; Friedman-Krauss, Allison H; Raver, C Cybele; Jones, Stephanie M; Pess, Rachel A

    In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children's language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children's poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children's higher language/literacy and math scores and moderated the association between low adult support and children's academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children's academic skills during the transition to kindergarten.

  19. [An investigation of dietary nutrition in kindergartens of Chongqing, China].

    Science.gov (United States)

    Liu, Xia; Fan, Xin

    2017-01-01

    To investigate the status of dietary nutrition in kindergartens of Chongqing, China. A total of 295 kindergartens (47 first-class ones, 88 second-class ones, and 160 third-class ones) from the 11 districts or counties of Chongqing by stratified cluster random sampling were investigated. The dietary nutrition in each kindergarten was evaluated by weighing. The dietary qualification rates were compared between the three classes of kindergartens. The qualification rates of energy, proteins, most vitamins, minerals, and quality proteins supply were over 60% in all three classes of kindergartens, while the qualification rates of vitamin A, ascorbic acid, calcium, and zinc supply were less than 60%. The energy supply rates at breakfast, lunch, supper and snack met the standards in less than 40% in all kindergartens. There were significant differences in the qualification rates of some nutrient parameters between different classes of kindergartens, highest in the first-class kindergartens. The dietary nutrition is good in the first-, second-, and third-class kindergartens of Chongqing, but there is still nutrient imbalance. It is necessary to strengthen the dietary guidance in kindergartens, especially second-, and third-class kindergartens.

  20. The Native Language in Teaching Kindergarten Mathematics

    Science.gov (United States)

    Espada, Janet P.

    2012-01-01

    The use of the native language as a medium of instruction is believed to be the fastest and most natural route towards developing a strong foundation in mathematics literacy (Mimaropa, In D.O.No. 74, s.2009). This study examined the effect of using the native language in the teaching of kindergarten mathematics. A total of 34 five to six year old…

  1. Exploring Cultural Heritage in a Kindergarten Classroom

    Science.gov (United States)

    Cohen, Lynn E.

    2009-01-01

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

  2. Children's Voices on Bullying in Kindergarten

    Science.gov (United States)

    Helgeland, Anne; Lund, Ingrid

    2017-01-01

    Research suggests that bullying does occur in kindergarten. The extent of bullying in Norway and other Scandinavian countries is estimated to be about 12%. The purpose of this study is to investigate children's understanding and experiences of bullying. We use a qualitative approach and have conducted individual interviews and focus group…

  3. Multimedia support of language learning in kindergarten

    NARCIS (Netherlands)

    Segers, Petronella Cornelia Johanna

    2003-01-01

    The present volume reports on research on the development and efficacy of a Dutch software program to enhance the language learning of kindergarten children. In part 1, the focus is on multimedia support of children learning Dutch as a second language. In this part, an introduction on multimedia

  4. Culture and the Korean Kindergarten Curriculum.

    Science.gov (United States)

    Lee, Ki Sook

    This paper examines the relationship between Korean culture and the historical development of its kindergarten (preschool) curriculum. After reviewing the values that were emphasized in traditional Korean society, focusing on ethics, loyalty and filial piety, propriety, and gender roles, the paper provides examples of how these values influences…

  5. Technical Report: Kindergarten Early Learning Scale

    Science.gov (United States)

    Riley-Ayers, Shannon; Jung, Kwanghee; Quinn, Jorie

    2014-01-01

    The Kindergarten Early Learning Scale (KELS) was developed as a concise observational assessment for young children. It examines three domains including (1) Math/Science, (2) Social Emotional/Social Studies, and (3) Language and Literacy, with a total of 10 items across the domains. Scores reported for each of the 10 items are based upon…

  6. Preschool Predictors of Kindergarten Language Outcomes

    Directory of Open Access Journals (Sweden)

    Anne Walk

    2015-01-01

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

  7. Universal Screening for Writing Risk in Kindergarten

    Science.gov (United States)

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

    2014-01-01

    Early identification of students at risk for writing disabilities is an important step in improving writing performance. Kindergarten students (n = 84) were administered a set of researcher-developed writing tasks (letter writing, sound spelling, word spelling, and sentence writing) and school-administered reading tasks ("Dynamic Indicators…

  8. Universal School Readiness Screening at Kindergarten Entry

    Science.gov (United States)

    Quirk, Matthew; Dowdy, Erin; Dever, Bridget; Carnazzo, Katherine; Bolton, Courtney

    2018-01-01

    Researchers examined the concurrent and predictive validity of a brief (12-item) teacher-rated school readiness screener, the Kindergarten Student Entrance Profile (KSEP), using receiver operating characteristic (ROC) curve analysis to examine associations between (N = 78) children's social-emotional (SE) and cognitive (COG) readiness with…

  9. Cognitive Modes in Black Kindergarten Children.

    Science.gov (United States)

    Boone, Sherle; And Others

    This study employs the techniques developed by Wallach and Kogan as creativity instruments in conjunction with the Harris-Goodenough Draw-A-Man test as an I.Q. estimate and the Comtois Early Childhood Rating Scales as an indicator of classroom behavioral characteristics. The sample is a group of 19 black kindergarten children. The…

  10. Women's political participation leads to stronger local economies ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Edgard Rodriguez - IDRC. Women attend a self-help group meeting near Hyderabad, India. Keenara Khanderia. Under changes to India's constitution, Indian women are gaining a stronger political voice. Legal reforms are encouraging women to contribute to economic growth and investments in community growth.

  11. A Stronger Reason for the Right to Sign Languages

    Science.gov (United States)

    Trovato, Sara

    2013-01-01

    Is the right to sign language only the right to a minority language? Holding a capability (not a disability) approach, and building on the psycholinguistic literature on sign language acquisition, I make the point that this right is of a stronger nature, since only sign languages can guarantee that each deaf child will properly develop the…

  12. Classroom Quality at Pre-kindergarten and Kindergarten and Children’s Social Skills and Behavior Problems

    Science.gov (United States)

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

    2016-01-01

    Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children’s social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children’s first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives. PMID:26949286

  13. Kindergarten food familiarization. An exploratory study of teachers' perspectives on food and nutrition in kindergartens.

    Science.gov (United States)

    Lynch, Meghan

    2015-04-01

    This exploratory study employed a netnographic approach (netnography being a research methodology that adopts the practices of ethnography in an Internet-based setting) to reveal opportunities for kindergarten food familiarization. The study analyses kindergarten teachers' discussions on seven Internet message boards regarding the various food and nutrition experiences in their classes. Semi-structured interviews were then conducted with seven kindergarten teachers to explore further the message board findings. Five opportunities for how food familiarization occurs in kindergartens emerged from the analysis. These opportunities were categorized as being either "overt": (1) nutrition lessons, (2) snack times, (3) cooking experiences, or "covert" (4) food as teaching materials, and (5) dramatic play centres. Overt refers to any opportunity centred on food, healthy eating, or nutrition, whereas covert refers to opportunities where food was involved but in a non-exclusive manner. The five opportunities are examined and discussed in terms of their implications for children's food preference development. Results should be useful for future researchers for two main reasons. First, the results demonstrate the wide variety of food and nutrition experiences kindergarten students encounter throughout the day, beyond healthy eating interventions or foods served during meals. And second, because the findings are preliminary they require further research using various methods of data collection and samples of teachers. Copyright © 2014 Elsevier Ltd. All rights reserved.

  14. Recycling of solid wastes at kindergartens centers

    Directory of Open Access Journals (Sweden)

    Mohamed R.M.S.R.

    2017-02-01

    Full Text Available The present study aimed to conduct an activity on environmental awareness campaign at a kindergarten center, with the children age 4-6 years old. The activity included identify the various types of waste generated at the kindergarten and to realize the conservation practice by participating in simple waste management strategies and an explanation about recycling, reusing and reducing waste (3R. The activity provided the children more awareness about the importance of minimizing the plastic wastes. The activity had created an interesting experience to the young generation through practice activity and has given a light on the nature conservation along their growing years. It can be concluded that the awareness of environmental issues among children have risen up as noted by looking at students physical expression. Children have understood the potential to conserve nature from a simple action which is recycling. After the activity, children’s were able to identify and divide the rubbish.

  15. Holistic Food Design in Danish Kindergartens

    DEFF Research Database (Denmark)

    Hermanssdottir, Sunna; Fisker, Anna Marie; Poulsen, Søren Bolvig

    The poster presents an ongoing case within a research through design project. The project is a part of the interdisciplinary research project, FRIDA, representing the core competencies of the three research groups at Aalborg University - Food Plus Design (Center for Food Science, Design...... and Experience), MENU (Meal Science & Public Health Nutrition) and FINe (Foodscapes, Innovation and Network). The objective of the FRIDA project is to research on how the kindergarten’s meal scheme arrangements can be arranged so food and eating become a valued and reflected part of the kindergarten....... The objective of the design part is to research on how designers can, through participatory design approach, facilitate holistic food-related behavioural change in kindergartens....

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

    Science.gov (United States)

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

    2015-01-01

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

  17. Quality of Kindergarten Teachers Training in regard to Science: a joint Nordic Approach

    DEFF Research Database (Denmark)

    Sortland, Merete; Tikkanen, Tarja Irene; Presthus Heggen, Marianne

    2017-01-01

    This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration...... in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality...

  18. Stronger declines in youth alcohol consumption thanks to stronger integrated alcohol policies? A qualitative comparison of ten Dutch municipalities.

    Science.gov (United States)

    de Goeij, Moniek C M; Harting, Janneke; Kunst, Anton E

    2017-03-02

    Little detailed evidence is available on how integrated policies could impact population health and under what conditions such policies could be realized. The aim of this study was to assess how youth alcohol consumption trends in the province of Noord-Brabant, The Netherlands, were related to the development and implementation of integrated policies. In a retrospective multiple case study, alcohol policies of six municipalities with stronger declines in youth alcohol consumption between 2007 and 2011 (cases) were compared to four municipalities with weaker declines (controls). Information on the policy process in the same period was obtained through semi-structured in-depth interviews with policy advisors. Information on implemented interventions was extracted from policy documents and checked by the interviewees. Interviews were analyzed for thematic content. Only municipalities with stronger declines in alcohol consumption involved sectors other than public health and had started to implement interventions that use regulatory or enforcement strategies. Their involvement was facilitated by framing youth alcohol consumption as a safety rather than a health problem, whereby local media played a substantial role. Implementation of integrated policies was further facilitated by dedicated leadership and sufficient resources. Reductions in youth alcohol consumption in Noord-Brabant were stronger when municipalities started to develop integrated policies. Results suggest that integrated policies framing a health problem as a broader societal problem could positively influence population health.

  19. Evacuation exercise at the CERN Kindergarten

    CERN Multimedia

    2001-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Melia E. Repko-Erwin

    2017-09-01

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

  1. The right of the stronger: The play Sisyphus and critias

    Directory of Open Access Journals (Sweden)

    Jordović Ivan

    2004-01-01

    Full Text Available The Focus of this study is the standpoint of the play Sisyphus and critias the leader of the thirty towards the right of the stronger. this is a question of constant interest in scientific circles, since its answer can serve as the indicator of the influence this famous theory has had. this interest has been encouraged by the fact that critias’ authorship of the play is questionable. however, the question of the author is not of primary importance for this article, because there are some arguments, among some well known ones, which were not considered and which Show that in this satire, regardless of the author and the purpose of this fragment, the right of the stronger is actually non-existant. the first argument to support this theory is that nomosphysis antithesis is nowhere explicitly mentioned although it is the crucial element of the right of the stronger. in addition there is no claim in the play that the exploitation of the strong by the week or by law accrued. the second argument is that despite the incapability of laws to prevent the secret injustice, they and their importance for the human society are depicted in a positive light. it should also be noted that, unlike callicles and glaucon, laws are created to stop the bad and not the good. the third argument is that the invention of religion is accepted as a positive achievement, which finally enables the overcoming of primeval times and lawlessness. the reflection of this argument is a positive characterization of the individual who invented the fear of gods. the fourth argument, which has not been taken into consideration so far is the way the supporters and opponents of lawlessness are described and marked as κακοί and έσξλοί in the satire only physically strong are considered as strong as opposed to callicles, where they are also spiritually superior. intelectually superior in Sisyphus is the inventor of the fear of gods who is also in favor of law and order. the fact

  2. Stronger misdirection in curved than in straight motion

    Directory of Open Access Journals (Sweden)

    Jorge eOtero-Millan

    2011-11-01

    Full Text Available Illusions developed by magicians are a rich and largely untapped source of insight into perception and cognition. Here we show that curved motion, as employed by the magician in a classic sleight of hand trick, generates stronger misdirection than rectilinear motion, and that this difference can be explained by the differential engagement of the smooth pursuit and the saccadic oculomotor systems. This research moreover exemplifies how the magician’s intuitive understanding of the spectator’s mindset can surpass that of the cognitive scientist in specific instances, and that observation-based behavioral insights developed by magicians are worthy of quantitative investigation in the neuroscience laboratory.

  3. "I Am Not Angry in the Kindergarten!" Interruptive Anger as Democratic Participation in Norwegian Kindergartens

    Science.gov (United States)

    Grindheim, Liv Torunn

    2014-01-01

    This article calls into question the idyllic picture of Norwegian kindergartens where harmonious and joyful interaction is the preferred and normal way to participate. If taking children's right to democratic participation and freedom of expression seriously, anger can also be seen as a legitimate way of participating. Conflicts of interest,…

  4. Creating Positive Parental Perceptions about Play in a Developmental Kindergarten.

    Science.gov (United States)

    Kubala, Raquel

    A kindergarten teacher implemented and evaluated a practicum intervention designed to develop positive attitudes among 122 parents concerning their children's learning through play in developmental kindergarten and pre-first grade programs. Teachers reported that parents did not appreciate the benefits of learning through play, and preferred…

  5. Motivation for Reading and Writing in Kindergarten Children

    Science.gov (United States)

    Mata, Lourdes

    2011-01-01

    This study characterizes the reading and writing motivations of kindergarten children. Four hundred fifty-one children participated in the study, answering questions measuring value, self-concept, and enjoyment of reading and writing. A factor analysis validated the conceptual motivational constructs. Findings indicate that kindergarten children…

  6. Creating a Critical Literacy Milieu in a Kindergarten Classroom

    Science.gov (United States)

    Stribling, Stacia M.

    2014-01-01

    The purpose of this study was to better understand the process of engaging in critical literacy practices with kindergarteners. The researcher spent six months in a kindergarten classroom taking extensive field notes on the ways in which the teacher and students explored issues of social justice through literacy activities. Data analysis using a…

  7. Individual differences in the development of scientific thinking in kindergarten

    NARCIS (Netherlands)

    Graaf, J. van der; Segers, P.C.J.; Verhoeven, L.T.W.

    2018-01-01

    The present study examined the development of and individual variation in scientific thinking in kindergarten. We measured experimentation, evidence evaluation, and domain knowledge at two times in kindergarten (T1 and T2) in a sample of 100 five to six-year-olds. To explain individual differences,

  8. Assessment of well-being in kindergarten children

    DEFF Research Database (Denmark)

    Koch, Anette Boye

    2013-01-01

    Child well-being is a major concern in Danish kindergartens, but well-being is a multi-dimensional concept that may be evaluated in a variety of ways. This article explores the well-being of kindergarten children from a methodological perspective. It presents results from a quantitative survey...

  9. ELL School Readiness and Pre-Kindergarten Care

    Science.gov (United States)

    Gottfried, Michael A.

    2017-01-01

    The increased utilization of non-parental pre-kindergarten care has spurred interest by both researchers and policy makers as to what types of care might be effective at boosting school readiness. Under-developed in the research has been an assessment of the influence of pre-kindergarten care on school readiness for English Language Learners…

  10. Reconceptualizing Kindergarten Education in South Korea: A Postcolonial Approach

    Science.gov (United States)

    Jahng, Kyung Eun

    2013-01-01

    This article examines the relevance of postcolonialism in early childhood education, with special reference to the kindergarten education system of South Korea. Most of the research on Korean kindergarten education has conceptualized it as preparing children for their later schooling and helping them learn the moral and social values most desired…

  11. Kindergarten Children and Language Learning: Missing Pillars for Language Acquisition

    Science.gov (United States)

    Al-Darwish, Salwa

    2013-01-01

    This study examines the perceptions of the Kuwaiti kindergarten school teachers and parents as well as the English curriculum in an attempt to identify areas that need to be improved in the kindergarten teachers' program at the CBE (College of Basic Education). In addition, the paper looks closely into the delivery of information and sequence of…

  12. Racial/Ethnic Disparities in ADHD Diagnosis by Kindergarten Entry

    Science.gov (United States)

    Morgan, Paul L.; Hillemeier, Marianne M.; Farkas, George; Maczuga, Steve

    2014-01-01

    Background: Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by…

  13. The Medieval Kingdom Topology: Peer Relations in Kindergarten Children.

    Science.gov (United States)

    Bennett, Andrew; Derervensky, Jeffrey

    1995-01-01

    Examines the applicability of the medieval kingdom social role topology with kindergarten children and assesses the association between the social roles children assume and seven nonbehavioral variables. Confirmed hypotheses that the topology could be distilled from a sample of kindergarten children (n=173) and that specific nonbehavioral…

  14. Turnover in Kindergarten Classroom Membership in a National Sample.

    Science.gov (United States)

    Pianta, Robert C.; Early, Diane

    2001-01-01

    Examined changes in classroom membership for 1995-1996 as indicated by kindergarten teachers. Found that 26 percent of kindergarten classroom membership changed over the school year, with frequency increasing as schools were more urban, in higher poverty districts, or with higher student minority representation. Teachers in high-turnover…

  15. Full-Day Kindergarten: Exploring an Option for Extended Learning.

    Science.gov (United States)

    Brewster, Cori; Railsback, Jennifer

    Noting that full-day kindergarten has become an increasingly popular scheduling option in U.S. schools during the past 30 years, this booklet provides a brief review of recent literature on full-day programs and highlights important considerations for educators, policymakers, and parents assessing their kindergarten options. The booklet also…

  16. Vaccination Coverage among Kindergarten Children in Phoenix, Arizona

    Science.gov (United States)

    Frimpong, Jemima A.; Rivers, Patrick A.; Bae, Sejong

    2008-01-01

    Objective: To evaluate school immunization records and document the immunization coverage and compliance level of children enrolled in kindergarten in Phoenix during the 2001-2002 school year. The purpose was to obtain information on: 1) immunization status by age two; 2) under-immunization in kindergarten; 3) administration error; and 4)…

  17. Kindergarten Teachers' Experience with Reporting Child Abuse in Taiwan

    Science.gov (United States)

    Feng, Jui-Ying; Huang, Tzu-Yi; Wang, Chi-Jen

    2010-01-01

    Objective: The objectives were to examine factors associated with reporting child abuse among kindergarten teachers in Taiwan based on the Theory of Planned Behavior (TPB). Method: A stratified quota sampling technique was used to randomly select kindergarten teachers in Taiwan. The Child Abuse Intention Report Scale, which includes demographics,…

  18. Teaching and Learning Moral Values through Kindergarten Curriculum

    Science.gov (United States)

    Al-Hooli, Abeer; Al-Shammari, Zaid

    2009-01-01

    In this research study we investigated kindergarten-aged children's moral values in Kuwait. This study utilized several quantitative and qualitative research methods in the course of looking at three terms--moral development, the meaning of value, and the meaning of morality--as experienced by kindergarten-aged children. Participants were 600…

  19. A kindergarten experiment in linguistic e-learning

    DEFF Research Database (Denmark)

    Valente, Andrea; Marchetti, Emanuela

    2006-01-01

    As part of the BlaSq project, we are developing a set of linguistic games to be used in kindergartens. The first of these games is Crazipes, that we are currently testing in a Danish kindergarten, with the support of the local teachers. Here we discuss the architecture of the game, its potentials...

  20. Food for Kindergarten Children: Who Cares?

    DEFF Research Database (Denmark)

    Hansen, Stine Rosenlund; Kristensen, Niels Heine

    2017-01-01

    This paper discusses mealtime in Danish kindergartens as sites for contested understandings of food, bodies, and care, in an everyday life perspective. Two contesting perspectives on the daily meals are presented, one that highlights the bodily experience of eating, and one that emphasizes...... the relations between food and health. The coexistence of these perspectives causes tensions in the everyday meals, and in the relations between children and adults. It is argued that adults often downplay the meaning of children’s bodily experiences of eating on behalf of a more rational approach to eating...

  1. Exploring Kindergarten Teachers' Views and Roles Regarding Children's Outdoor Play Environments in Oman

    Science.gov (United States)

    Ihmeideh, Fathi M.; Al-Qaryouti, Ibrahim A.

    2016-01-01

    The purpose of this study was to explore kindergarten teachers' views and roles regarding outdoor play environments in Omani kindergartens. Thirty kindergarten teachers from 15 private kindergartens were observed and interviewed. The results indicated that teachers recognize the importance of outdoor play in children's development and learning.…

  2. School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten

    Science.gov (United States)

    Lowenstein, Amy E.; Friedman-Krauss, Allison H.; Raver, C. Cybele; Jones, Stephanie M.; Pess, Rachel A.

    2015-01-01

    In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children’s poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children’s higher language/literacy and math scores and moderated the association between low adult support and children’s academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children’s academic skills during the transition to kindergarten. PMID:26925186

  3. Investigating kindergarteners' number sense and self-regulation scores in relation to their mathematics and Turkish scores in middle school

    Science.gov (United States)

    İvrendi, Asiye

    2016-09-01

    Number sense and self-regulation are considered foundational skills for later school learning. This study aimed to investigate the predictive power of kindergarten children's number sense and self-regulation scores on their mathematics and Turkish language examination scores in the 5th and 6th grades. The participants in this study were 5th grade ( n = 46) and 6th grade ( n = 28) students, whose number sense and self-regulation skills were measured when they were in kindergarten in 2009 and 2010. Data were analyzed through multiple regression. The results showed positive and mid-level correlations. The children's kindergarten number sense and self-regulation scores significantly predicted their 5th and 6th grade mathematics and Turkish language examination scores. Self-regulation was the stronger predictor of mathematics scores, whereas number sense scores were the better predictor of Turkish language examination scores. The findings from this study provide further evidence as to the critical role of children's early skills in middle school mathematics and language achievement.

  4. Conservatives Anticipate and Experience Stronger Emotional Reactions to Negative Outcomes.

    Science.gov (United States)

    Joel, Samantha; Burton, Caitlin M; Plaks, Jason E

    2014-02-01

    The present work examined whether conservatives and liberals differ in their anticipation of their own emotional reactions to negative events. In two studies, participants imagined experiencing positive or negative outcomes in domains that do not directly concern politics. In Study 1, 190 American participants recruited online (64 male, Mage  = 32 years) anticipated their emotional responses to romantic relationship outcomes. In Study 2, 97 Canadian undergraduate students (26 male, Mage  = 21 years) reported on their anticipated and experienced emotional responses to academic outcomes. In both studies, more conservative participants predicted they would feel stronger negative emotions following negative outcomes than did more liberal participants. Furthermore, a longitudinal follow-up of Study 2 participants revealed that more conservative participants actually felt worse than more liberal participants after receiving a lower-than-desired exam grade. These effects remained even when controlling for the Big Five traits, prevention focus, and attachment style (Study 1), and optimism (Study 2). We discuss how the relationship between political orientation and anticipated affect likely contributes to differences between conservatives and liberals in styles of decision and policy choices. © 2013 Wiley Periodicals, Inc.

  5. Stronger inducible defences enhance persistence of intraguild prey.

    Science.gov (United States)

    Kratina, Pavel; Hammill, Edd; Anholt, Bradley R

    2010-09-01

    1. Intraguild predation is widespread in nature despite its potentially destabilizing effect on food web dynamics. 2. Anti-predator inducible defences affect both birth and death rates of populations and have the potential to substantially modify food web dynamics and possibly increase persistence of intraguild prey. 3. In a chemostat experiment, we investigated the long-term effects of inducible defences on the dynamics of aquatic microbial food webs consisting of an intraguild predator, intraguild prey, and a basal resource. We controlled environmental conditions and selected strains of intraguild prey that varied in the strength of expressed inducible defences. 4. We found that intraguild prey with a stronger tendency to induce an anti-predator morphology persist for significantly longer periods of time. In addition, model selection analysis implied that flexibility in defensive phenotype (inducibility itself) is most likely the factor responsible for the enhanced persistence. 5. As patterns at the community level often emerge as a result of the life-history traits of individuals, we propose that inducible defences increase the persistence of populations and may contribute to the widespread occurrence of theoretically unstable intraguild predation systems in nature.

  6. Vaccine exemptions and the kindergarten vaccination coverage gap.

    Science.gov (United States)

    Smith, Philip J; Shaw, Jana; Seither, Ranee; Lopez, Adriana; Hill, Holly A; Underwood, Mike; Knighton, Cynthia; Zhao, Zhen; Ravanam, Megha Shah; Greby, Stacie; Orenstein, Walter A

    2017-09-25

    Vaccination requirements for kindergarten entry vary by state, but all states require 2 doses of measles containing vaccine (MCV) at kindergarten entry. To assess (i) national MCV vaccination coverage for children who had attended kindergarten; (ii) the extent to which undervaccination after kindergarten entry is attributable to parents' requests for an exemption; (iii) the extent to which undervaccinated children had missed opportunities to be administered missing vaccine doses among children whose parent did not request an exemption; and (iv) the vaccination coverage gap between the "highest achievable" MCV coverage and actual MCV coverage among children who had attended kindergarten. A national survey of 1465 parents of 5-7year-old children was conducted during October 2013 through March 2014. Vaccination coverage estimates are based provider-reported vaccination histories. Children have a "missed opportunity" for MCV if they were not up-to-date and if there were dates on which other vaccines were administered but not MCV. The "highest achievable" MCV vaccination coverage rate is 100% minus the sum of the percentages of (i) undervaccinated children with parents who requested an exemption; and (ii) undervaccinated children with parents who did not request an exemption and whose vaccination statuses were assessed during a kindergarten grace period or period when they were provisionally enrolled in kindergarten. Among all children undervaccinated for MCV, 2.7% were attributable to having a parent who requested an exemption. Among children who were undervaccinated for MCV and whose parent did not request an exemption, 41.6% had a missed opportunity for MCV. The highest achievable MCV coverage was 98.6%, actual MCV coverage was 90.9%, and the kindergarten vaccination gap was 7.7%. Vaccination coverage may be increased by schools fully implementing state kindergarten vaccination laws, and by providers assessing children's vaccination status at every clinic visit, and

  7. Tensions and dilemmas in body-pedagogy in kindergarten

    DEFF Research Database (Denmark)

    Herskind, Mia

    2010-01-01

      This paper concerns a research-based evaluation of Danish kindergarten employees and their experiences of an educational project ‘Moving Children' and the learning processes that followed in kindergarten in which they aimed to develop a body-pedagogy in order to increase the physical activity...... in children's daily life. The study emphasizes how tensions and dilemmas arise in the employees' effort to change the existing body-pedagogy, that in a Danish kindergarten tradition relate to children's self-organised play. Using the notion of social learning theory (Wenger, 1998) and based...

  8. Obesity prevalence and unfavorable health risk behaviors among German kindergarten teachers: cross-sectional results of the kindergarten teacher health study

    OpenAIRE

    Hoffmann, Sascha W; Tug, Suzan; Simon, Perikles

    2013-01-01

    Background The aim of the study was to investigate obesity status and associated health risk behaviors in a sample of German kindergarten teachers. At present, such data are not available, despite the fact that kindergarten teachers educate children at a formative time in their lives. Methods Kindergarten teachers aged 18?62?years (n?=?313) were invited to participate in the Kindergarten Teacher Health Study (KTHS) by completing a self-reported questionnaire. We analyzed their obesity status,...

  9. Is Polar Amplification Deeper and Stronger than Dynamicists Assume?

    Science.gov (United States)

    Scheff, J.; Maroon, E.

    2017-12-01

    In the CMIP multi-model mean under strong future warming, Arctic amplification is confined to the lower troposphere, so that the meridional gradient of warming reverses around 500 mb and the upper troposphere is characterized by strong "tropical amplification" in which warming weakens with increasing latitude. This model-derived pattern of warming maxima in the upper-level tropics and lower-level Arctic has become a canonical assumption driving theories of the large-scale circulation response to climate change. Yet, several lines of evidence and reasoning suggest that Arctic amplification may in fact extend through the entire depth of the troposphere, and/or may be stronger than commonly modeled. These include satellite Microwave Sounding Unit (MSU) temperature trends as a function of latitude and vertical level, the recent discovery that the extratropical negative cloud phase feedback in models is largely spurious, and the very strong polar amplification observed in past warm and lukewarm climates. Such a warming pattern, with deep, dominant Arctic amplification, would have very different implications for the circulation than a canonical CMIP-like warming: instead of slightly shifting poleward and strengthening, eddies, jets and cells might shift equatorward and considerably weaken. Indeed, surface winds have been mysteriously weakening ("stilling") at almost all stations over the last half-century or so, there has been no poleward shift in northern hemisphere circulation metrics, and past warm climates' subtropics were apparently quite wet (and their global ocean circulations were weak.) To explore these possibilities more deeply, we examine the y-z structure of warming and circulation changes across a much broader range of models, scenarios and time periods than the CMIP future mean, and use an MSU simulator to compare them to the satellite warming record. Specifically, we examine whether the use of historical (rather than future) forcing, AMIP (rather than CMIP

  10. Increasing Arctic sea ice export driven by stronger winds

    Science.gov (United States)

    Sorteberg, A.; Smedsrud, L. H.; Sirevaag, A.; Kloster, K.

    2010-12-01

    Arctic sea ice area has decreased steadily over the last three decades. A thinner and more seasonal Arctic ice cover, related to increased long wave radiation, has become evident. Changes in circulation, including drift patterns of the Arctic pack ice, have been less obvious. Arctic sea ice export estimates have been hampered by low resolution spatial and temporal satellite imagery, especially during summer, making accurate detection difficult. Here we present a new ice area export dataset calculated from sea ice motion and concentration profiles along 79N. Ice drift vectors are calculated from ice feature displacement using Envisat ASAR WideSwath images every 3 days from 2004 while ice concentration is based on DMSP F13 SSMI and AQUA AMSR-E brightness temperature data. The two data sets are combined to give the ice-area flux in consecutive 3-day periods, uninterrupted year-round coverage along 79N. It is shown that sea ice export variability is closely linked to the geostrophic wind in the Fram Strait (correlation of 0.84). Using geostrophic winds from reanalysis back to the 1950s as a proxy for ice export indicates that the Arctic sea ice has annually lost an increasing area since the 1950's driven by stronger winds. Ice concentration has decreased slightly, but does not contribute significantly. The ice export has overall increased by ~25% over the period. Using cyclone tracking the changes in winds seems directly related to a higher low pressure activity in the Nordic Seas. Our results demonstrate that the changes in atmospheric circulation over the Arctic and sub-Arctic have contributed to a trend in the Fram Strait ice export. The Fram Strait between Greenland and Svalbard with average sea ice concentration for summer (red, June through August) and winter (black, January through March). Solid lines are 50%, dashed lines are 15%. Above mean southward ice drift across 79N from August 2004 to July 2010 in 1 degree bins based on SAR imagery, and mean ice

  11. The interrelationships of mathematical precursors in kindergarten.

    Science.gov (United States)

    Cirino, Paul T

    2011-04-01

    This study evaluated the interrelations among cognitive precursors across quantitative, linguistic, and spatial attention domains that have been implicated for math achievement in young children. The dimensionality of the quantity precursors was evaluated in 286 kindergarteners via latent variable techniques, and the contribution of precursors from each domain was established for small sums addition. Results showed a five-factor structure for the quantity precursors, with the major distinction being between nonsymbolic and symbolic tasks. The overall model demonstrated good fit and strong predictive power (R(2)=55%) for addition number combinations. Linguistic and spatial attention domains showed indirect relationships with outcomes, with their effects mediated by symbolic quantity measures. These results have implications for the measurement of mathematical precursors and yield promise for predicting future math performance. Copyright © 2010 Elsevier Inc. All rights reserved.

  12. The Effects of Head Start on Children's Kindergarten Retention, Reading and Math Achievement in Fall Kindergarten--An Application of Propensity Score Method and Sensitivity Analysis

    Science.gov (United States)

    Dong, Nianbo

    2009-01-01

    Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this paper applied optimal propensity score matching method to evaluate the effects of Head Start on children's kindergarten retention, reading and math achievement in fall kindergarten comparing with center-based care. Both parametric and nonparametric…

  13. Model of excellent kindergarten learning for excellent pupils

    NARCIS (Netherlands)

    Dijkstra, Elma; Mooij, Ton; Kirschner, Paul A.

    2012-01-01

    Dijkstra, E. M., Mooij, T., & Kirschner, P. A. (2012, 9 November). Model of excellent kindergarten learning for excellent pupils. Poster presentation at the International ICO Fall School, Girona, Spain.

  14. Model of Excellent Kindergarten Learning for Excellent Pupils

    NARCIS (Netherlands)

    Dijkstra, Elma; Mooij, Ton; Kirschner, Paul A.

    2012-01-01

    Dijkstra, E. M., Mooij, T., & Kirschner, P. A. (2012, 11 October). Model of excellent kindergarten learning for excellent pupils. Poster presentation at the Teacher Expertise Symposium, University of Utrecht, Utrecht, The Netherlands.

  15. A kindergarten experiment in linguistic e-learning

    DEFF Research Database (Denmark)

    Valente, Andrea; Marchetti, Emanuela

    2006-01-01

    As part of the BlaSq project, we are developing a set of linguistic games to be used in kindergartens. The first of these games is Crazipes, that we are currently testing in a Danish kindergarten, with the support of the local teachers. Here we discuss the architecture of the game, its potentials...... as a linguistic e-learning tool, together with the design and methodology adopted for the study. Some early results are also discussed.......As part of the BlaSq project, we are developing a set of linguistic games to be used in kindergartens. The first of these games is Crazipes, that we are currently testing in a Danish kindergarten, with the support of the local teachers. Here we discuss the architecture of the game, its potentials...

  16. RADON MEASUREMENTS IN KINDERGARTENS IN URAL REGION (RUSSIA).

    Science.gov (United States)

    Onishchenko, A; Malinovsky, G; Vasilyev, A; Zhukovsky, M

    2017-11-01

    The radon survey of kindergartens has been conducted in Sverdlovskaya oblast during 2013-16. Indoor radon concentrations have been measured in 180 kindergartens in 21 villages and 10 towns. The LR-115 nuclear track detectors were placed in 560 rooms (three or four rooms per kindergarten) during 2-3 months. To obtain annual values, radon measurements were carried in the cold and warm seasons. The arithmetic and geometric means of annual indoor radon concentrations in rooms are 59 and 42 Bq/m3 respectively, GSD = 2.33. Analysis of the building factors affecting radon entry is presented. The detailed radon survey was performed in one kindergarten where exceeding of national action radon level was observed. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  17. Effects of individualized word retrieval in kindergarten vocabulary intervention

    NARCIS (Netherlands)

    Damhuis, C.M.P.; Segers, P.C.J.; Scheltinga, F.; Verhoeven, L.T.W.

    2016-01-01

    We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary

  18. A kindergarten experiment in linguistic e-learning

    DEFF Research Database (Denmark)

    Valente, Andrea; Marchetti, Emanuela

    2006-01-01

    As part of the BlaSq project, we are developing a set of linguistic games to be used in kindergartens. The first of these games is Crazipes, that we are currently testing in a Danish kindergarten, with the support of the local teachers. Here we discuss the architecture of the game, its potentials...... as a linguistic e-learning tool, together with the design and methodology adopted for the study. Some early results are also discussed....

  19. One Year After Fukushima, Nuclear Safety Is Stronger

    International Nuclear Information System (INIS)

    2012-01-01

    Full text: Nuclear power is safer than it was a year ago as the nuclear industry, regulators and governments act on the lessons of Fukushima, but that safety must never be taken for granted, said Yukiya Amano, Director General of the International Atomic Energy Agency (IAEA). Speaking ahead of the first anniversary of the Fukushima Daiichi nuclear accident on 11 March, Amano said a culture of constant vigilance and improvement was vital to ensure that the benefits of nuclear power could be harnessed as safely as humanly possible. 'Nuclear safety is stronger than it was a year ago', he said. 'Fukushima Daiichi was a very serious accident, but we know what went wrong and we have a clear course of action to tackle those causes - not only in Japan, but anywhere in the world. 'Now we have to keep up the momentum. Complacency can kill'. On 11 March 2011 a huge earthquake and tsunami left more than 20 000 people dead or missing in eastern Japan. Amidst widespread destruction, the tsunami slammed into the Fukushima Daiichi Nuclear Power Station, disabling cooling systems and leading to fuel meltdowns in three of the six Units. The accident was a jolt to the nuclear industry, regulators and governments. It was triggered by a massive force of nature, but it was existing weaknesses of design regarding defence against natural hazards, regulatory oversight, accident management and emergency response that allowed it to unfold as it did. For example: The nuclear regulator was not sufficiently independent, allowing weak oversight of the operator, TEPCO, and regulatory requirements fell short of international best practice; Not enough attention was paid to guarding against possible extreme events at the Fukushima Daiichi site, leaving critical safety functions such as cooling systems vulnerable to the tsunami; Training to respond to serious accidents was inadequate, as were mitigation measures to prevent hydrogen explosions and protect the venting system; and Accident command lines

  20. Voice risk factors in kindergarten teachers in Greece.

    Science.gov (United States)

    Helidoni, Meropi; Murry, Thomas; Chlouverakis, Gregory; Okalidou, Areti; Velegrakis, George

    2012-01-01

    The purpose of this study was to identify voice risk factors for female kindergarten teachers and nurses in Heraklion, Crete. A questionnaire consisting of voice use and lifestyle activities was given to 200 kindergarten teachers in Heraklion, Crete, of which 151 were returned (75.5%). A group of 89 nurses served as the control group. Both groups also completed the Greek version of the Voice Handicap Index (VHI-G). Kindergarten teachers sing more often, speak loudly more often when they are at work and present with more infections of the upper respiratory tract compared to nurses. They talk less than 30 min per day on the phone, drink less alcohol and water and smoke less in comparison with nurses. The median VHI-G score for the kindergarten teachers was significantly higher than that for the nurses. The results suggest that there is a difference in the factors that may be responsible for the appearance of voice problems in kindergarten teachers and in nurses. For kindergarten teachers, the risk factors for voice disorders are primarily related to vocal load factors and for nurses appear to be lifestyle-related more than voice use alone. Copyright © 2012 S. Karger AG, Basel.

  1. Development of a work environment rating scale for kindergarten teachers.

    Science.gov (United States)

    Wong, Yau-ho P

    2015-08-01

    Kindergarten education in Hong Kong serves children aged 32-68 months. However, there is no extant scale that measures kindergarten teachers' perceived work environment, an important influence on their well-being. To develop a new instrument, the Teachers' Perceived Work Environment (TPWE) scale, and to assess whether kindergarten teachers with higher TPWE ratings had higher scores for job satisfaction, self-esteem and mental health. A 25-item rating scale was developed and used with a sample of in-service kindergarten teachers. Their perceived work environment was represented by five factors (ergonomics, staffing, teaching space, work hours and social space). These teachers also completed three well-being inventories: the Job Satisfaction Survey, the Rosenberg Self-Esteem Inventory and the General Health Questionnaire-12. In a second stage, a new sample of in-service kindergarten teachers was used to cross-validate the findings from the earlier assessment. In the first sample of 141 teachers and the second of 125, social space, staffing and work hours were associated with job satisfaction, while ergonomics was a significant negative predictor of mental health complaints. The TPWE exhibited satisfactory reliability and validity. Some factors were differentially associated with specific types of well-being. The results may inform future studies of the working conditions of kindergarten teachers. © The Author 2015. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  2. New Voices Ancient Words: Language Immersion Produces Fluent Speakers, Stronger Personal and Cultural Identities

    Science.gov (United States)

    Pease, Janine

    2004-01-01

    Across Indian Country, people can hear voices speaking ancient words, in a Cochiti extended family in New Mexico, a Navajo community school on the Arizona desert, a Native Hawaiian kindergarten, a Salish/Kootenai summertime ceremony, on the North Dakota plains, and in a Blackfeet math classroom in Montana. Unlike other language instruction…

  3. Kindergarten teachers' experience with reporting child abuse in Taiwan.

    Science.gov (United States)

    Feng, Jui-Ying; Huang, Tzu-Yi; Wang, Chi-Jen

    2010-02-01

    The objectives were to examine factors associated with reporting child abuse among kindergarten teachers in Taiwan based on the Theory of Planned Behavior (TPB). A stratified quota sampling technique was used to randomly select kindergarten teachers in Taiwan. The Child Abuse Intention Report Scale, which includes demographics, attitudes about child discipline, punishment for perpetrators, and professional responsibility for reporting, subjective norms regarding support for reporting from the general and specific important persons, perceived behavioral control, and vignettes of child abuse, was used to collect data. A total of 598 kindergarten teachers (return rate 47%) provided data. While 97% of teachers reported having no experience with reporting a child abuse case, 11% indicated they had failed to report a suspected case of child abuse. Multiple regression revealed that, except for social norms, attitudes toward child discipline, punishments for perpetrators, and professional responsibility as well as perceived behavioral control explained 22.4% of variance of kindergarten teachers' intention to report child abuse. With the exception of the subjective norms, the findings of this study supported the TPB that kindergarten teachers' intention to report child abuse is associated with attitudes toward child discipline, punishment for perpetrators, professional responsibility, and perceived behavioral controls over reporting. This study revealed the problem of underreporting child abuse among kindergarten teachers in Taiwan, and highlighted the discrepancy between child abuse training and expected reporting outcomes suggesting an insufficiency in the current training programs on child abuse. There is a need to scrutinize the current training in child abuse and develop standardized training and clear reporting guidelines that will increase kindergarten teachers' confidence when confronted with suspected victims and perpetrators of child abuse in Taiwan. Copyright (c

  4. A Cooperation Model Applied in a Kindergarten

    Directory of Open Access Journals (Sweden)

    Jose I. Rodriguez

    2011-10-01

    Full Text Available The need for collaboration in a global world has become a key factor for success for many organizations and individuals. However in several regions and organizations in the world, it has not happened yet. One of the settings where major obstacles occur for collaboration is in the business arena, mainly because of competitive beliefs that cooperation could hurt profitability. We have found such behavior in a wide variety of countries, in advanced and developing economies. Such cultural behaviors or traits characterized entrepreneurs by working in isolation, avoiding the possibilities of building clusters to promote regional development. The needs to improve the essential abilities that conforms cooperation are evident. It is also very difficult to change such conduct with adults. So we decided to work with children to prepare future generations to live in a cooperative world, so badly hit by greed and individualism nowadays. We have validated that working with children at an early age improves such behavior. This paper develops a model to enhance the essential abilities in order to improve cooperation. The model has been validated by applying it at a kindergarten school.

  5. Problems afoot for the CERN kindergarten (EVEE)?

    CERN Multimedia

    Staff Association

    2016-01-01

    You might have noticed that recently the Kindergarten changed names, it’s is now known under the name of EVEE which stands for ‘Espace de Vie Enfantine et École’ and currently welcomes 150 children between 4 months and 6 years of age. This establishment which is under the aegis of the Staff Association is governed by a committee composed of a mixture of the following: employers (from the Staff Association), employees, parents and the Headmistress who is an ex officio member (see Echo 238: http://staff-association.web.cern.ch/content/quoi-de-neuf-au-jardin-d%E2%80%99enfants). Great strides have been made in the past decade Over the previous decade in conjuction with the CERN Administration several new services have been proposed, including: the establishment of a canteen with a capacity of up to 60 children/day; the setting-up of a creche for infants ranging between 4 months and 3 years (approx 35 infants); the creation of a day-camp with the capacity to welcome up ...

  6. Inclusive education in Islamic kindergarten, why not?

    Directory of Open Access Journals (Sweden)

    M. Agung Hidayatulloh

    2018-01-01

    Full Text Available This work shows the implementation of inclusive education in Islamic Kindergarten Taruna al-Qur’an (IKTQ, the assessment of child development in inclusive class, and supporting and restriction of the implementation of inclusive education in IKTQ. This qualitative descriptive research used observation, interview, and documentation as the technique of collecting data. The results are only the ABK with less in terms of social skills that were included in the non-ABK class. IKTQ pointed the special guides that monitored the development of ABK. The development of the child was assessed through observations and notes. These notes were documented as reports of child development communicated to the parents. The assessment did not touch the ABKs who joined in learning with other children. The development of ABK was assessed when they were in a special place of ABK therapy. The factors supported the implementation of inclusive education in IKTQ were: (1 the communication between teachers and ABK guides, (2 a good relationship through weekly meeting for all teachers, and (3 the communication between IKTQ and parents either verbally or through a liaison document. Regarding the restriction, the teachers explicitly express that there were no obstacles in the implementation of inclusive education in IKTQ.

  7. Developmental Outcomes of Late Preterm Infants From Infancy to Kindergarten.

    Science.gov (United States)

    Shah, Prachi; Kaciroti, Niko; Richards, Blair; Oh, Wonjung; Lumeng, Julie C

    2016-08-01

    To compare developmental outcomes of late preterm infants (34-36 weeks' gestation) with infants born at early term (37-38 weeks' gestation) and term (39-41 weeks' gestation), from infancy through kindergarten. Sample included 1000 late preterm, 1800 early term, and 3200 term infants ascertained from the Early Childhood Longitudinal Study, Birth Cohort. Direct assessments of development were performed at 9 and 24 months by using the Bayley Short Form-Research Edition T-scores and at preschool and kindergarten using the Early Childhood Longitudinal Study, Birth Cohort reading and mathematics θ scores. Maternal and infant characteristics were obtained from birth certificate data and parent questionnaires. After controlling for covariates, we compared mean developmental outcomes between late preterm and full-term groups in serial cross-sectional analyses at each timepoint using multilinear regression, with pairwise comparisons testing for group differences by gestational age categories. With covariates controlled at all timepoints, at 9 months late preterm infants demonstrated less optimal developmental outcomes (T = 47.31) compared with infants born early term (T = 49.12) and term (T = 50.09) (P kindergarten reading (P = .0007) compared with infants born at term gestation. Although late preterm infants demonstrate comparable developmental outcomes to full-term infants (early term and full-term gestation) at 24 months, they demonstrate less optimal reading outcomes at preschool and kindergarten timepoints. Ongoing developmental surveillance for late preterm infants is warranted into preschool and kindergarten. Copyright © 2016 by the American Academy of Pediatrics.

  8. Early math matters: kindergarten number competence and later mathematics outcomes.

    Science.gov (United States)

    Jordan, Nancy C; Kaplan, David; Ramineni, Chaitanya; Locuniak, Maria N

    2009-05-01

    Children's number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number competence predicted rate of growth in mathematics achievement between 1st and 3rd grades as well as achievement level through 3rd grade. Further, rate of growth in early number competence predicted mathematics performance level in 3rd grade. Although low-income children performed more poorly than their middle-income counterparts in mathematics achievement and progressed at a slower rate, their performance and growth were mediated through relatively weak kindergarten number competence. Similarly, the better performance and faster growth of children who entered kindergarten at an older age were explained by kindergarten number competence. The findings show the importance of early number competence for setting children's learning trajectories in elementary school mathematics. Copyright 2009 APA, all rights reserved

  9. Full-Day Kindergarten Effects on Later Academic Success

    Directory of Open Access Journals (Sweden)

    Charles Milligan

    2012-01-01

    Full Text Available The purpose of this research was to investigate full-day kindergarten, as a means of improving later academic achievement. A total of 208 students who had continuous enrollment for three consecutive school years from a school district in southern California participated in the study. The sample contained 165 students who had attended the traditional half-day kindergarten program with 43 attending a hybrid all-day kindergarten program. All students were administered the California Standardized Testing and Reporting (STAR assessment and the California Achievement Test 6th Edition (CAT 6 survey exams. Using stepwise multiple regression, several independent variables were introduced into the regression equation to obtain a Prediction Model of Student Success. The English language arts and math scores of the California STAR Assessment were used as the dependent variable separately. A significant model was not developed. Using an independent-sample T Test procedure, comparing the two groups, was also preformed revealing that there were no significant differences in students who attended the all-day kindergarten program and students who attended a traditional kindergarten program.

  10. Personality Types of Hong Kong Kindergarten Teachers: Implications for Teacher Education

    Science.gov (United States)

    Wong, Yau-ho Paul; Li-fang, Zhang

    2013-01-01

    While an individual's personality is related to his or her well-being, little research has examined kindergarten teachers' personality. This research was the first to investigate Hong Kong kindergarten teachers' personality types using the Myers-Briggs Type Indicator (MBTI). Three hundred and seventy-one kindergarten teachers voluntarily responded…

  11. Kindergarten Attendance and Readiness for Baltimore's Class of 2027. Policy Brief

    Science.gov (United States)

    Grigg, Jeffrey; Connolly, Faith; D'Souza, Stephanie; Mitchell, Charlie

    2016-01-01

    This brief examines kindergarten readiness and attendance in kindergarten for children enrolled in publicly provided early education programs as well as similar children who entered kindergarten without enrolling in these programs. Key findings detail the effects for children if they were enrolled for at least 90 calendar days as a three- or…

  12. Full-Day Kindergarten: A Look across the States. 50-State Review

    Science.gov (United States)

    Parker, Emily; Diffey, Louisa; Atchison, Bruce

    2016-01-01

    Research indicates that a high-quality, full-day kindergarten experience is a crucial component to setting students up for ongoing academic success, yet vast differences exist in the quality of kindergarten programs and how they are funded across the states. As states continue to develop strong pre-kindergarten (pre-K) programs, many are also…

  13. Organized Dissonance and Emotionality: A Case Study of One Public Kindergarten in Moscow

    Science.gov (United States)

    Konobeeva, E. A.

    2016-01-01

    This article investigates the organizational form of kindergarten through a particular case study. The article seeks to answer the question: how does kindergarten reconcile emotionality with formal rules and regulations, and how does this affect the structure of kindergarten as an organization? The features of bureaucratic and feminist…

  14. A Mixed Methods Study on Developing Low-Income Kindergarten Students' Intrinsic Reading Motivation

    Science.gov (United States)

    Brady, Kara J.

    2017-01-01

    The purpose of this mixed methods study was to determine how the effects of kindergarten teachers' evidence-based literacy instructional practices impact the development of low-income kindergarten students' intrinsic reading motivation. The research questions are: (a) What are kindergarten teachers' perceptions of students' intrinsic reading…

  15. Behavioral Engagement in Learning and Math Achievement over Kindergarten: A Contextual Analysis

    Science.gov (United States)

    Robinson, Keith; Mueller, Anna S.

    2014-01-01

    Using nationally representative data on 12,462 kindergarten children, this report examines the link between behavioral engagement and math achievement growth during kindergarten. Multilevel models show that students with higher individual engagement tend to experience larger math achievement growth over kindergarten, that classroom engagement…

  16. Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development

    Science.gov (United States)

    Ansari, Arya

    2017-01-01

    Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only…

  17. The Main Factors of the Attitudes of Greek Kindergarten Teachers towards Information and Communication Technology

    Science.gov (United States)

    Zaranis, Nicholas; Oikonomidis, Vassilios

    2016-01-01

    The purpose of this article is to examine the main factors of Greek kindergarten teachers' attitudes towards information and communication technology (ICT) in kindergarten. This two-phase survey was carried out in 2007 and 2012 and used 383 and 295 participants respectively. The participants in both groups were drawn from kindergarten teachers in…

  18. Planning and Implementing the Daily Routine in Slovene Kindergartens and Reggio Emilia Concept

    Science.gov (United States)

    Bercnik, Sanja; Devjak, Tatjana

    2012-01-01

    Authors in this paper present the design and implementation of daily routines in Slovenian kindergartens. Slovenian national document for preschool education, "Curriculum for Kindergartens" (1999), describes daily kindergarten activities (communication and interaction with and among children, use of compliment and reprehension, and rules…

  19. Effectiveness of a Handwriting Intervention With At-Risk Kindergarteners.

    Science.gov (United States)

    Zylstra, Sheryl Eckberg; Pfeiffer, Beth

    2016-01-01

    We examined the effectiveness of an occupational therapist-led handwriting intervention for special education and at-risk kindergarteners. We incorporated a two-group, pretest-posttest design. Both groups consisted of kindergarteners receiving individualized education program (IEP) or Response to Intervention (RtI) support. An occupational therapist provided biweekly group handwriting instruction using the Size Matters Handwriting Program to students in the intervention group (n = 23). The control group (n = 12) received the standard handwriting instruction. Students in the intervention group demonstrated significantly greater gains in handwriting legibility than students in the control group. Students in the intervention group also demonstrated significantly greater gains in the prereading skills of uppercase letter recognition, lowercase letter recognition, and letter sound recognition. This study provides preliminary support for an occupational therapist-led handwriting intervention to improve writing legibility and letter recognition in kindergarteners receiving RtI and IEP supports. Copyright © 2016 by the American Occupational Therapy Association, Inc.

  20. Teacher’s leadership in learning processes at kindergartens

    Directory of Open Access Journals (Sweden)

    Maria Dominika Niron

    2017-09-01

    Full Text Available The aim of this study was to find out the effective kindergarten teacher’s behaviour in influencing, mobilizing, and developing students in teaching learning process. This research was phenomenological qualitative research. The main instruments of this research were the researcher and observation manual. The focus of this research was the way teachers teach in the learning process in group A of Indriyasana Kindergarten, Indriarini Kindergarten, and ABA Pokoh Kindergarten. The data validity of this research was tested by using repeated observation, resource triangulation, and technique triangulation. The componential data was analyzed by employing inductive technique from Spradley’s qualitative model and Miles and Huberman analysis model. The result of the research showed that teacher’s effective ways to influence, mobilize, and develop students in teaching learning process are as follows: 1. Reciting yell, clap yell, and asking students to sing. The content of yell, clap yell, and song was appropriate with values which were developed based on vision, mission, and the goal of Kindergarten institution. Yells, clap yell, and song were democratic and they were the form of the value of learning leadership. 2. In some situations, there was a tendency where the teacher used more autocratic way to influence, mobilize, and develop students in learning process such as the verbal way in which teacher call students’ name and non-verbal way in which teacher put his index finger on his lip as a sign to ask students to be quiet. The other non-verbal ways were: shaking head as a sign of disagreement, raising thumb as a sign of reinforcement, and nodding as a sign of agreement. Sometimes, teachers also used laissez-fair methods such as neglecting students/letting students behave as they want. Keywords: leadership, teacher’s leadership behaviour, learning process in Kindergarten

  1. Stronger learning recruits additional cell-signaling cascades: c-Jun-N-terminal kinase 1 (JNK1) is necessary for expression of stronger contextual fear conditioning.

    Science.gov (United States)

    Leach, Prescott T; Kenney, Justin W; Gould, Thomas J

    2015-02-01

    Increased training often results in stronger memories but the neural changes responsible for these stronger memories are poorly understood. It is proposed here that higher levels of training that result in stronger memories recruit additional cell signaling cascades. This study specifically examined if c-Jun N-terminal kinase 1 (JNK1) is involved in the formation of stronger fear conditioning memories. Wildtype (WT), JNK1 heterozygous (Het), and JNK1 knockout (KO) mice were fear conditioned with 1 trial, 2 trials, or 4 trials. All mice learned both contextual (hippocampus-dependent) and cued (hippocampus-independent) fear conditioning but for contextual fear conditioning only, the JNK1 KO mice did not show higher levels of learning with increased trials. That is, WT mice showed a significant linear increase in contextual fear conditioning as training trials increased from 1 to 2 to 4 trials whereas KO mice showed the same level of contextual fear conditioning as WT mice for 1 trial training but did not have increased levels of contextual fear conditioning with additional trials. These data suggest that JNK1 may not be critical for learning but when higher levels of hippocampus-dependent learning occur, JNK1 signaling is recruited and is necessary for stronger hippocampus-dependent memory formation. Copyright © 2014 Elsevier Inc. All rights reserved.

  2. 25 CFR 39.1100 - Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously...

    Science.gov (United States)

    2010-04-01

    ... pre-kindergarten programs previously funded by the Bureau. 39.1100 Section 39.1100 Indians BUREAU OF...-kindergarten Programs § 39.1100 Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously funded by the Bureau. Those schools having pre-kindergarten programs funded fully or in...

  3. The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.

    Directory of Open Access Journals (Sweden)

    Sara Speybroeck

    Full Text Available This study examines the role of teachers' expectations in the association between children's socio-economic background and achievement outcomes. Furthermore, the role of children's ethnicity in moderating this mediated relation is investigated. In the present study, 3,948 children from kindergarten are examined. Data are analysed by means of structural equation modeling. First, results show that teachers' expectations mediate the relation between children's SES and their later language and math achievement, after controlling for children's ethnicity, prior achievement and gender. This result indicates that teachers may exacerbate individual differences between children. Second, children's ethnicity moderates the mediation effect of teachers' expectations with respect to math outcomes. The role of teachers' expectations in mediating the relation between SES and math outcomes is stronger for majority children than for minority children.

  4. Effects of Individualized Word Retrieval in Kindergarten Vocabulary Intervention

    Science.gov (United States)

    Damhuis, Carmen M. P.; Segers, Eliane; Scheltinga, Femke; Verhoeven, Ludo

    2016-01-01

    We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval…

  5. Catalogue of Videorecordings and Films, Kindergarten to Grade 6, 1993.

    Science.gov (United States)

    Manitoba Dept. of Education, Winnipeg. Instructional Resources Branch.

    This catalogue lists and indexes 2,233 videorecordings, 16mm film, and videodisc titles held by the Library, Manitoba Education and Training for borrowing; some are also available for dubbing. The catalog indexes materials intended for children in kindergarten through grade 6, and is divided into three parts: an annotated title and series index, a…

  6. Exploring Kindergarten Teachers' Pedagogical Content Knowledge of Mathematics

    Science.gov (United States)

    Lee, Joohi

    2010-01-01

    The purpose of this study was to assess 81 kindergarten teachers' pedagogical content knowledge of mathematics on six subcategory areas such as number sense, pattern, ordering, shapes, spatial sense, and comparison. The data showed participants possessed a higher level of pedagogical content knowledge of "number sense" (M = 89.12) compared to…

  7. Ornithologists by Design: Kindergarteners Design, Construct, and Evaluate Bird Feeders

    Science.gov (United States)

    Shorter, Angela; Segers, Marcia

    2016-01-01

    How can an engineer design a bird feeder that attracts many birds? This question resulted from kindergarten students' observations of the bird feeders in their school's bird sanctuary. The challenging question is the heart of project-based learning (PBL), a teaching strategy in which students tackle real-world problems and design projects to solve…

  8. Academic language use in science education in Kindergarten

    NARCIS (Netherlands)

    Menninga, Astrid; van Dijk, Marijn; Wetzels, Anna; Steenbeek, Henderien; van Geert, Paul

    2015-01-01

    This study aims at gaining insight into the academic language use of teachers and their pupils in science education in Kindergarten. Using videotaped classroom observations of a video feedback coaching intervention study (Author Citation, 2012), teachers’ (intervention n = 5, controls n = 5) and

  9. Early numerical abilities and cognitive skills in kindergarten children.

    Science.gov (United States)

    Passolunghi, Maria Chiara; Lanfranchi, Silvia; Altoè, Gianmarco; Sollazzo, Nadia

    2015-07-01

    In this study, a unitary path analysis model was developed to investigate the relationship between cognitive variables (derived from published studies) and early numerical abilities in children attending the last year of kindergarten. We tested 100 children starting their last year of kindergarten on the following cognitive abilities: intelligence, phonological abilities, counting, verbal and visuospatial short-term memory and working memory, processing speed, and early numerical abilities. The same children were tested again on early numerical abilities at the end of the same year. The children's early numerical abilities at the beginning of the final year of kindergarten were found to be directly related to their verbal intelligence, phonological abilities, processing speed, and working memory and to be indirectly related to their nonverbal intelligence. Early numerical abilities at the end of the same year are directly related not only to early numerical abilities assessed at the beginning of the year but also to working memory and phonological abilities as well as have an indirect relationship with verbal and nonverbal intelligence. Overall, our results showed that both general and specific abilities are related to early mathematic learning in kindergarten-age children. Copyright © 2015 Elsevier Inc. All rights reserved.

  10. Educational Language Practices Described by Preschool Teachers in Norwegian Kindergartens

    Science.gov (United States)

    Hansen, Joakim Evensen; Alvestad, Marit

    2018-01-01

    This article focuses on educational language practices as described by preschool teachers in Norwegian kindergartens in groups consisting of one- to three-year-old children. Research indicates a relationship between high-quality childcare and language development, yet there is a need for more research on educational practices in high-quality…

  11. Project Earth, A Curriculum Guide, Kindergarten-Primary-Intermediate.

    Science.gov (United States)

    Rogers, Arnold R., Ed.

    This conservation curriculum guide contains units on the air, water, soil, plants, and animals. The guide is organized by grade levels--kindergarten, primary, intermediate. Objectives and concepts are listed and suggested activities are complete with a statement of procedure and necessary materials. A resource appendix includes books, films, and…

  12. Kindergarten. History-Social Science: A Brief Curriculum Guide.

    Science.gov (United States)

    Kern County Superintendent of Schools, Bakersfield, CA.

    This handbook outlines the kindergarten course entitled "Myself and Others in My World." A statement of the California philosophy of history-social science education precedes the handbook's three sections. The first two sections present major goals of the program, an overview of social studies content for grades K-6, and a chart of areas…

  13. Kindergarten Children's Perceptions of "Anthropomorphic Artifacts" with Adaptive Behavior

    Science.gov (United States)

    Kuperman, Asi; Mioduser, David

    2012-01-01

    In recent years, children from a kindergarten in central Israel have been exposed to learning experiences in technology as part of the implementation of a curriculum based on technological thinking, including topics related to behaving-adaptive-artifacts (e.g., robots). This study aims to unveil children's stance towards behaving artifacts:…

  14. Problematizing Finland's Pursuit of Intercultural (Kindergarten) Teacher Education

    Science.gov (United States)

    Layne, Heidi; Dervin, Fred

    2016-01-01

    The argument that teachers should become ethical intercultural teachers is increasingly recognized as legitimate. This article presents a case study in kindergarten teacher education in Finland, a country that has been at the center of global discussions about quality education. The authors question the agenda for studying and teaching in an…

  15. Kindergarten Architecture: Space for the Imagination. Second Edition.

    Science.gov (United States)

    Dudek, Mark

    This publication about pre-school nursery design illustrates major issues and ideas about these spaces and provides comprehensive guidance for the planners and designers of such spaces. The author presents examples of historical and contemporary kindergartens that demonstrate practical ways that educational theory can be incorporated into new…

  16. "Israel Is Meant for Me": Kindergarteners' Conceptions of Israel

    Science.gov (United States)

    Zakai, Sivan

    2015-01-01

    What is Israel in the minds and hearts of young American Jewish children? Through interviews and photo and music elicitation exercises, this research uncovers how day school kindergarten students conceive of Israel. This study, part of an ongoing longitudinal project, shows how 5- and 6-year-old children are able to form a multilayered conception…

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

    Science.gov (United States)

    Moomaw, Sally; Hieronymus, Brenda

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

  18. Transition from Long Day Care to Kindergarten: Continuity or Not?

    Science.gov (United States)

    Barblett, Lennie; Barratt-Pugh, Caroline; Kilgallon, Pam; Maloney, Carmel

    2011-01-01

    Transition practices that ensure continuity between early childhood settings have been shown to be important in assisting children's short-term and long-term growth and development (Vogler, Cravello & Woodhead, 2008). In Western Australia many young children move from and between long day care (LDC) settings to kindergarten. In that state,…

  19. Instructional Approaches in Kindergarten: What Works for Whom?

    Science.gov (United States)

    Chiatovich, Tara; Stipek, Deborah

    2016-01-01

    This study used ECLS-K 1998-1999 data to evaluate whether specific kindergarten teaching practices predicted school-year learning gains differently, depending on children's ethnicity, SES, and fall test scores. Exploratory factor analyses guided the creation of four literacy and five math instruction composites from teachers' reports of their…

  20. The Effects of Playing Educational Video Games on Kindergarten Achievement.

    Science.gov (United States)

    Din, Feng S.; Calao, Josephine

    2001-01-01

    Investigated whether kindergarten students who played Sony PlayStation educational video games for 40 minutes daily for 11 weeks learned better than peers who did not play such games. Found that the experimental group gained significantly more than the control group in spelling and decoding on the Wide Range Achievement Test-R3. Found no…

  1. Utility of kindergarten teacher judgments in identifying early learning problems.

    Science.gov (United States)

    Taylor, H G; Anselmo, M; Foreman, A L; Schatschneider, C; Angelopoulos, J

    2000-01-01

    Most existing research on early identification of learning difficulties has examined the validity of methods for predicting future academic problems. The present study focused instead on the sensitivity of kindergarten teachers to learning problems in their students and on the continuity of teacher-identified problems over time. To identify early learning problems, kindergarten teachers in a suburban school district rated student progress toward six academic objectives as satisfactory or unsatisfactory. Twenty percent of the district's 303 kindergarten children received unsatisfactory ratings in at least one area. Thirty-eight of these children (identified group) were matched to 34 children with satisfactory ratings in all areas (nonidentified group). Results of testing conducted during kindergarten revealed poorer academic achievement in identified children than in nonidentified children. Children from the identified group also performed more poorly than children from the nonidentified group on tests of phonological processing and working memory/executive function and were rated by teachers as having more behavior and attention problems and lower social competence. Follow-up of the sample to first grade documented continued learning problems in the identified group. These findings support the use of teacher judgements in early detection of learning problems and argue against reliance on discrepancy criteria.

  2. "Dinosaurs." Kindergarten. Anchorage School District Elementary Science Program.

    Science.gov (United States)

    Herminghaus, Trisha, Ed.

    This unit contains 15 lessons on dinosaurs for kindergarten children. It provides a materials list, supplementary materials list, use of process skill terminology, unit objectives, vocabulary, six major dinosaurs, and background information. Lessons are: (1) "Webbing"; (2) "Introduction to the Big Six"; (3) "Paleontology…

  3. Interactive Dynamic Assessment with Children Learning EFL in Kindergarten

    Science.gov (United States)

    Lin, Zheng

    2010-01-01

    This paper reports on a study of interactive dynamic assessment undertaken by children learning English listening and speaking as a Foreign Language in a kindergarten. It investigates how an interactive dynamic assessment could be designed to assess young English-as-a-foreign-language (EFL) learners, what information such an interactive dynamic…

  4. Mommy, Buy Me a China Doll: A Kindergarten Economics Project.

    Science.gov (United States)

    Wehmeyer, Mary M.

    This monthlong interdisciplinary, award winning project was designed to help kindergarten children in Kentucky understand basic economic principles that affect their daily lives. The children study about the poverty-stricken people of the Appalachian mountain area of the state. Through the operation of a classroom coal mine and company store, the…

  5. Contextual Effects on Kindergarten Teachers' Intention to Report Child Abuse

    Science.gov (United States)

    Feng, Jui-Ying; Wu, Yow-Wu B.; Fetzer, Susan; Chang, Hsin-Yi

    2012-01-01

    Child abuse is underreported for children with socioeconomic inequalities. The impact of geographic location combined with sociocultural characteristics on teachers' reports of child abuse remains unclear. A national survey of 572 kindergarten teachers from 79 schools in Taiwan used hierarchical linear modeling to investigate the contribution of…

  6. Examining the Quality of Outdoor Play in Chinese Kindergartens

    Science.gov (United States)

    Hu, Bi Ying; Li, Kejian; De Marco, Allison; Chen, Yuewen

    2015-01-01

    The benefits of outdoor play for children's well-rounded development are maximized when children experience enjoyment and, at the same time, gain physical, motor, cognitive, and social-emotional competence. This study examined the quality of outdoor play in Chinese kindergartens, the dominant form of full-day early childhood education program…

  7. Study of the Half-Day/Full-Day Kindergarten Model

    Science.gov (United States)

    McInroy, Thomas R.

    2012-01-01

    This case study and problem analysis was an in-depth investigation of the half-day/full-day kindergarten model by utilizing interviews and focus groups to provide insight from parents, teachers, and other district personnel as to how the model has impacted the social, emotional, and academic development of the participating students. This study…

  8. Segmentation and Representation of Consonant Blends in Kindergarten Children's Spellings

    Science.gov (United States)

    Werfel, Krystal L.; Schuele, C. Melanie

    2012-01-01

    Purpose: The purpose of this study was to describe the growth of children's segmentation and representation of consonant blends in the kindergarten year and to evaluate the extent to which linguistic features influence segmentation and representation of consonant blends. Specifically, the roles of word position (initial blends, final blends),…

  9. Kindergarten Impacts of a Preschool Language Focused-Intervention

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Vangsnes, Vigdis; Økland, Nils Tore Gram

    2015-01-01

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

  11. Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers

    Science.gov (United States)

    Polly, Drew; Martin, Christie S.; McGee, Jennifer R.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

    2017-01-01

    This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers' beliefs, content knowledge, instructional practices, and their students' achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on…

  12. "March of the Penguins": Building Knowledge in a Kindergarten Classroom

    Science.gov (United States)

    Fingeret, Lauren

    2008-01-01

    In this study, the author followed a kindergarten class that watched the film and used the book "March of the Penguins" in order to find out how much information the students learned from the film and how the teacher integrated the texts into her unit on penguins in order to maximize their impact. The students were given an oral assessment prior…

  13. Gender Differences in Kindergarteners' Robotics and Programming Achievement

    Science.gov (United States)

    Sullivan, Amanda; Bers, Marina Umaschi

    2013-01-01

    Early childhood is a critical period for introducing girls to traditionally masculine fields of science and technology before more extreme gender stereotypes surface in later years. This study looks at the TangibleK Robotics Program in order to determine whether kindergarten boys and girls were equally successful in a series of building and…

  14. Kindergarten Impacts of a Preschool Language-Focused Intervention

    Science.gov (United States)

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

    2016-01-01

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

  15. Residential Mobility Across Early Childhood and Children's Kindergarten Readiness.

    Science.gov (United States)

    Mollborn, Stefanie; Lawrence, Elizabeth; Root, Elisabeth Dowling

    2018-04-01

    Understanding residential mobility in early childhood is important for contextualizing family, school, and neighborhood influences on child well-being. We examined the consequences of residential mobility for socioemotional and cognitive kindergarten readiness using the Early Childhood Longitudinal Study-Birth Cohort, a nationally representative longitudinal survey that followed U.S. children born in 2001 from infancy to kindergarten. We described individual, household, and neighborhood characteristics associated with residential mobility for children aged 0-5. Our residential mobility indicators examined frequency of moves, nonlinearities in move frequency, quality of moves, comparisons between moving houses and moving neighborhoods, and heterogeneity in the consequences of residential mobility. Nearly three-quarters of children moved by kindergarten start. Mobility did not predict cognitive scores. More moves, particularly at relatively high frequencies, predicted lower kindergarten behavior scores. Moves from socioeconomically advantaged to disadvantaged neighborhoods were especially problematic, whereas moves within a ZIP code were not. The implications of moves were similar across socioeconomic status. The behavior findings largely support an instability perspective that highlights potential disruptions from frequent or problematic moves. Our study contributes to literature emphasizing the importance of contextualizing residential mobility. The high prevalence and distinct implications of early childhood moves support the need for further research.

  16. Increasing fruit and vegetable consumption among kindergarten children

    DEFF Research Database (Denmark)

    Sansolios, Sanne; Brandhøj, Mia; Mikkelsen, Bent Egberg

    2010-01-01

    Objectives: The objective of the study was to test the Sapere-method as a method to develop taste awareness for fruits and vegetables among kindergarten aged children. The study aimed at linking consumption of F&V to knowledge and awareness of different senses such as taste and texture. It was also...

  17. Considerations for "Rebranding" Kindergarten Readiness Assessment. CEELO FastFact

    Science.gov (United States)

    Schilder, Diane; Dahlin, Melissa

    2014-01-01

    In February 2014, a state department of education contacted the Center on Enhancing Early Learning Outcomes (CEELO) for support in informing the rebranding of their kindergarten readiness assessment instrument. This state's department of education would like to develop a plan for increasing the use of the early childhood assessment system among…

  18. Froebel Crosses the Alps: Introducing the Kindergarten in Italy

    Science.gov (United States)

    Albisetti, James C.

    2009-01-01

    The kindergarten was, in all countries but Germany, a foreign import. The most familiar aspect of its diffusion to American scholars is the spread of Froebel's teachings into England and the United States by emigrants who had left the German Confederation after the failure of the revolutions of 1848-49. Familiar as well are the propaganda efforts…

  19. The Use of Children's Literature in Malaysian Kindergartens.

    Science.gov (United States)

    Cheng, Karen Kow Yip

    This paper discusses the use of storytelling as a pedagogic tool in Malaysian kindergartens. By listening to stories, the children learn to tell stories that involve communicating meaning. This is an effective learning technique, because stories and storytelling feed the children's imaginations, hone their listening skills, extend their…

  20. How Can We Help Hesitant Kindergarten Writers Become Risk Takers?

    Science.gov (United States)

    Sterling, Lora T.; Martin, Suzanne; Lyons, Sandra

    This paper examines the ways kindergarten teachers can help improve the writing skills of their students who are hesitant to write. The paper describes a project that modified the physical classroom environment, nurtured the emotional climate, and used other strategies, such as allowing more time to write, modeling functional writing, and valuing…

  1. Database design and database administration for a kindergarten

    OpenAIRE

    Vítek, Daniel

    2009-01-01

    The bachelor thesis deals with creation of database design for a standard kindergarten, installation of the designed database into the database system Oracle Database 10g Express Edition and demonstration of the administration tasks in this database system. The verification of the database was proved by a developed access application.

  2. Predictive validity of kindergarten assessments on handwriting readiness.

    Science.gov (United States)

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

    2014-10-16

    We investigated the predictive value of a new kindergarten assessment of handwriting readiness on handwriting performance in first grade as evaluated by the Systematic Screening for Handwriting Difficulties (Dutch abbreviation: SOS). The kindergarten assessment consisted of the Writing Readiness Inventory Tool In Context (WRITIC), the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery™VMI) and the Nine-Hole Peg Test (9-HPT). The WRITIC evaluates in kindergarten children (aged 5-6 years) prewriting skills, the Beery™VMI and 9-HPT evaluate visual motor integration and fine-motor coordination, all elements important for handwriting readiness. In kindergarten, 109 children (55 boys; mean age 70 months, SD 4.8 months) were tested with the WRITIC, Beery™VMI and 9-HPT and one year later in first grade (mean age 85 months, SD 4.5 months) with the SOS. A multivariable linear mixed model was used to identify variables that independently predict outcomes in first grade (SOS): baseline scores on WRITIC-TP, Beery™VMI, 9-HPT, 'sustained attention,' 'gender,' 'age' and 'intervention' in the intermediate period. The results showed that WRITIC-TP, Beery™VMI, and 9-HPT, 'sustained attention,' 'gender' and 'intervention' had all predictive value on the handwriting outcome. Thereby WRITIC-TP was the main predictor for outcome of SOS-Quality, and Beery™VMI and 9-HPT were the main predictors of SOS-Speed. This kindergarten assessment of WRITIC-TP, Beery™VMI, and 9-HPT contributes to the detection of children at risk for developing handwriting problems. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade.

    Science.gov (United States)

    Caemmerer, Jacqueline M; Keith, Timothy Z

    2015-08-01

    Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively. Latent variable structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of social skills and achievement. The results suggest that the effects of students' social skills and achievement are bi-directional, but the effects of students' achievement on their later social skills are stronger than the effects of social skills on achievement. The significant effects of students' social skills on their later achievement are mostly indirect. These findings suggest that the future social skills of students who struggle academically may be of particular concern to educators, and intervention and prevention efforts aimed to address both social and achievement skills may help remediate the other skill in the future. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  4. Obesity prevalence and unfavorable health risk behaviors among German kindergarten teachers: cross-sectional results of the kindergarten teacher health study.

    Science.gov (United States)

    Hoffmann, Sascha W; Tug, Suzan; Simon, Perikles

    2013-10-04

    The aim of the study was to investigate obesity status and associated health risk behaviors in a sample of German kindergarten teachers. At present, such data are not available, despite the fact that kindergarten teachers educate children at a formative time in their lives. Kindergarten teachers aged 18-62 years (n = 313) were invited to participate in the Kindergarten Teacher Health Study (KTHS) by completing a self-reported questionnaire. We analyzed their obesity status, health risk behaviors (i.e., habitual physical activity, screen time activities, eating behavior patterns, smoking), and their general ability to identify overweight children and the associated health risks of overweight and obesity based on special age- and sex-specific silhouettes. After adjusting for covariates, bivariate correlations were conducted for associations between body mass index (BMI) and health risk behaviors, while analyses of variance (ANOVAs) were used to analyze differences of health risk behaviors between BMI groups. Logistic regression analyses were conducted to predict determinants of kindergarten teachers who did not correctly identify the overweight silhouettes and their associated physical and mental health risks. Additionally, data regarding kindergarten teachers' weight status and smoking behavior were compared with nationally representative data from the 2009 Microcensus (n = 371310) using the Mann-Whitney U-test. The prevalence rates of overweight and obesity were 41.2% and 17.9%, respectively. The prevalence of obesity was significantly higher in kindergarten teachers (p kindergarten teachers were more likely to misclassify the overweight silhouettes, while younger, normal-weight, and overweight kindergarten teachers were more likely to underestimate the associated health risks. Obese kindergarten teachers reported spending more time in front of computer and television screens than their normal-weight counterparts, especially on weekends. In addition, obese

  5. Analysis of longitudinal data of height z-scores in kindergarten children - A pilot study.

    Science.gov (United States)

    Czernitzki, Anna-Franziska; Pospisil, Christina; Musalek, Martin; Mumm, Rebekka; Scheffler, Christiane

    2017-07-01

    Changes in body height throughout extended historic periods are very complex and dynamic processes. This pilot study aimed to investigate the pattern of longitudinal height z-scores changes in children before and after entering kindergarten. In summer 2016, we measured height and weight of 32 children from 4 groups of two kindergartens aged 3-6 years. All ages were centered according to the age of entry into the kindergarten. For each child we determined mean z-scores for height before and after entering the kindergarten, and assessed the variances for each kindergarten group. Twenty-two children targeted in height z-scores towards average height of their respective kindergarten group, 10 children did not. Due to the small numbers, the convergence in height variance however, remained insignificant (chi-squared independence test, p = 0.127). Additional studies with larger sample sizes are needed to confirm this pilot study.

  6. Kindergarten children’s digitized conduct of everyday life

    DEFF Research Database (Denmark)

    Chimirri, Niklas Alexander

    be valuable for understanding this relationship in such a two-sided manner. However, studies building on an agential-realist perspective often neglect that children face concrete dilemmas when trying to integrate digital media technologies into institutionalized practices. These dilemmas persist over time......, which points to the fact that the conditions shaping practice cannot be grasped and questioned via relationalist descriptive accounts (“snapshots of practice”). Empirical material I collected praxiographically in a kindergarten suggests that children try to collaboratively overcome concrete dilemmas...... and tackle contradictory demands in the institution. Hence the paper makes the fundamental argument that the children’s particular actions are directed towards something more general, towards possibilities and limitations for contributing to the kindergarten practice via their technology-related meanings...

  7. Single Parenting and Child Behavior Problems in Kindergarten.

    Science.gov (United States)

    Jackson, Aurora P; Preston, Kathleen S J; Franke, Todd M

    2010-03-01

    Two waves of data from a sample of 89 poor and near-poor single black mothers and their preschool children were used to study the influences of parenting stress, physical discipline practices, and nonresident fathers' relations with their children on behavior problems in kindergarten. The results indicate that higher levels of parent stress, more frequent spanking, and less frequent father-child contact at time 1 were associated with increased teacher-reported behavior problems at time 2. In addition, more frequent contact between nonresident biological fathers and their children moderated the negative effect of harsh discipline by mothers on subsequent child behavior problems. Specifically, when contact with the father was low, maternal spanking resulted in elevated levels of behavior problems; with average contact, this negative effect of spanking was muted; and with high contact, spanking was not associated with increased behavior problems in kindergarten. The implications of these findings for future research and policy are discussed.

  8. E-Learning and Comprehensive School and Kindergarten Development

    DEFF Research Database (Denmark)

    Hansen, Line Skov; Hansen, Ole; Guttorm Andersen, Pia

    2012-01-01

    The content of this article includes experiences and results of a comprehensive development project for schools and kindergartens in Denmark. The project includes all pedagogical professionals within the organization and contains a professional development sequence based on among other things e-learning...... where pedagogical professionals collaboratively develop their common and individual practices. The article takes a look at both the challenges and potentials that have surfaced using e-learning as part of the framework for both professional and organizational development. In addition, the article...... proposes how the experience gathered from this existing project can be used as springboard to design new professional development projects where e-learning becomes an important element of competency development for pedagogical professionals in schools and kindergartens closely related to practice....

  9. Development of environmental education in the Korean kindergarten context

    Science.gov (United States)

    Shin, Keum Ho

    Many environmental educators insist that environmental education (EE) should be started from a young age. The Korean Ministry of Education (1999) has also emphasized the importance of environmental education in early childhood by including content and objectives regarding EE in the 1999 National Curriculum of Kindergarten. However, many Korean kindergarten teachers do not sufficiently implement environmental education in their teaching practice. To address this issue, this study aimed at investigating and overcoming barriers to fully implement EE in the Korean kindergarten context. Four experienced Korean kindergarten teachers were involved in a fourteen-week critical action research project that included weekly group meetings. At these group meetings, teachers reflected on the barriers preventing the full implementation of EE in their classrooms and discussed possible environmental education actions to be attempted in the following week. These actions, individually implemented in teachers' classrooms, were reviewed at subsequent group meetings. Data from group meetings and teacher lessons were used to analyze the effectiveness of this critical action research project for developing environmental education. At the beginning stages of this study, Korean kindergarten teachers felt strongly uncomfortable participating in group communication. However, through the continuous encouragement of the researcher and with the involvement of participants who have similar educational backgrounds, age, and working experiences, participants came to actively engage in group communication. Participants in this study identified the following barriers to fully implement EE in kindergartens: insufficient understandings and awareness of EE, reluctant attitudes towards the environment, lack of educational support and resources, low parental involvement, and discomfort about going on a field trip to environments. Teachers came to understand the importance, objectives, potential topics

  10. Comparative analysis of team work in kindergartens and schools

    OpenAIRE

    Bjelajac, Nataša

    2015-01-01

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

  11. Late Preterm Infants and Neurodevelopmental Outcomes at Kindergarten.

    Science.gov (United States)

    Woythaler, Melissa; McCormick, Marie C; Mao, Wen-Yang; Smith, Vincent C

    2015-09-01

    Late preterm infants (LPIs) (gestation 34 weeks and 0 days to 36 weeks and 6 days) compared with full-term infants (FTIs) are at increased risk for mortality and short- and long-term morbidity. The objective of this study was to assess the neurodevelopmental outcomes in a longitudinal cohort study of LPIs from infancy to school age and determine predictive values of earlier developmental testing compared with school-age testing. We used general estimating equations to calculate the odds of school readiness in a nationally representative cohort of 4900 full-term and 950 late preterm infants. We generated positive and negative predictive values of the ability of the 24-month Mental Developmental Index (MDI) scores of the Bayley Short Form, Research Edition, to predict Total School Readiness Score (TSRS) at kindergarten age. In multivariable analysis, late preterm infants had higher odds of worse TSRSs (adjusted odds ratio 1.52 [95% confidence interval 1.06-2.18], P = .0215). The positive predictive value of a child having an MDI of kindergarten was 10.4%. The negative predictive value of having an MDI of >70 at 24 months and a TSRS >5% was 96.8%. Most infants improved score ranking over the study interval. LPIs continue to be delayed at kindergarten compared with FTIs. The predictive validity of having a TSRS in the bottom 5% given a MDI 85) at 24 months had an excellent chance of testing in the normal range at kindergarten. Copyright © 2015 by the American Academy of Pediatrics.

  12. Racial/ethnic disparities in ADHD diagnosis by kindergarten entry.

    Science.gov (United States)

    Morgan, Paul L; Hillemeier, Marianne M; Farkas, George; Maczuga, Steve

    2014-08-01

    Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by this very early time period. Secondary analysis of data from children enrolled in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a large, nationally representative cohort of U.S. children born in 2001. Data include information from birth certificates, parent and teacher questionnaires, and in-person developmental assessments conducted with children at intervals from 9 months through kindergarten entry. The analytic sample included children enrolled in the ECLS-B at the 60-month assessment (N = 6,550). Black children in the United States were 70% (1 - OR of .30) less likely to receive an ADHD diagnosis than otherwise similar White children. Hispanic children initially appeared to be underdiagnosed for ADHD. However, their disparity with Whites became statistically nonsignificant after controlling for whether a language other than English was primarily spoken in the home. Analyses of kindergarten teacher-reported classroom behavior indicated that neither Black nor Hispanic children displayed less frequent ADHD-related behaviors than Whites. Although they are not less likely to display ADHD-related behaviors, children who are Black or being raised in households where non-English is primarily spoken are less likely than otherwise similar White children to be diagnosed with ADHD in the US. © 2014 The Authors. Journal of Child Psychology and Psychiatry. © 2014 Association for Child and Adolescent Mental Health.

  13. Factors Related to Overweight in Kindergarten School Children

    OpenAIRE

    Helwiah Umniyati; Liskanita Nur Fitriana; Nurul Ima Suciwiyati; Nasriyatul Hannak; Tarwiyan Puspita Ningrum; Anas Anas

    2014-01-01

    Obesity has become a significant public health problem of the twenty first century. An increasing number of preschool children are becoming overweight. Although many risk factors have been identified for school-age children, less is known about this young age group. This study was aimed to determine factors associated with overweight among preschool children. Study design was a cross sectional survey. Sample in this study was 90 children aged 3–6 years old in Bina Putik Kindergarten Sch...

  14. 25 CFR 36.21 - Standard VI-Kindergarten instructional program.

    Science.gov (United States)

    2010-04-01

    ... relationships, natural science). (3) Psychomotor and socialization development. (4) Development of imaginative... kindergarten shall provide children with experiences which emphasize language development, native language...

  15. Causal Bayes Model of Mathematical Competence in Kindergarten

    Directory of Open Access Journals (Sweden)

    Božidar Tepeš

    2016-06-01

    Full Text Available In this paper authors define mathematical competences in the kindergarten. The basic objective was to measure the mathematical competences or mathematical knowledge, skills and abilities in mathematical education. Mathematical competences were grouped in the following areas: Arithmetic and Geometry. Statistical set consisted of 59 children, 65 to 85 months of age, from the Kindergarten Milan Sachs from Zagreb. The authors describe 13 variables for measuring mathematical competences. Five measuring variables were described for the geometry, and eight measuring variables for the arithmetic. Measuring variables are tasks which children solved with the evaluated results. By measuring mathematical competences the authors make causal Bayes model using free software Tetrad 5.2.1-3. Software makes many causal Bayes models and authors as experts chose the model of the mathematical competences in the kindergarten. Causal Bayes model describes five levels for mathematical competences. At the end of the modeling authors use Bayes estimator. In the results, authors describe by causal Bayes model of mathematical competences, causal effect mathematical competences or how intervention on some competences cause other competences. Authors measure mathematical competences with their expectation as random variables. When expectation of competences was greater, competences improved. Mathematical competences can be improved with intervention on causal competences. Levels of mathematical competences and the result of intervention on mathematical competences can help mathematical teachers.

  16. Predatory blue crabs induce stronger nonconsumptive effects in eastern oysters Crassostrea virginica than scavenging blue crabs

    Directory of Open Access Journals (Sweden)

    Avery E. Scherer

    2017-02-01

    Full Text Available By influencing critical prey traits such as foraging or habitat selection, predators can affect entire ecosystems, but the nature of cues that trigger prey reactions to predators are not well understood. Predators may scavenge to supplement their energetic needs and scavenging frequency may vary among individuals within a species due to preferences and prey availability. Yet prey reactions to consumers that are primarily scavengers versus those that are active foragers have not been investigated, even though variation in prey reactions to scavengers or predators might influence cascading nonconsumptive effects in food webs. Oysters Crassostrea virginica react to crab predators by growing stronger shells. We exposed oysters to exudates from crabs fed live oysters or fed aged oyster tissue to simulate scavenging, and to controls without crab cues. Oysters grew stronger shells when exposed to either crab exudate, but their shells were significantly stronger when crabs were fed live oysters. The stronger response to predators than scavengers could be due to inherent differences in diet cues representative of reduced risk in the presence of scavengers or to degradation of conspecific alarm cues in aged treatments, which may mask risk from potential predators subsisting by scavenging.

  17. Stronger Accent Following a Stroke: The Case of a Trilingual with Aphasia

    Science.gov (United States)

    Levy, Erika S.; Goral, Mira; De Diesbach, Catharine Castelluccio; Law, Franzo, II

    2011-01-01

    This study documents patterns of change in speech production in a multilingual with aphasia following a cerebrovascular accident (CVA). EC, a right-handed Hebrew-English-French trilingual man, had a left fronto-temporo-parietal CVA, after which he reported that his (native) Hebrew accent became stronger in his (second language) English. Recordings…

  18. Peptide-MHC class I stability is a stronger predictor of CTL immunogenicity than peptide affinity

    DEFF Research Database (Denmark)

    Harndahl, Mikkel Nors; Rasmussen, Michael; Nielsen, Morten

    2012-01-01

    Peptide-MHC class I stability is a stronger predictor of CTL immunogenicity than peptide affinity Mikkel Harndahla, Michael Rasmussena, Morten Nielsenb, Soren Buusa,∗ a Laboratory of Experimental Immunology, Faculty of Health Sciences, University of Copenhagen, Denmark b Center for Biological Seq...... al., 2007. J. Immunol. 178, 7890–7901. doi:10.1016/j.molimm.2012.02.025...

  19. First-order dominance: stronger characterization and a bivariate checking algorithm

    DEFF Research Database (Denmark)

    Range, Troels Martin; Østerdal, Lars Peter Raahave

    2018-01-01

    distributions. Utilizing that this problem can be formulated as a transportation problem with a special structure, we provide a stronger characterization of multivariate first-order dominance and develop a linear time complexity checking algorithm for the bivariate case. We illustrate the use of the checking...

  20. Fasting insulin is a stronger cardiovascular risk factor in women than in men

    NARCIS (Netherlands)

    Oterdoom, Leendert H.; de Vries, Aiko P. J.; Gansevoort, Ron T.; de Jong, Paul E.; Gans, Reinold O. B.; Bakker, Stephan J. L.

    Diabetes is a stronger risk factor for cardiovascular disease (CVD) in women than in men. It is not known whether there is also a sex difference in the association between hyperinsulinaemia, reflecting insulin resistance, and CVD. Fasting insulin was assessed with a specific assay in 6916 fasting,

  1. A stronger patch test elicitation reaction to the allergen hydroxycitronellal plus the irritant sodium lauryl sulfate

    DEFF Research Database (Denmark)

    Heydorn, S; Andersen, Klaus Ejner; Johansen, Jeanne Duus

    2003-01-01

    Household and cleaning products often contain both allergens and irritants. The aim of this double-blinded, randomized, paired study was to determine whether patch testing with an allergen (hydroxycitronellal) combined with an irritant [sodium lauryl sulfate (SLS)] cause a stronger patch test...

  2. A Human Capital Framework for a Stronger Teacher Workforce. Advancing Teaching--Improving Learning. White Paper

    Science.gov (United States)

    Myung, Jeannie; Martinez, Krissia; Nordstrum, Lee

    2013-01-01

    Building a stronger teacher workforce requires the thoughtful orchestration of multiple processes working together in a human capital system. This white paper presents a framework that can be used to take stock of current efforts to enhance the teacher workforce in school districts or educational organizations, as well as their underlying theories…

  3. Harmful drinking after job loss: a stronger association during the post-2008 economic crisis?

    NARCIS (Netherlands)

    de Goeij, Moniek C. M.; Bruggink, Jan-Willem; Otten, Ferdy; Kunst, Anton E.

    2017-01-01

    This study investigated, among the Dutch working population, whether job loss during the post-2008 economic crisis is associated with harmful drinking and whether this association is stronger than before the crisis. Repeated cross-sectional data from the Dutch Health Interview Survey 2004-2013 were

  4. The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in All Children

    Science.gov (United States)

    Ray, Katherine; Smith, Maureen C.

    2010-01-01

    This article describes kindergarten from the perspective of the whole child. Specifically, it reviews current research on best practices to improve children's math and language arts competencies, memory skills, and the role of kindergarten in beginning science. It also describes the social experiences children have in kindergarten with respect to…

  5. Multi-Grade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socio-Emotional Development

    Science.gov (United States)

    Ansari, Arya

    2017-01-01

    Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K: 2011; n = 11,000), this study examined the developmental outcomes of 5-year-old children in multi-grade classrooms (combined pre-kindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with 5-year-olds attending…

  6. To Bring into Play: Miss Mary Richmond's Utilization of Kindred Networks in the Diffusion of Kindergarten Ideals into Practice

    Science.gov (United States)

    Bethell, Kerry

    2006-01-01

    In the setting up of kindergarten systems in colonial New Zealand over the late nineteenth century, kindergarten founders such as Miss Mary Richmond in Wellington developed global links with kindergarten movements in a number of countries including England. This article examines the nature and significance of two key global interconnected networks…

  7. The Relation between Test Formats and Kindergarteners' Expressions of Vocabulary Knowledge

    Science.gov (United States)

    Christ, Tanya; Chiu, Ming Ming; Currie, Ashelin; Cipielewski, James

    2014-01-01

    This study tested how 53 kindergarteners' expressions of depth of vocabulary knowledge and use in novel contexts were related to in-context and out-of-context test formats for 16 target words. Applying multilevel, multi-categorical Logit to all 1,696 test item responses, the authors found that kindergarteners were more likely to express deep…

  8. Neuropsychological intervention in kindergarten children with subtyped risks of reading retardation

    NARCIS (Netherlands)

    Glaude-Smit, S.W.D; van Strien, J.W.; Licht, R.; Bakker, D.J.

    2005-01-01

    Kindergarten children at risk of developing language problems were administered the Florida Kindergarten Screening Battery. A principal components analysis revealed a verbal and a visual-spatial component and subsequent discriminant function analyses a high verbal/low visual-spatial group (LAL:

  9. Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics

    Science.gov (United States)

    Franklin, Martha A.

    2013-01-01

    There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions…

  10. The Discrepancy between Teachers' Beliefs and Practices: A Study of Kindergarten Teachers in Hong Kong

    Science.gov (United States)

    Chan, Wai Ling

    2016-01-01

    This study examines the discrepancy between teachers' beliefs and practices in Hong Kong kindergartens and the factors that influence this discrepancy. Three kindergartens, considered by the Hong Kong Education Bureau to be of varying quality, were chosen from different areas of Hong Kong. Questionnaires about teaching beliefs were administered to…

  11. Interlaced Social Worlds: Exploring the Use of Social Media in the Kindergarten

    Science.gov (United States)

    Knauf, Helen

    2016-01-01

    The study presented in this article examines mediatization processes in an American kindergarten. The kindergarten is considered as a social world in which forms of communication, as well as the identities of those involved (children, teachers, parents), evolve through the use of digital technologies. The relationships between the different…

  12. The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists' Involvement

    Science.gov (United States)

    McIntyre, Laura Lee; Eckert, Tanya L.; Arbolino, Lauren A.; DiGennaro Reed, Florence D.; Fiese, Barbara H.

    2014-01-01

    Research suggests that a large percentage of kindergarten children do not successfully transition to school (Rimm-Kaufman et al. 2000). As a result, a number of school transition initiatives have been developed by educators and policy makers to address the difficulties young children may experience upon kindergarten entry. Despite this attention,…

  13. Twins and Kindergarten Separation: Divergent Beliefs of Principals, Teachers, Parents, and Twins

    Science.gov (United States)

    Gordon, Lynn Melby

    2015-01-01

    Should principals enforce mandatory separation of twins in kindergarten? Do school separation beliefs of principals differ from those of teachers, parents of twins, and twins themselves? This survey questioned 131 elementary principals, 54 kindergarten teachers, 201 parents of twins, and 112 twins. A majority of principals (71%) believed that…

  14. Guys and Dolls: A Qualitative Study of Teachers' Views of Gendered Play in Kindergarten

    Science.gov (United States)

    Lynch, M.

    2015-01-01

    Drawing on data collected for a larger study investigating kindergarten teachers' online discussions of play, the present qualitative study examines teachers' discussions of gender. Findings suggest that teachers' project onto their kindergarten students many of their own gender prejudices about play. These teachers reinforced gendered attitudes…

  15. A Preliminary Investigation of Kindergarten Teachers' Use of Praise in General Education Classrooms

    Science.gov (United States)

    Floress, Margaret T.; Jenkins, Lyndsay N.

    2015-01-01

    It is well established that teacher praise has a positive effect on student disruptive behavior. However, there is little research suggesting how often Kindergarten teachers praise students in the classroom. This study aimed to collect praise frequency data across four general education Kindergarten classrooms. The type of praise teachers used and…

  16. Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

    Science.gov (United States)

    Clemens, Nathan H.; Soohoo, Michelle M.; Wiley, Colby P.; Hsiao, Yu-Yu; Estrella, Ivonne; Allee-Smith, Paula J.; Yoon, Myeongsun

    2018-01-01

    Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students (N = 137) of whom the majority was receiving supplemental intervention for reading skills…

  17. Rhetorics of Play in Kindergarten Programs in an Era of Accountability

    Science.gov (United States)

    Peterson, Shelley Stagg; Riehl, Dianne

    2016-01-01

    In this paper we conduct a deductive analysis, using Sutton-Smith's "rhetorics of play," of the published kindergarten programs that have guided Ontario kindergarten teaching since 1944. Our analysis is used to gain an understanding of how we in Ontario have arrived at a point where play-based learning has been taken up by developers of…

  18. Exploring In-Service Teachers' Self-Efficacy in the Kindergarten Classrooms in Ghana

    Science.gov (United States)

    Boateng, Philip; Sekyere, Frank Owusu

    2018-01-01

    The study explored in-service teachers' efficacy beliefs in pupil engagement. The sample size was 299 kindergarten teachers selected from both public and private kindergarten schools in the Kumasi metropolis of Ghana. The study adopted and used pupil engagement subscale of the Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran…

  19. Thinking outside the Four Walls of the Classroom: A Canadian Nature Kindergarten

    Science.gov (United States)

    Elliot, Enid; Krusekopf, Frances

    2017-01-01

    The authors share a narrative of planning and implementing a Nature Kindergarten in the public school system in British Columbia, Canada. Inspired by similar programs in Northern Europe, the Nature Kindergarten became the first program of its kind in Western Canada. The importance of developing pedagogical principles, understanding local context…

  20. More Play, Please: The Perspective of Kindergarten Teachers on Play in the Classroom

    Science.gov (United States)

    Lynch, Meghan

    2015-01-01

    ?The past decade has seen an increase in research documenting the benefi?ts of children learning through play. However, the amount of play in American kindergarten classes remains on a steady decline. ?This article compares the ?findings from a netnographic study of seventy-eight kindergarten teachers' message board discussions about play in…

  1. Classroom Organization and Teacher Stress Predict Learning Motivation in Kindergarten Children

    Science.gov (United States)

    Pakarinen, Eija; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    2010-01-01

    This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were…

  2. Mothers' Reading-Related Activities at Home and Learning to Read during Kindergarten

    Science.gov (United States)

    Silinskas, Gintautas; Parrila, Rauno; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Nurmi, Jari-Erik

    2010-01-01

    This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n =…

  3. The Kangaroo Book: Developmental Activities Related to the State Kindergarten Objectives.

    Science.gov (United States)

    Corley, Rhonda; And Others

    Intended for use in conjunction with the guidebook, "Early Childhood Education in South Carolina," this book of experiential activities aims to help kindergarten teachers plan an appropriate program for their children. Each activity described realizes one of the 18 objectives for kindergarten that were adopted by the South Carolina State…

  4. Relationship of the Vane Kindergarten Test and Wechsler Preschool and Primary Scale of Intelligence

    Science.gov (United States)

    Scherr, S. S.; And Others

    1973-01-01

    Vane Kindergarten Test and WPPSI scores of 33 kindergarten children were compared. Obtained results suggest that the VKT is promising method to assess intelligence in a reasonably brief period of time and provides results comparable to those of the more time-consuming WPPSI. (Author)

  5. Starting Strong: A School-Based Indicated Prevention Program during the Transition to Kindergarten

    Science.gov (United States)

    Eisenhower, Abbey; Taylor, Heather; Baker, Bruce L.

    2016-01-01

    Starting Strong in Kindergarten (Starting Strong) is a school-based indicated prevention targeting behavior problems, student-teacher relationships, and parent-school connectedness for children with or at risk for disruptive behavior problems during the transition to kindergarten. By use of a block-randomized, controlled trial to test program…

  6. The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on Their Academic Achievements

    Science.gov (United States)

    Shoval, Ella; Sharir, Tal; Arnon, Michal; Tenenbaum, Gershon

    2018-01-01

    The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty 4-6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and…

  7. Effects of Kindergarten Retention for At-Risk Children's Psychosocial Development

    Science.gov (United States)

    Vandecandelaere, Machteld; Schmitt, Eric; Vanlaar, Gudrun; De Fraine, Bieke; Van Damme, Jan

    2016-01-01

    Kindergarten retention is a popular practice for children who are considered unready for primary school. However, past research has not yet succeeded to find consistent, strong empirical evidence supporting the practice. In the current study, kindergarten repeaters' development in nine psychosocial domains is compared with that of equally at risk…

  8. "Their Little Wooden Bricks": A History of the Material Culture of Kindergarten in the United States

    Science.gov (United States)

    Prochner, Larry

    2011-01-01

    This article explores the material culture of kindergarten in the United States in relation to the production and consumption of materials and kindergarten theory and pedagogy. The focus is on Friedrich Froebel's building gifts as they were manufactured and sold by the Milton Bradley Company from 1869 to 1939. A review of trade catalogues over the…

  9. Kindergarten Children's Growth Trajectories in Reading and Mathematics: Who Falls Increasingly Behind?

    Science.gov (United States)

    Morgan, Paul L.; Farkas, George; Wu, Qiong

    2011-01-01

    The authors used a large sample of children (N [is approximately equal to] 7,400) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories…

  10. Measuring Pre-Kindergarten Teachers' Perceptions: Compliance with the High/Scope Program

    Science.gov (United States)

    Palenzuela, Silvia M.

    2004-01-01

    The research study examined the relationship between pre-kindergarten teachers' age and years of experience with their perceptions and their actual compliance with the norms of the High/Scope Pre-kindergarten Program. Teachers' perceptions of satisfaction with the supervisory relationship were measured by the Early Childhood Job Satisfaction…

  11. A Chrysanthemum in the Garden: A Christian Kindergarten in the Empire of Japan

    Science.gov (United States)

    Nishida, Yukiyo

    2015-01-01

    This is a study of the contribution of Christian missionaries to kindergarten education in the Empire of Japan. The study concerns an American Missionary woman, Annie L. Howe (1852-1943) and her kindergarten in Kobe, Japan. Annie L. Howe had a great impact on the history of early childhood education and is still remembered as the "Mother of…

  12. Applying MacKinnon's 4Ps to Foster Creative Thinking and Creative Behaviours in Kindergarten Children

    Science.gov (United States)

    Riga, Vassiliki; Chronopoulou, Elena

    2014-01-01

    The purpose of this study was to identify certain strategies and conditions that should be used by teachers in kindergarten so as to foster creative thinking and creative behaviours to children. We used a quasi-experimental research design for 6 months in a public kindergarten in a suburban area of Greece, and we developed a creative music and…

  13. A Structural Model of the Effects of Preschool Attention on Kindergarten Literacy

    Science.gov (United States)

    Dice, Jaime L.; Schwanenflugel, Paula

    2012-01-01

    Factors that lead to poor achievement in literacy are evident prior to a child beginning kindergarten. In the present study, we examined the importance of including attention in a model for predicting emergent literacy in prekindergarten and subsequent reading abilities in kindergarten. The sample was 250 children attending public prekindergarten…

  14. Kindergarten Children's Perception of Animals Focusing on the Look and Fear of Animals

    Science.gov (United States)

    Kubiatko, Milan

    2012-01-01

    The study is focusing on the finding out the children's perceiving of animals from the view of look and fear. The additional aims were to find out the influence of gender and age on the perceiving of animals from the view of look and fear. The sample size was created by the 27 Czech kindergarten children from two kindergartens. The number of 5…

  15. Is Physicality an Important Aspect of Learning through Science Experimentation among Kindergarten Students?

    Science.gov (United States)

    Zacharia, Zacharias C.; Loizou, Eleni; Papaevripidou, Marios

    2012-01-01

    The purpose of this study was to investigate whether physicality (actual and active touch of concrete material), as such, is a necessity for science experimentation learning at the kindergarten level. We compared the effects of student experimentation with Physical Manipulatives (PM) and Virtual Manipulatives (VM) on kindergarten students'…

  16. The Stresses of a "Brave New World": Shyness and School Adjustment in Kindergarten

    Science.gov (United States)

    Coplan, Robert J.; Arbeau, Kimberley A.

    2008-01-01

    Shy children are wary in the face of new social situations and perceived social evaluation. In this regard, the transition to kindergarten may represent a particularly challenging task for shy children. In this review, we explore the kindergarten classroom as a particularly stressful context for shy children. We examine the adjustment difficulties…

  17. Maternal Socialization and Kindergarten Children's Behaviors from Jordanian Mothers' and Teachers' Perspectives

    Science.gov (United States)

    Abu Al Rub, Majedah Fawzy; Rababaeh, Ebtesam Qasim; Mustafa, Intisar Ghazy

    2017-01-01

    This study investigated whether Jordanian mothers' self-reported parenting practices were associated with their kindergarten children's prosocial or anti-social behavior based on three parental patterns: nurturance, respect, and power assertion. The participants were 95 mothers with children in the kindergarten level in Jordan. Additionally, 13…

  18. Implementing the Project Approach: A Case Study of Hybrid Pedagogy in a Hong Kong Kindergarten

    Science.gov (United States)

    Chen, Jennifer J.; Li, Hui; Wang, Jing-ying

    2017-01-01

    The Project Approach has been promoted in Hong Kong kindergartens since the 1990s. However, the dynamic processes and underlying mechanisms involved in the teachers' implementation of this pedagogical method there have not yet been fully investigated. This case study of one typical kindergarten in Hong Kong documented how and why eight teachers…

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

    Science.gov (United States)

    Hatcher, Beth; Nuner, Joyce; Paulsel, Jean

    2012-01-01

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

  20. Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the "Strong Start" Curriculum

    Science.gov (United States)

    Kramer, Thomas J.; Caldarella, Paul; Christensen, Lynnette; Shatzer, Ryan H.

    2010-01-01

    There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation. This study examined the effects of "Strong Start" on the social and…

  1. Associations between pedagogues attitudes, praxis and policy in relation to physical activity of children in kindergarten

    DEFF Research Database (Denmark)

    Mikkelsen, Bent Egberg

    2011-01-01

    This paper reports on associations between physical activity, pedagogue ’ s attitudes towards promoting physical activity and the physical activity policies (PAP) in kindergarten. The paper deals with data on physical activity of 3 – 6 year olds in kindergarten which originates from a cross-secti...

  2. The Practice of Using Evidence in Kindergarten: The Role of Purposeful Observation

    Science.gov (United States)

    Monteira, Sabela F.; Jiménez-Aleixandre, María Pilar

    2016-01-01

    This article examines kindergarten children's (5-6 years old) engagement in scientific practices, with a focus on generating and using evidence to support claims, during a 5-month project about snails. The research questions are as follows: (1) what meanings do kindergarteners construct for what constitutes evidence? How are those meanings…

  3. Child-Rearing Attitudes and Observed Behaviors of Black Fathers with Kindergarten Daughters.

    Science.gov (United States)

    Labrecque, Suzanne V.

    This dissertation study of the interaction between black fathers and their kindergarten daughters was conducted in order to increase knowledge about the black father-daughter relationship in the early years. The study was concerned with the effect fathers' reported child-rearing attitudes had on their own and their kindergarten daughter's actual…

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

    Science.gov (United States)

    Nevo, Einat; Breznitz, Zvia

    2013-01-01

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

  5. Assement on level of indoor air quality at kindergartens in Ampang ...

    African Journals Online (AJOL)

    This study identify the air pollutant that occurs in the kindergartens, to measure the level of indoor air quality and also to analyze the association between indoor air quality patterns with respiratory health symptoms. Three kindergartens were selected based on types of building (single house, terraced 2 floors and refurbished ...

  6. Mind Maps to Modify Lack of Attention among Saudi Kindergarten Children

    Science.gov (United States)

    Daghistan, Bulquees Ismail Abdul Majid

    2016-01-01

    This research study aims at investigating the impact of Mind Maps on modifying the lack of attention in Arabic language class among Saudi Kindergarten children. To achieve the goals of this study the researcher used an experimental design with a random sample from AlRae'd Kindergarten's children in Riyadh -Saudi Arabia for the academic year…

  7. Perception of Teachers on Health Education and Nutrition for Kindergarten Students in Kuwait

    Science.gov (United States)

    Al-Amari, Hanaa

    2012-01-01

    This study is designed to assess the perception of Kindergarten teachers in Kuwait regarding the role of health education in Promoting healthy nutrition for children in KG Level. For this purpose, a questionnaire was administered to 250 Kindergarten female teachers. Percentage, mean and standard deviation scores were obtained. The results of the…

  8. Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers.

    Science.gov (United States)

    Perels, Franziska; Merget-Kullmann, Miriam; Wende, Milena; Schmitz, Bernhard; Buchbinder, Carla

    2009-06-01

    In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching. In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.

  9. Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?

    Science.gov (United States)

    O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D.

    2014-01-01

    In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…

  10. Comparing the Effectiveness of Using ICT for Teaching Geometrical Shapes in Kindergarten and the First Grade

    Science.gov (United States)

    Zaranis, Nicholas

    2018-01-01

    The purpose of this study is to investigate if information and communications technology (ICT) helps to improve first grade and kindergarten students' basic geometry achievement. The author's research compares the level of geometrical competence of the first grade students and kindergarten students taught using an ICT-oriented learning method…

  11. Including Children with Selective Mutism in Mainstream Schools and Kindergartens: Problems and Possibilities

    Science.gov (United States)

    Omdal, Heidi

    2008-01-01

    There is little research on inclusion of children with selective mutism in school/kindergarten. Moreover, few studies have tried to understand selectively mute children's interactions in the natural surroundings of their home and school/kindergarten. Five children meeting the DSM-IV criteria for selective mutism were video-observed in social…

  12. Enhancing the Transition to Kindergarten: A Randomized Trial to Test the Efficacy of the “Stars” Summer Kindergarten Orientation Program

    Science.gov (United States)

    Berlin, Lisa J.; Dunning, Rebecca D.; Dodge, Kenneth A.

    2010-01-01

    This randomized trial tested the efficacy of an intensive, four-week summer program designed to enhance low-income children's transition to kindergarten (n's = 60 program children, 40 controls). Administered in four public schools, the program focused on social competence, pre-literacy and pre-numeracy skills, school routines, and parental involvement. Hierarchical linear modeling indicated that the program significantly improved teachers’ ratings of (a) the transition to the social aspect of kindergarten for girls (but not boys); and (b) the transition to kindergarten routines for the subgroup of children who had the same teacher for kindergarten as for the summer program. Findings are discussed in terms of practices and policies for supporting children's transition to school. PMID:21969767

  13. Can absolute and proportional anthropometric characteristics distinguish stronger and weaker powerlifters?

    Science.gov (United States)

    Keogh, Justin W L; Hume, Patria A; Pearson, Simon N; Mellow, Peter J

    2009-11-01

    This study sought to compare the anthropometric profiles of 17 weaker and 17 stronger Australasian and Pacific powerlifters who had competed in a regional-, national-, or international-level powerlifting competition in New Zealand. Stronger lifters were defined as those having a Wilks score greater than 410, whereas those in the weaker group had a Wilks score less than 370. Each powerlifter was assessed for 37 anthropometric dimensions by International Society for the Advancement of Kinanthropometry (ISAK) level II and III accredited anthropometrists. Because all powerlifters were highly mesomorphic and possessed large girths and bone breadths, both in absolute terms and when expressed as Phantom-Z scores compared through the Phantom, relatively few significant anthropometric differences were observed. However, stronger lifters had significantly greater muscle mass and larger muscular girths in absolute terms as well as greater Brugsch Index (chest girth/height) and "Phantom"-normalized muscle mass, upper arm, chest, and forearm girths. In terms of the segment lengths and bone breadths, the only significant difference was that stronger lifters had a significantly shorter lower leg than weaker lifters. Because the majority of the significant differences were for muscle mass and muscular girths, it would appear likely that these differences contributed to the stronger lifters' superior performance. Powerlifters may therefore need to devote some of their training to the development of greater levels of muscular hypertrophy if they wish to continue to improve their performance. To better understand the anthropometric determinants of muscular strength, future research should recruit larger samples (particularly of elite lifters) and follow these subjects prospectively.

  14. Can universal pre-kindergarten programs improve population health and longevity? Mechanisms, evidence, and policy implications.

    Science.gov (United States)

    Muennig, Peter

    2015-02-01

    Recent research has found that children who attended pre-kindergarten programs in childhood were more likely to be healthy as adults. One intuitive way of improving population health and longevity may therefore be to invest in pre-kindergarten programs. However, much of the research linking pre-kindergarten programs to health is very recent and has not been synthesized. In this paper, I review the mechanisms linking pre-kindergarten programs in childhood to adult longevity, and the experimental evidence backing up these linkages. I conclude with a critical exploration of whether investments in pre-kindergarten programs could also serve as investments in public health. Copyright © 2014 Elsevier Ltd. All rights reserved.

  15. Is Storytelling Effective in Improving the English Vocabulary Learning among Iranian Children in Kindergartens?

    Directory of Open Access Journals (Sweden)

    Maasumeh Abasi

    2014-07-01

    Full Text Available The aim of this study is to investigate the effectiveness of storytelling in improving English vocabulary learning among children in kindergarten. Twenty Iranian children (9 boys and 11 girls in a private kindergarten in Kerman, Iran, were the participants of the study. All of the children were five years old and were taught English with the same teacher in a class in a kindergarten. The design of the study was one group pre-test post-test quasi experimental design. Both pre and post-tests included 20 vocabulary picture items taken from a story book teaching in the kindergarten. The statistical analysis revealed that storytelling was effective in increasing vocabulary learning among kindergarten children.

  16. Radiofrequency-electromagnetic field exposures in kindergarten children.

    Science.gov (United States)

    Bhatt, Chhavi Raj; Redmayne, Mary; Billah, Baki; Abramson, Michael J; Benke, Geza

    2017-09-01

    The aim of this study was to assess environmental and personal radiofrequency-electromagnetic field (RF-EMF) exposures in kindergarten children. Ten children and 20 kindergartens in Melbourne, Australia participated in personal and environmental exposure measurements, respectively. Order statistics of RF-EMF exposures were computed for 16 frequency bands between 88 MHz and 5.8 GHz. Of the 16 bands, the three highest sources of environmental RF-EMF exposures were: Global System for Mobile Communications (GSM) 900 MHz downlink (82 mV/m); Universal Mobile Telecommunications System (UMTS) 2100MHz downlink (51 mV/m); and GSM 900 MHz uplink (45 mV/m). Similarly, the three highest personal exposure sources were: GSM 900 MHz downlink (50 mV/m); UMTS 2100 MHz downlink, GSM 900 MHz uplink and GSM 1800 MHz downlink (20 mV/m); and Frequency Modulation radio, Wi-Fi 2.4 GHz and Digital Video Broadcasting-Terrestrial (10 mV/m). The median environmental exposures were: 179 mV/m (total all bands), 123 mV/m (total mobile phone base station downlinks), 46 mV/m (total mobile phone base station uplinks), and 16 mV/m (Wi-Fi 2.4 GHz). Similarly, the median personal exposures were: 81 mV/m (total all bands), 62 mV/m (total mobile phone base station downlinks), 21 mV/m (total mobile phone base station uplinks), and 9 mV/m (Wi-Fi 2.4 GHz). The measurements showed that environmental RF-EMF exposure levels exceeded the personal RF-EMF exposure levels at kindergartens.

  17. Cognitive ability at kindergarten entry and socioeconomic status.

    Science.gov (United States)

    Larson, Kandyce; Russ, Shirley A; Nelson, Bergen B; Olson, Lynn M; Halfon, Neal

    2015-02-01

    To examine how gradients in socioeconomic status (SES) impact US children's reading and math ability at kindergarten entry and determine the contributions of family background, health, home learning, parenting, and early education factors to those gradients. Analysis of 6600 children with cognitive assessments at kindergarten entry from the US Early Childhood Longitudinal Birth Cohort Study. A composite SES measure based on parent's occupation, education, and income was divided into quintiles. Wald F tests assessed bivariate associations between SES and child's cognitive ability and candidate explanatory variables. A decomposition methodology examined mediators of early cognitive gradients. Average reading percentile rankings increased from 34 to 67 across SES quintiles and math from 33 to 70. Children in lower SES quintiles had younger mothers, less frequent parent reading, less home computer use (27%-84%), and fewer books at home (26-114). Parent's supportive interactions, expectations for their child to earn a college degree (57%-96%), and child's preschool attendance (64%-89%) increased across quintiles. Candidate explanatory factors explained just over half the gradients, with family background factors explaining 8% to 13%, health factors 4% to 6%, home learning environment 18%, parenting style/beliefs 14% to 15%, and early education 6% to 7% of the gaps between the lowest versus highest quintiles in reading and math. Steep social gradients in cognitive outcomes at kindergarten are due to many factors. Findings suggest policies targeting levels of socioeconomic inequality and a range of early childhood interventions are needed to address these disparities. Copyright © 2015 by the American Academy of Pediatrics.

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

    Science.gov (United States)

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

    2017-06-02

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

  19. Learning problems in kindergarten students with extremely preterm birth.

    Science.gov (United States)

    Taylor, H Gerry; Klein, Nancy; Anselmo, Marcia G; Minich, Nori; Espy, Kimberly A; Hack, Maureen

    2011-09-01

    To assess learning problems among kindergarten students with extremely preterm birth and to identify risk factors. Cohort study. Children's hospital. A cohort of 148 children born between January 1, 2001, and December 31, 2003, with extremely preterm birth, defined as less than 28 weeks' gestation or having a birth weight of less than 1000 g, and 111 classmate control individuals born at term with normal birth weight. The children were enrolled in the study during their first year in kindergarten and were assessed on measures of learning progress. Achievement testing, teacher ratings of learning progress, and individual educational assistance. Children with extremely preterm birth had lower mean standard scores than controls on achievement tests of spelling (8.52; 95% confidence interval, 4.58-12.46) and applied mathematics (11.02; 6.76-15.28). They had higher rates of substandard learning progress by teacher report in written language (odds ratio, 4.23; 95% CI, 2.32-7.73) and mathematics (7.08; 2.79-17.95). Group differences in mathematics achievement and in teacher ratings of learning progress were statistically significant even in children without neurosensory deficits or low global cognitive ability. Neonatal risk factors, early childhood neurodevelopmental impairment, and socioeconomic status predicted learning problems in children with extremely preterm birth; however, many children with problems were not enrolled in a special education program. Learning problems in children with extremely preterm birth are evident in kindergarten and are associated with neonatal and early childhood risk factors. Our findings support efforts to provide more extensive monitoring and interventions before and during the first year of school.

  20. New State Policies and Everyday Life in Danish Kindergartens

    DEFF Research Database (Denmark)

    Kampmann, Jan

    This presentation discusses significant changes in Danish policies on preschool curriculum and their effects on everyday life in kindergarten. This change is often conceptualized as neoliberal governance and consists of an increased focus on learning, documentation and evaluation. Grounded...... – pedagogues’ relation, in the amount of staff time devoted to documentation and management and in an increased focus on children’s learning and performativity. The project is based on a broad range of qualitative research methods, including ethnographic inspired observations and interviews with pedagogues...... and children in 7 different day care facilities....

  1. Earthquakes in the kindergarten educate for risk mitigation

    Science.gov (United States)

    Mata, Isabel; Rodrigues, Isabel; Matias, Luis

    2016-04-01

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

  2. Search for radon sources in buildings--kindergartens.

    Science.gov (United States)

    Vaupotic, J

    2002-01-01

    In ten high radon level kindergartens, radon sources were sought by applying a combination of several radon measuring techniques: etched track detectors to obtain average indoor air radon concentration, continuous devices to record radon concentration and see its diurnal variation, and alpha scintillation cells to determine radon concentration in the air entering a room from cracks, holes and sinks in the floor and from under-floor channels. In three cases, a strong local radon source was identified while, in the others, the bad quality of the basic concrete slab was responsible for the high indoor radon concentration.

  3. Energy education resources: Kindergarten through 12th grade

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-09-01

    Energy Education Resources: Kindergarten Through 12th Grade is published by the National Energy Information Center (NEIC) a service of the Energy Information Administration (EIA), to provide students, educators, and other information users, a list of generally available free or low-cost energy-related educational materials. Each entry includes the address, telephone number, and description of the organization and the energy-related materials available. Most of the entries also include Internet (Web) and electronic mail (E-Mail) addresses. Each entry is followed by a number, which is referenced in the subject index in the back of this book.

  4. Is the environment in kindergarten associated with the vegetables served and eaten? The BRA Study.

    Science.gov (United States)

    Himberg-Sundet, Anne; Kristiansen, Anne Lene; Bjelland, Mona; Moser, Thomas; Holthe, Asle; Andersen, Lene F; Lien, Nanna

    2018-02-01

    The aim of the present study was to explore the associations between the economic, political, sociocultural and physical environments in kindergartens, along with the frequency and variety of vegetables served, and the amount of vegetables eaten. The BRA Study collected data through two paper-based questionnaires answered by the kindergarten leader and pedagogical leader of each selected kindergarten, and a five-day vegetable diary from kindergartens ( n = 73) in Vestfold and Buskerud Counties, Norway. The questionnaires assessed environmental factors, and the frequency and variety of vegetables served. The non-parametric Mann-Whitney U and Kruskal-Wallis tests were used to explore the associations between factors in the kindergarten environments and vegetables served and eaten. Kindergartens that included expenditures for food and beverages in the parental fees served a larger variety of vegetables ( p = 0.046). A higher frequency of served vegetables ( p = 0.014) and a larger amount ( p = 0.027) of vegetables eaten were found in kindergartens where parents paid a monthly fee of 251 NOK or more. Similarly, the amount of vegetables eaten was higher ( p = 0.017) in kindergartens where the employees paid a monthly fee to eat at work. Furthermore, a larger amount ( p = 0.046) of vegetables was eaten in kindergartens that had written guidelines for food and beverages that were offered. This study indicates that the economic environment in a kindergarten seems to be positively associated with the vegetables served and eaten there. This is of high relevance for public health policy as vegetable consumption is an important factor in reducing the risk of non-communicable diseases.

  5. Affluence as a predictor of vaccine refusal and underimmunization in California private kindergartens.

    Science.gov (United States)

    McNutt, Louise-Anne; Desemone, Cristina; DeNicola, Erica; El Chebib, Hassan; Nadeau, Jessica A; Bednarczyk, Robert A; Shaw, Jana

    2016-03-29

    Non-medical vaccine exemption rates in California private schools far exceed those of public schools, but little is known about specific factors which may be associated with high exemption rates in private schools. The percent of personal-belief exemptions (PBEs) among California public and private kindergartens were computed for 2000-2001 to 2014-2015 academic years. For the 2014-2015 academic year, a random sample of private schools was selected to investigate associations between kindergarten characteristics (tuition amount, religious affiliation) and vaccine profile (non-medical vaccine exemptions, vaccine coverage). The proportion of private kindergartens reporting 5% or more children with PBEs increased from 9% (2000-2001) to 34% (2013-2014), followed by a small decrease in 2014-2015 (31%). Overall, 93.7% (565/605) of kindergartens sampled in 2014-2015 had data available. Very high PBE levels (>20%) were seen among secular and non-Catholic, Christian kindergartens but not Roman Catholic, Jewish or Islamic kindergartens. However, the majority of schools at all tuition levels had fewer than 5% of children with a PBE. Kindergartens with an annual tuition of $10,000 or more were over twice as likely to have 20% or more children with PBEs than kindergartens with a lower tuition (ptuitions of $10,000 or more were 39% compared to 22% for less expensive kindergartens (pprivate kindergartens had 95% coverage of the MMR (49%) and pertussis-containing vaccines (51%). School-entry vaccination requirements are critical to preventing outbreaks of vaccine preventable diseases in the US. Nonmedical exemptions increased between the 2000-2001 and 2014-2015 academic years and appear to be associated with affluence, raising social justice concerns. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Direct observations of active school transportation and stroller use in kindergarten children

    Directory of Open Access Journals (Sweden)

    Linda Rothman

    2016-12-01

    Full Text Available Little is known about kindergarten students' active school transportation (AST and stroller/wagon use as sedentary travel devices. The primary objective of this cross-sectional study was to determine the prevalence of kindergarten children arriving to school by active and sedentary modes, including strollers, in Toronto elementary schools and compare to students in kindergarten to grade 6 (K–6. The secondary objective was to examine factors associated with AST in kindergarten and K–6 students. School travel mode was counted using direct observations at elementary schools in the City of Toronto in 2015. Two samples were observed: 1 Kindergarten sample: a random sample of schools with separate kindergarten entrances (n = 26 schools, 1069 children; 2 Kindergarten to grade 6 sample: observations were conducted at arrival locations at 50% of eligible elementary schools for students of all ages (n = 88 schools, 17,224 children. Proportions arriving by different travel modes were compared using Chi-square analysis. Negative binomial regression was conducted to examine the association between school characteristics and AST. AST was lower in the kindergarten compared to the K–6 sample (60% versus 74%, χ2 = 91.37, p < 0.001. The predominant sedentary mode for kindergarten students was by vehicle (38%, with <2% using strollers/wagons. Recent immigrant status was related to higher AST in kindergarten students; higher social disadvantage, crossing guards, school population and collision rates were related to higher AST in the K–6 sample. Factors influencing AST in young students require further investigation to influence the development of healthy active lifestyles at an early age.

  7. The Mommy and Daddy Guide to Kindergarten: Real-Life Advice and Tips from Parents and Other Experts. A to Z.

    Science.gov (United States)

    Bernard, Susan

    Noting that kindergarten is a time of dramatic change for parents as well as for the kindergarten child, this book presents information on a variety of topics related to kindergarten education. The book is based on interviews with kindergarten teachers, principals, parents, and several experts from higher education involved in kindergarten…

  8. Notification, an Important Neglected Essential Education for Children in Kindergartens and Primary Schools (Education about Parasitic Infections in Kindergartens

    Directory of Open Access Journals (Sweden)

    Emad Ahmadiara

    2017-09-01

    Full Text Available One of the most important threats to global public health, especially in developing countries is parasitic infections. These infections are very common in children and young people especially those who kept in kindergarten and primary schools. Because of the high population density and sometimes by the lack of adequate hygiene, these places are prone to parasitic infections. Infestation causes by ectoparasites like pediculosis, water-borne protozoan infections like giardiasis and the last but not less important, helminth infection like as Oxyuris are a permanent threat for children in this places.

  9. Crosstalk in concurrent repeated games impedes direct reciprocity and requires stronger levels of forgiveness.

    Science.gov (United States)

    Reiter, Johannes G; Hilbe, Christian; Rand, David G; Chatterjee, Krishnendu; Nowak, Martin A

    2018-02-07

    Direct reciprocity is a mechanism for cooperation among humans. Many of our daily interactions are repeated. We interact repeatedly with our family, friends, colleagues, members of the local and even global community. In the theory of repeated games, it is a tacit assumption that the various games that a person plays simultaneously have no effect on each other. Here we introduce a general framework that allows us to analyze "crosstalk" between a player's concurrent games. In the presence of crosstalk, the action a person experiences in one game can alter the person's decision in another. We find that crosstalk impedes the maintenance of cooperation and requires stronger levels of forgiveness. The magnitude of the effect depends on the population structure. In more densely connected social groups, crosstalk has a stronger effect. A harsh retaliator, such as Tit-for-Tat, is unable to counteract crosstalk. The crosstalk framework provides a unified interpretation of direct and upstream reciprocity in the context of repeated games.

  10. A stronger patch test elicitation reaction to the allergen hydroxycitronellal plus the irritant sodium lauryl sulfate

    DEFF Research Database (Denmark)

    Heydorn, S; Andersen, K E; Johansen, J D

    2003-01-01

    elicitation reaction than patch testing with the allergen (hydroxycitronellal) alone, in patients previously patch tested positive to hydroxycitronellal. A stronger patch test elicitation reaction was defined as at least 1 day of patch test reading showing more positive patch tests......Household and cleaning products often contain both allergens and irritants. The aim of this double-blinded, randomized, paired study was to determine whether patch testing with an allergen (hydroxycitronellal) combined with an irritant [sodium lauryl sulfate (SLS)] cause a stronger patch test...... (+, ++ or +++) on the forearm patch tested with 6 concentrations of SLS plus hydroxycitronellal than on the forearm tested with 6 concentrations of hydroxycitronellal alone and no day of patch test readings showing more positive tests on the hydroxycitronellal forearm. 15/20 (75%) had at least 1 day of patch test reading...

  11. Daytime warming has stronger negative effects on soil nematodes than night-time warming

    OpenAIRE

    Yan, Xiumin; Wang, Kehong; Song, Lihong; Wang, Xuefeng; Wu, Donghui

    2017-01-01

    Warming of the climate system is unequivocal, that is, stronger warming during night-time than during daytime. Here we focus on how soil nematodes respond to the current asymmetric warming. A field infrared heating experiment was performed in the western of the Songnen Plain, Northeast China. Three warming modes, i.e. daytime warming, night-time warming and diurnal warming, were taken to perform the asymmetric warming condition. Our results showed that the daytime and diurnal warming treatmen...

  12. World Bank: Management Controls Stronger, But Challenges in Fighting Corruption Remain

    Science.gov (United States)

    2000-04-01

    outline for possible World Development Report on institutions, including corruption . Completed • Prepare Europe and Central Asia Region...Management Controls Stronger, but Challenges in Fighting Corruption Remain If , 20000417 062 G A O Accountability * Integrity * Reliability GAO... corruption —broadly defined as the abuse of public office for private gain— ’The "World Bank" and "Bank" refer to the World Bank Group of institutions

  13. A stronger version of matrix convexity as applied to functions of Hermitian matrices

    Directory of Open Access Journals (Sweden)

    Kagan Abram

    1999-01-01

    Full Text Available A stronger version of matrix convexity, called hyperconvexity is introduced. It is shown that the function is hyperconvex on the set of Hermitian matrices and is hyperconvex on the set of positive definite Hermitian matrices. The new concept makes it possible to consider weighted averages of matrices of different orders. Proofs use properties of the Fisher information matrix, a fundamental concept of mathematical statistics.

  14. Environmental Education from a Kindergarten to a University student, Japan

    Science.gov (United States)

    Matsumoto, I.

    2013-12-01

    Importance of the environmental and disaster prevention education on the basis of science is increasing since the disaster by the Tohoku-Earthquake and Tsunami at the 11th March 2011, in Japan. Effective enforcement of the environmental education from a kindergarten to a University student is very important educational tool for protecting future earth's environment. This research reports the present situation and the practice example of environmental education of Japan. Particularly, I report practice of the environmental education in a class of Shimane University. In addition, I explain the actual situation of the environmental education for student from kindergarten to junior high school in Shimane Prefecture. I point out that 'Consciousness (In)', 'knowledge (About)', and 'action (For)' are important three factors based on my practice of the environmental education (e.g. UNESCO-Finland, 1974). That is 'consciousness (In)' means education in (or through) the environment. 'knowledge (About)' means education about environment. 'Action (FOR)' means education for environment. According to the present condition of the environmental education of a Japan, I arranged and redefined such three factors. That is three factors consist of two axis that are 'me' and 'others'. And National exists between them. condition of the environmental education of a Japan, I arranged and redefined such three factors. That is three factors consist of two axis that are 'me' and 'others'. And National exists between them.

  15. Radon risk assessment in Slovak kindergartens and basic schools

    International Nuclear Information System (INIS)

    Durcik, M.; Havlik, F.; Vicanova, M.; Nikodemova, D.

    1997-01-01

    The results are presented of long-term measurements obtained during the radon survey in the schools of the Slovak Republic. Measurements of equilibrium equivalent radon concentrations (EER) were performed in 645 buildings. It was found that the action level of EER was exceeded in 16 schools. Consequently short-term radon measurements were instituted in a kindergarten in Roznava-Cucma, where the highest level of EER was measured. The analysis of the results contain the comparison of the long- and short-term measurements, the influence of the spring and summertime, the daily radon variations and the radon source localisation. From the results obtained the annual effective doses from radon exposure, estimated for pupils and teachers in the kindergarten were 7mSv, respectively. It is concluded that the real values of annual effective doses, estimated for pupils and teachers in schools are about 5 times lower than doses estimated from the results of integral long-term measurements due to the ventilation regime. (Author)

  16. Heavy metals pollution levels and children health risk assessment of Yerevan kindergartens soils.

    Science.gov (United States)

    Tepanosyan, Gevorg; Maghakyan, Nairuhi; Sahakyan, Lilit; Saghatelyan, Armen

    2017-08-01

    Children, the most vulnerable urban population group, are exceptionally sensitive to polluted environments, particularly urban soils, which can lead to adverse health effects upon exposure. In this study, the total concentrations of Ag, As, Ba, Cd, Co, Cr, Cu, Fe, Hg, Mn, Mo, Ni, Pb, Ti, V, and Zn were determined in 111 topsoil samples collected from kindergartens in Yerevan. The objectives of this study were to evaluate heavy metal pollution levels of kindergarten's soils in Yerevan, compare with national legal and international requirements on heavy metal contents in kindergarten soil, and assess related child health risk. Multivariate geostatistical analyses suggested that the concentrations of Ag, As, Ba, Cd, Cu, Hg, Mo, Pb, and Zn observed in the kindergarten's topsoil may have originated from anthropogenic sources, while Co, Cr, Fe, Mn, Ni, Ti, and V mostly come from natural sources. According to the Summary pollution index (Zc), 102 kindergartens belong to the low pollution level, 7 to the moderate and only 2 to the high level of pollution. Summary concentration index (SCI) showed that 109 kindergartens were in the allowable level, while 2 featured in the low level of pollution. The health risk assessment showed that in all kindergartens except for seven, non-carcinogenic risk for children was detected (HI>1), while carcinogenic risk from arsenic belongs to the very low (allowable) level. Cr and multi-element carcinogenic risk (RI) exceeded the safety level (1.0E- 06) in all kindergartens and showed that the potential of developing cancer, albeit small, does exist. Therefore, city's kindergartens require necessary remedial actions to eliminate or reduce soil pollution and heavy metal-induced health risks. Copyright © 2017 Elsevier Inc. All rights reserved.

  17. The influence of modern trends in extracurricular educational activities on architecture kindergarten

    Directory of Open Access Journals (Sweden)

    Наталия Владимировна Ламехова

    2017-05-01

    Full Text Available This article is devoted to the problem of organizing an architectural space for conducting out-of-school activities and leisure activities in kindergartens. The article examines the existing provision on the possibilities of the architectural space of a kindergarten for carrying out extracurricular activities of pupils. The aim of the study is to evaluate the effectiveness of using architectural space for conducting various types of non-educational activities in accordance with the development of modern educational programs. The tendency of formation of a polyfunctional architectural environment in a kindergarten for carrying out different types and forms of employment is indicated.

  18. Understanding the biological concept "bird": A kindergarten case study

    Science.gov (United States)

    Buchholz, Dilek

    The purpose of this qualitative, multiple case study of 14 students in a metropolitan public school in the Deep South was to find out, during a period of three months, what these kindergarten-aged children knew about birds, whether this knowledge represented current scientific thought, if such science instruction meaningfully affected their prior knowledge, and if so, what the factors during instruction that seemed to influence their understanding of the concept of bird were. The research was conducted in three phases; preinstruction interviews, instruction, and postinstruction interviews. The theoretical framework for this research was based on the Human Constructivism theory of learning (Mintzes, Wandersee and Novak, 1997). Instructional materials consisted of carefully chosen books (both fiction and non-fiction), guest speakers, field trips, a live bird in the classroom, students' observation journals, teacher-made classification and sorting activities, and picture-based concept maps. The findings suggest that young children's knowledge of birds was limited chiefly to birds' anatomical and morphological characteristics, with repeated references being made by the children to human characteristics. There was a positive, significant difference in young children's pre- and postinstruction scientific knowledge of birds. Although performance varied from child to child after instruction, most children were able to identify some common birds by name. Just one child resisted conceptual change. Kindergarten children's basic knowledge of bird behavior was limited to flight and eating. Although the children had more conceptual knowledge at the end, understanding still appeared to be shallow. The children did develop their skill in observing markedly. It also became evident that these kindergarten children needed more (a) experience in asking questions, (b) practice in techniques of visual representation, and (c) language development in order to be able to explain what they

  19. Joint Child Custody as a New Kindergarten Teachers’ Experience

    Directory of Open Access Journals (Sweden)

    Majerčíková Jana

    2017-12-01

    Full Text Available Introduction: The possibility of joint child care after divorce in which parental responsibilities are distributed equally among parents has been implemented in the Czech Republic since 1998. Under certain circumstances, joint custody is considered to be the best solution with regard to further prospects of individual children and also their relationships with their divorcing parents. The solution of joint custody issues happens between parents and/or their family members. Lawyers, psychologists, doctors, and social workers adopt a legitimate attitude to each individual case. Primarily, psychologists provide empirical proofs of the beneficial effect of joint custody concept. In Czech conditions, teachers are the least heard group in this respect. Methods: A research was carried out in which we utilized the method of thematic writing. Twenty-seven written products, written by the kindergarten teachers were analyzed (the length ranged from 2000 to 2500 words. The content analysis was used with the research aim to reveal their point of view of the joint child custody concept and their experience with children in joint custody. Results: The teachers’ attitude to joint custody was negative, they more leaned towards the opinion that joint custody is not an optimal solution. They perceived the concept of joint custody as beneficial but, on the other hand, as problematic and hardly feasible by divorced people as they often remain in conflict. Based on their experience with children in joint custody, it is fully dependent on the ability of parents to agree on it and to fulfil their children’s interests together. However, these are not, according to the teachers, very often taken into consideration in joint custody. Discussion: In their reflections, kindergarten teachers confirmed the generally accepted controversial conclusions and experience related to primarily practical side of joint custody. They underlined the accepted opinion that it is always

  20. Sexual harassment and emotional and behavioural symptoms in adolescence: stronger associations among boys than girls.

    Science.gov (United States)

    Kaltiala-Heino, Riittakerttu; Fröjd, Sari; Marttunen, Mauri

    2016-08-01

    To study the associations between subjection to sexual harassment and emotional (depression) and behavioural (delinquency) symptoms among 14-to-18-year-old adolescents, and gender differences within these associations. 90,953 boys and 91,746 girls aged 14-18 participated in the School Health Promotion Study (SHPS), a school-based survey designed to examine the health, health behaviours, and school experiences of teenagers. Experiences of sexual harassment were elicited with five questions addressing five separate forms of harassment. Depression was measured by the 13-item Beck Depression Inventory and delinquency with a modified version of the International Self-Report Delinquency Study (ISRD) instrument. Data were analysed using cross-tabulations with Chi-square statistics and logistic regression. All sexual harassment experiences studied were associated with both depression (adjusted odds ratios varied from 2.2 to 2.7 in girls and from 2.0 to 5.1 in boys) and delinquency (adjusted odds ratios 3.1-5.0 in girls and 1.7-6.9 in boys). Sexual name-calling had a stronger association with depression and with delinquency in girls (adjusted odds ratios, respectively, 2.4 and 4.2), than in boys (adjusted odds ratios, respectively, 2.0 and 1.7), but otherwise stronger associations with emotional and behavioural symptoms were seen in boys. Subjection to sexual harassment is associated with both emotional and behavioural symptoms in both girls and boys. The associations are mostly stronger for boys. Boys subjected to sexual harassment may feel particularly threatened regarding their masculinity, and there may be less support available for boys traumatised due to sexual harassment.

  1. Building Stronger State Energy Partnerships with the U.S. Department of Energy

    Energy Technology Data Exchange (ETDEWEB)

    David Terry

    2008-09-30

    This final technical report details the results of total work efforts and progress made from July 2000 - July 2008 under the National Association of State Energy Officials (NASEO) cooperative agreement DE-FC26-00NT40802, Building Stronger State Energy Partnerships with the U.S. Department of Energy. Major topical project areas in this final report include work efforts in the following areas: Rebuild America/Energy Smart Schools, Higher Education Initiative, Winter/Summer Fuels Outlook Conferences, Energy Emergency, Clean Energy Integration, Energy Star, and Office of Electricity Delivery and Energy Reliability. All required deliverables have been provided to the National Energy Technology Laboratory and DOE program officials.

  2. The University of Florida Department of Surgery: building a stronger tomorrow on yesterday's foundation.

    Science.gov (United States)

    Behrns, Kevin E; Copeland, Edward M; Howard, Richard J

    2012-01-01

    Established in 1957, the University of Florida Department of Surgery has a solid foundation on which current faculty are driven to build a stronger tomorrow. The department is focused on promoting patient-centered care, expanding its research portfolio to improve techniques and outcomes, and training the surgical leaders of tomorrow. It fosters an environment where faculty, residents, students, and staff challenge long-held traditions with the goal of improving the health of our patients, the quality of our care, and the vitality of our work environment.

  3. Production of plastified wood with stronger static bending strength means of polymerization induced by gamma radiation

    International Nuclear Information System (INIS)

    Silva Filho, Elias

    1999-01-01

    The use of gamma radiation to obtain wood-polymer composites is one of the applications of radiation that presents the most commercial interest. The process, denominated radiopolymerization, comprises the impregnation of monomers into the completely dried wood followed by exposure to gamma radiation to induce polymerization of the impregnated monomers. I this context, the present work aimed the application of this process to seven kinds of wood existing in the brazilian forests. The considered monomer is styrene and the gamma source is Cobalt-60. The obtained wood-polystyrene composites were found to have stronger static bending strength. (author)

  4. Building Stronger State Energy Partnerships with the U.S. Department of Energy

    Energy Technology Data Exchange (ETDEWEB)

    Marks, Kate

    2011-09-30

    This final technical report details the results of total work efforts and progress made from October 2007 – September 2011 under the National Association of State Energy Officials (NASEO) cooperative agreement DE-FC26-07NT43264, Building Stronger State Energy Partnerships with the U.S. Department of Energy. Major topical project areas in this final report include work efforts in the following areas: Energy Assurance and Critical Infrastructure, State and Regional Technical Assistance, Regional Initiative, Regional Coordination and Technical Assistance, and International Activities in China. All required deliverables have been provided to the National Energy Technology Laboratory and DOE program officials.

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

    Directory of Open Access Journals (Sweden)

    Bernadette Kushartanti

    2015-04-01

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

  6. Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention.

    Science.gov (United States)

    Clarke, Ben; Doabler, Christian T; Smolkowski, Keith; Baker, Scott K; Fien, Hank; Strand Cary, Mari

    2016-01-01

    This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed. © Hammill Institute on Disabilities 2014.

  7. Measurement of indoor radon concentration in kindergartens in Sofia, Bulgaria.

    Science.gov (United States)

    Ivanova, Kremena; Stojanovska, Zdenka; Tsenova, Martina; Badulin, Viktor; Kunovska, Bistra

    2014-11-01

    As a part of the systematic survey of indoor radon in Bulgaria, the indoor radon concentration was measured in 296 kindergarten buildings of Sofia city during 3 months (February to April 2013) using the CR-39 nuclear tract detectors. In 256 buildings at least two frequently occupied rooms (mainly playrooms) were observed. Altogether, 922 measurements were performed. The frequency distribution was well described by the lognormal function. The measured radon concentrations range between 9 and 1415 Bq m(-3) with a geometric mean of 101 Bq m(-3) (2.08) and an arithmetic mean 132 Bq m(-3) with a standard deviation of 118 Bq m(-3). The radon concentrations obtained in this survey were compared with that in Sofia city dwellings obtained from a previous study. A detailed statistical analysis of the building factors was presented. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  8. Teachers beliefs and technology use in kindergarten and elementary classrooms

    Directory of Open Access Journals (Sweden)

    Majedah Fawzi Abu Al Rub

    2015-12-01

    Full Text Available With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms. Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants.

  9. Question answer relationship strategy increases reading comprehension among Kindergarten students

    Directory of Open Access Journals (Sweden)

    Leena Furtado

    2012-01-01

    Full Text Available The Question Answer Relationship (QAR strategy equips students with tools to successfully decode and comprehend what they read. An action research project over 18 days with twenty-three kindergarteners adapted exposure to QAR’s "In the Book" and "In my Head" categories with similar questions for each of two popular Aesop’s fables. The challenges and outcomes are presented with special emphasis on teacher-preparation, teacher-reflections, and a hands-on, day-by-day project-implementation. An oral pre-test, after reading The Tortoise and the Hare, served as a baseline assessment for student-comprehension levels. The QAR strategy was then explicitly taught, with opportunities to practice the comprehension skills in small and large groups with parental assistance. Students overwhelmingly scored higher on the post-test reading comprehension after the read-aloud of The Jay and the Peacock with some receiving perfect scores.

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

    Directory of Open Access Journals (Sweden)

    Meghan E. McGrady

    2010-01-01

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

  11. Rhetorics of Play in Kindergarten Programs in an Era of Accountability

    Directory of Open Access Journals (Sweden)

    Shelly Stagg Peterson

    2016-12-01

    Full Text Available In this paper we conduct a deductive analysis, using Sutton-Smith's “rhetorics of play,” of the published kindergarten programs that have guided Ontario kindergarten teaching since 1944. Our analysis is used to gain an understanding of how we in Ontario have arrived at a point where play-based learning has been taken up by developers of the provincial kindergarten program and approved as a pedagogical focus by politicians. The predominant discourses appear to have changed from a romantic view of play as a natural, child-centered activity, to a discourse of play as progress, with an emphasis on the developmental benefits of play and learning outcomes of play. We believe that the use of the rhetoric of play as progress has been key to the continued prominence of play in Ontario kindergarten programs. It represents ideologies of schooling to which policy-makers seem to be attuned in this era of accountability.

  12. Evaluation of hearing among kindergarten children in Jazan (Kingdom of Saudi Arabia).

    Science.gov (United States)

    Alharbi, Fahd Ali; Ahmed, Mohamed Rifaat

    2015-09-01

    Hearing loss among kindergarten children is considered as a major health problem especially when there is a deficiency in routine hearing screening during the clinical examination. The aim of the study was to detect any pattern of hearing loss among kindergarten children in Jazan (Kingdom of Saudi Arabia). A total of 1220 kindergarten students in Jazan (Kingdom of Saudi Arabia) were subjected to meticulous hearing evaluation using otological examination, Tuning fork tests, pure tone audiometry (PTA), speech audiometry, and tympanometry. We found that 18 kindergarten students had type C tympanogram (Eustachian tube dysfunction), 28 had type B tympanogram (secretory otitis media with conductive hearing loss), 4 had chronic otitis media with conductive hearing loss, and 6 had mild sensorineural hearing loss. Early detection and eradication of hearing loss improves quality of life outcomes of children which reduces the incidence of social burden from unrecognized hearing loss.

  13. Policies to promote on physical activity and healthy eating in kindergartens from theory to practice

    DEFF Research Database (Denmark)

    Mikkelsen, Bent Egberg

    2011-01-01

    Accumulating evidence shows that there seems to be a relation between the existence of a policy and at least some health behaviours of children. The purpose of this paper is to give a brief account of the value of policy as a tool that can be used at local level to guide action to promote healthy...... lifestyle in kindergartens. A policy can be defi ned as a set of adopted principles that guide the work of an organization and aim to achieve a well defi ned goal, but only policies that rely on the active participation and involvement of concerned actors will be effi cient. A number of studies suggest...... that local level policy on nutrition and on physical activity seems to have the potential to work as a good frame for the organizational efforts that the kindergarten undertakes in order to promote healthy eating and physical activity among children in kindergarten. However, kindergartens need to make...

  14. Task-related interactions between kindergarten children and their teachers: the role of emotional security.

    NARCIS (Netherlands)

    Thijs, J.T.; Koomen, H.M.Y.

    2008-01-01

    This study examined the emotional security of kindergarten children in dyadic task-related interactions with their teachers. In particular, it examined the interrelations between security, task behaviours (persistence and independence), social inhibition, and teachers' support. Participants were 79

  15. Views of parents, teachers and children on health promotion in kindergarten

    DEFF Research Database (Denmark)

    Sansolios, Sanne; Mikkelsen, Bent Egberg

    2011-01-01

    The aim of the study was to capture the views of children, parents and teachers on the topic of physical activity in kindergarten through observation and focus group interviews. The study was conducted in the kindergartens from the sampling group in the Danish part of PERISCOPE. 1 st methodology...... : Children interviewed inside by the researcher on preferable movements and settings and then observed outside during their playtime. 2 nd methodology : Children asked to draw themselves playing their most preferred physical activity. Parents and kindergarten teachers interviewed in two different groups...... pressure to take more responsibility and initiatives for the children ’ s health habits. Parents state that if more physical activity is initiated in the kindergarten, it could make children request domestic activity. Physical activity and movement concept are too abstract for children of this age to talk...

  16. The Association Between Parental Behavior Patterns and the Dietary Intake of Preschool Children in Tehran Kindergartens

    Directory of Open Access Journals (Sweden)

    Maryam Pazuki

    2014-09-01

    Conclusions: Any effort to promote children’s dietary intake needs considering the role of parents in the development of feeding patterns, and interest in children to consume healthy foods. Keywords: Children, Dietary intake, Parental behavior patterns, Kindergarten

  17. Do External or Internal Technology Spillovers Have a Stronger Influence on Innovation Efficiency in China?

    Directory of Open Access Journals (Sweden)

    Xionghe Qin

    2017-09-01

    Full Text Available In this study, we bridge an important gap in the literature by comparing the extent to which external technology spillovers, as indicated by foreign direct investment (FDI, and internal technology spillovers, as indicated by university-institute-industry cooperation (UIC, influence innovation efficiency in China. We divide the innovation process into two sequential stages, namely the knowledge creation and technology commercialization stages, and employ a network data envelopment analysis approach to measure innovation efficiency at each stage. The spatial analysis of the distribution of knowledge creation efficiency and technology commercialization efficiency reveals the heterogeneity of innovation efficiency at the provincial level. Then, a panel data regression is used to analyze the effect of FDI and UIC on innovation efficiency at each stage, using data from 2009 to 2015 for 30 provinces in China. By comparing FDI with UIC, we find that FDI has a higher coefficient and stronger significance level at the knowledge creation stage, while only industry-institute linkages exhibit a stronger association with innovation efficiency at the technology commercialization stage.

  18. The El Niño Southern Oscillation is Getting Bigger and Stronger

    Science.gov (United States)

    McNaught, C.; O'Brien, J.; Strazzo, S. E.

    2012-12-01

    The El Niño Southern Oscillation (ENSO) is an important natural climate variation that affects large portions of the world. We measure ENSO both in terms of its frequency and its magnitude. The different phases of ENSO - El Niño and La Niña - have different properties, and impact the global weather pattern differently. We examine the hypothesis that ENSO's frequency distribution is changing. We demonstrate that, indeed, El Niño's are getting stronger as measured by the maximum anomaly in sea surface temperature (SST). An analysis of the ENSO principal component is conducted using a fast Fourier transform to estimate the spectrum of the SST of the time series. We conclude that the intensity of El Niño events during the period 1970-2010 is statistically significantly higher when compared to the 1930—1970, with a broad spectral peak centered around 4 years. When we compare the SST spectrum for the period 1930-1970 with the spectrum for 1971- 2010, we find the latter period to be much stronger in power. Additionally recently classified ENSO types, including El Niño Modoki and Warm Pool ENSO, are briefly studied.; The first empirical orthogonal function of sea-surface temperatures (1930-2010) accounting for 75% of the variance. The values are indicative of departures from the mean, in °C. Positive (negative) values indicate anomalously higher (lower) sea-surface temperatures ; Normalized first principal component

  19. Stronger interference from distractors in the right hemifield during visual search.

    Science.gov (United States)

    Carlei, Christophe; Kerzel, Dirk

    2018-03-01

    The orientation-bias hypothesis states that there is a bias to attend to the right visual hemifield (RVF) when there is spatial competition between stimuli in the left and right hemifield [Pollmann, S. (1996). A pop-out induced extinction-like phenomenon in neurologically intact subjects. Neuropsychologia, 34(5), 413-425. doi: 10.1016/0028-3932(95)00125-5 ]. In support of this hypothesis, stronger interference was reported for RVF distractors with contralateral targets. In contrast, previous studies using rapid serial visual presentation (RSVP) found stronger interference from distractors in the left visual hemifield (LVF). We used the additional singleton paradigm to test whether this discrepancy was due to the different distractor features that were employed (colour vs. orientation). Interference from the colour distractor with contralateral targets was larger in the RVF than in the LVF. However, the asymmetrical interference disappeared when observers had to search for an inconspicuous colour target instead of the inconspicuous shape target. We suggest that the LVF orienting-bias is limited to situations where search is driven by bottom-up saliency (singleton search) instead of top-down search goals (feature search). In contrast, analysis of the literature suggests the opposite for the LVF bias in RSVP tasks. Thus, the attentional asymmetry may depend on whether the task involves temporal or spatial competition, and whether search is based on bottom-up or top-down signals.

  20. When surging seas meet stronger rain: Nuclear techniques in flood management

    International Nuclear Information System (INIS)

    Quevenco, Rodolfo

    2015-01-01

    Unusually high rainfall in many parts of the world is a result of climate change, scientists say. Since warmer air can hold more water, the rationale goes, increased temperatures will increase the chances of stronger rainfall events. And when surging seas combine with stronger rain, the outcome is almost certain: floods. Floods are the most frequently occurring natural disasters, and south-east Asia is particularly vulnerable. Climate change and variability are expected to bring about increased typhoon activities, rising sea levels and off-season monsoon rains in southeast Asia and other regions. These can cause devastating floods in countries like Cambodia, Laos, Pakistan, the Philippines, Thailand and Viet Nam. For the residents of these countries who have survived the ravages of major floods, the road to recovery can be long and arduous. As the flood water recedes, they have to contend with new forms of flood: floods of concern and worries as to how to rebuild their houses, their lives and their cities. Governments, too, face huge challenges in rebuilding roads, public buildings, infrastructure and natural resources destroyed or polluted by the flood.

  1. Socioeconomic and health factors associated with kindergarten retention in Australian children.

    Science.gov (United States)

    Wong, Evelyn; Steele, Emily; Johnson, Shae; Proimos, Jenny; Batterham, Angela; Nolan, Terry; Waters, Elizabeth

    2016-03-01

    We aimed to identify key socioeconomic and health factors that are associated with a child's likelihood of being retained in kindergarten prior to commencing first year of school in Australian children. We used data linked from the School Entrant Health Questionnaire administered to children commencing school in 2012 (N = 42 002). Kindergarten retention here is defined by children accessing a second year of funded kindergarten prior to commencing school. We used logistic regression analysis to estimate the strength of associations between a range of socioeconomic and health factors to the likelihood of kindergarten retention. Of the 25 289 children included in our analysis, 903 (3.6%) had a second year of funded kindergarten prior to commencing school. In comparison, 1680 children out of 42 002 in the Kinder-School Entrant Health Questionnaire dataset had a second year of funded kindergarten (4.0%). From our final regression model, the highest association was found in children whose parents reported a history of speech and language difficulties (odds ratio 2.25, 95% confidence interval (1.91-2.66)) (adjusting for a range of demographic, health and developmental factors). Similarly, children from an indigenous background were twice as likely to be retained in kindergarten compared with those with a non-indigenous background (odds ratio 2.06 (1.17-3.64)). This analysis adds to the evidence base that children who are more socially disadvantaged as well as children with health difficulties, particularly speech and language difficulties, are more likely to be retained in kindergarten. © 2015 The Authors. Journal of Paediatrics and Child Health © 2015 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

  2. The developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school

    OpenAIRE

    Hirvonen, Riikka; Tolvanen, Asko; Aunola, Kaisa; Nurmi, Jari-Erik

    2012-01-01

    Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their arithmetic skills in kindergarten and in Grades 1, 2, and 4 of elementary school. Children's task-avoidant behavior in learning situations was rated by...

  3. Early Childhood Predictors of Post-Kindergarten Executive Function: Behavior, Parent-Report, and Psychophysiology.

    Science.gov (United States)

    Cuevas, Kimberly; Hubble, Morgan; Bell, Martha Ann

    2012-01-01

    RESEARCH FINDINGS: This study examined whether children's executive functions before kindergarten would predict variance in executive functions after kindergarten. We obtained behavioral (working memory task performance), parental-reported (temperament-based inhibitory control), and psychophysiological (working memory-related changes in heart rate and brain electrical activity) measures of executive functions from a group of preschool-aged children. After children finished kindergarten, approximately 2 years later, parents were asked to complete an assessment of children's executive function skills. A regression analysis revealed that pre-kindergarten behavioral, parental-reported, and psychophysiological measures accounted for variance in post-kindergarten executive functions. Specifically, working memory task performance, temperament-based inhibitory control, and working memory-related changes in brain electrical activity accounted for unique variance in post-kindergarten executive functions. These data provide a unique contribution to the executive function literature: No other study has examined whether behavioral, psychophysiological, and parental-reported executive function measures can account for unique variance in future executive function. PRACTICE OR POLICY: These findings are discussed in relation to children's transition to school and executive function training programs.

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

    Science.gov (United States)

    Cairns, Alyssa; Harsh, John

    2014-01-01

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

  5. Individual Characteristics, Family Factors, and Classroom Experiences as Predictors of Low-Income Kindergarteners' Social Skills.

    Science.gov (United States)

    Griffith, Shayl; Arnold, David; Voegler-Lee, Mary-Ellen; Kupersmidt, Janis

    2016-01-01

    There has been increasing awareness of the need for research and theory to take into account the intersection of individual characteristics and environmental contexts when examining predictors of child outcomes. The present longitudinal, multi-informant study examined the cumulative and interacting contributions of child characteristics (language skills, inattention/hyperactivity, and aggression) and preschool and family contextual factors in predicting kindergarten social skills in 389 low-income preschool children. Child characteristics and classroom factors, but not family factors, predicted teacher-rated kindergarten social skills, while child characteristics alone predicted change in teacher-rated social skills from preschool to kindergarten. Child characteristics and family factors, but not classroom factors, predicted parent-rated kindergarten social skills. Family factors alone predicted change in parent-rated social skills from preschool to kindergarten. Individual child characteristics did not interact with family or classroom factors in predicting parent- or teacher-rated social skills, and support was therefore found for an incremental, rather than an interactive, predictive model of social skills. The findings underscore the importance of assessing outcomes in more than one context, and of considering the impact of both individual and environmental contextual factors on children's developing social skills when designing targeted intervention programs to prepare children for kindergarten.

  6. Changes in Sleep Duration, Timing, and Quality as Children Transition to Kindergarten

    Science.gov (United States)

    Cairns, Alyssa; Harsh, John

    2014-01-01

    Sleep can be seen as a biologically driven behavior shaped by cultural context. A “poor fit” occurs when contextual demands for the timing and duration sleep periods are incompatible with the underlying biology. Such contextual factors are well-known for adults, yet little is known of the contextual factors that shape young children’s sleep health and to what degree such factors impact sleep duration, timing, and quality. This study attempted to identify how the transition to kindergarten was associatedwith changes in sleep timing, duration, and quality for children enrolled in preschool prior to attending kindergarten vs. those who were not. Wrist actigraphy in 38 5-yearold children was collected at three longitudinal points before and after the start of kindergarten. Our data suggested that the transition to kindergarten was associated with a reduction in weekday sleep (mostly due to lost napping) and an advance in the weekday nocturnal sleep period that was most pronounced for children not enrolled in preschool prior to kindergarten. These sleep changes paralleled objective and caregiver-reported data of increased sleep pressure that lasted well into the first month of kindergarten. PMID:24364713

  7. Parental Learning and School Readiness in the Gearing Up for Kindergarten Program

    Directory of Open Access Journals (Sweden)

    Sharon Query

    2013-06-01

    Full Text Available Entering kindergarten is a key moment in a young child’s life, and parents are a child’s first teacher. What can guide parents as they assist children with school readiness? Gearing Up for Kindergarten is an intensive parent education and school readiness program designed to help parents and children prepare for school. Gearing Up for Kindergarten is a parent education program that combines early learning opportunities for pre-kindergarten children with parent education opportunities for adults. This study presents findings from evaluation efforts conducted with 59 Gearing Up for Kindergarten adult participants during the 2006-2007 school year. Participants in the program demonstrated (1 high satisfaction with program quality and experiences, (2 impacts on parental knowledge and confidence, and (3 significant and positive changes in parental practices related to school readiness. Implications for parent education and programs intended to strengthen school readiness among pre-kindergarten children are explored. Parent education on school readiness can provide a substantive resource as parents help their children develop and become ready for the school years.

  8. Book review. Ann-Hege Lorvik Waterhouse: In the material world: Perspectives and practices in kindergarten art activities

    Directory of Open Access Journals (Sweden)

    Nina Scott Frisch

    2013-12-01

    Full Text Available In the review of Ann-Hege Lorvik Waterhouse’s book I materialenes verden; perspektiver og praksiser i barnehagens kunstneriske virksomhet (In the material world: Perspectives and practices in kindergarten art activities,  Frisch states that despite the fact that the author is in some ways critical of the impact Reggio Emilia has had on Norwegian kindergartens, in her opinion, the book's content rests on the shoulders of the exploratory child-centred educational philosophy. The book offers great, relevant images related to new reflective concrete ideas, and it has a beautiful layout. Waterhouse points out her core argument several places in the text: a good kindergarten teacher is a creative kindergarten teacher – and the book reviewer adds, a good kindergarten teacher is a reading, reflecting kindergarten teacher.

  9. Peptide-MHC class I stability is a stronger predictor of CTL immunogenicity than peptide affinity

    DEFF Research Database (Denmark)

    Harndahl, Mikkel Nors; Rasmussen, Michael; Nielsen, Morten

    2012-01-01

    of antigen processing and presentation in defining cytotoxic T lymphocyte (CTL) immunogenicity Assarsson et al., 2007. Using an affinity-balanced approach, we demonstrated that immunogenic peptides tend to be more stably bound to MHC-I molecules compared with non-immunogenic peptides. We also developed......Peptide-MHC class I stability is a stronger predictor of CTL immunogenicity than peptide affinity Mikkel Harndahla, Michael Rasmussena, Morten Nielsenb, Soren Buusa,∗ a Laboratory of Experimental Immunology, Faculty of Health Sciences, University of Copenhagen, Denmark b Center for Biological...... Sequence Analysis, Department of Systems Biology, Technical University of Denmark, Denmark Efficient presentation of peptide-MHC class I (pMHC-I) complexes to immune T cells should benefit from a stable peptide- MHC-I interaction. However, it has been difficult to distinguish stability from other...

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

    Directory of Open Access Journals (Sweden)

    Irene Sivropoulou

    2009-03-01

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

  11. Bone mineral content has stronger association with lean mass than fat mass among Indian urban adolescents

    Directory of Open Access Journals (Sweden)

    Raman K Marwaha

    2015-01-01

    Full Text Available Introduction: There are conflicting reports on the relationship of lean mass (LM and fat mass (FM with bone mineral content (BMC. Given the high prevalence of Vitamin D deficiency in India, we planned the study to evaluate the relationship between LM and FM with BMC in Indian children and adolescents. The objective of the study was to evaluate the relationship of BMC with LM and FM. Materials and Methods: Total and regional BMC, LM, and FM using dual energy X-ray absorptiometry and pubertal staging were assessed in 1403 children and adolescents (boys [B]: 826; girls [G]: 577. BMC index, BMC/LM and BMC/FM ratio, were calculated. Results: The age ranged from 5 to 18 years, with a mean age of 13.2 ± 2.7 years. BMC adjusted for height (BMC index and BMC/height ratio was comparable in both genders. There was no difference in total BMC between genders in the prepubertal group but were higher in more advanced stages of pubertal maturation. The correlation of total as well as regional BMC was stronger for LM (B: Total BMC - 0.880, trunk - 0.715, leg - 0.894, arm - 0.891; G: Total BMC - 0.827, leg - 0.846, arm - 0.815 (all value indicate r2 , P < 0.0001 for all when compared with FM (B: Total BMC - 0.776, trunk - 0.676, leg - 0.772, arm - 0.728; G: Total BMC - 0.781, leg - 0.741, arm - 0.689; all P < 0.0001 except at trunk BMC (LM - 0.682 vs. FM - 0.721; all P < 0.0001, even after controlling for age, height, pubertal stage, and biochemical parameters. Conclusions: BMC had a stronger positive correlation with LM than FM.

  12. Profiles of Social-Emotional Readiness for 4-Year-Old Kindergarten.

    Science.gov (United States)

    Miller, Michele M; Goldsmith, H Hill

    2017-01-01

    Children who are viewed as ready for kindergarten and/or first grade typically exhibit high attention, approach, and adaptability coupled with low activity and reactivity. These characteristics tend to be especially valued by teachers and describe a child who is "teachable," or school ready. Since many children enter formal schooling earlier by attending pre-K for 4-year olds, often called 4-year-old kindergarten, there is a need to examine school readiness earlier than kindergarten, which may look very different developmentally. If we expect children to enter formal schooling at age 4, then it should be clear what we expect of them in order to succeed. We explored which temperament, behavior, and cognitive items teachers of 4-year-old kindergarten ( N = 29) rated as highly characteristic versus uncharacteristic of ready 4-year-olds. This teacher-generated data identified five clusters of children who were deemed ready for 4-year-old kindergarten. Teachers noted high cognitive skills and following directions as salient in many of the clusters, which aligns with the readiness expectations for kindergarten and first grade. However, items that distinguished the five clusters from one another referenced differences in activity level, sociability, shyness, enthusiasm, and patience that were not expected based on the previous literature with slightly older children. Given that some of the children teachers identified as especially ready for 4-year-old kindergarten did not fit this static model of a "teachable" child, a single profile of school readiness at an early age may be inappropriate.

  13. Cluster (school) RCT of ParentCorps: impact on kindergarten academic achievement.

    Science.gov (United States)

    Brotman, Laurie Miller; Dawson-McClure, Spring; Calzada, Esther J; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J; Petkova, Eva

    2013-05-01

    To evaluate the impact of an early childhood, family-centered, school-based intervention on children's kindergarten academic achievement. This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen's d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen's d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods.

  14. Language Use in Kindergarten Science Lessons: Language Production and Academic Language during a Video Feedback Coaching Intervention in Kindergarten Science Lessons

    Science.gov (United States)

    Menninga, Astrid; van Dijk, Marijn; Wetzels, Annemie; Steenbeek, Henderien; van Geert, Paul

    2017-01-01

    This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (N[subscript…

  15. Yo, Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Kindergarten (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Kindergarten).

    Science.gov (United States)

    Vardeman, Lou

    Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing social studies curriculum at the kindergarten level. Consisting of 11 lessons, the guide, written in Spanish, introduces the meaning of rules,…

  16. Comparing Cultural Differences in Two Quality Measures in Chinese Kindergartens: The Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System

    Science.gov (United States)

    Hu, Bi Ying

    2015-01-01

    This study examined the degrees of congruence between two early childhood evaluation systems on various quality concepts: the Early Childhood Environment Rating Scale-Revised (ECERS-R) and Zhejiang's Kindergarten Quality Rating System (KQRS). Analysis of variance and post hoc least significant difference tests were employed to show the extent to…

  17. Language use in kindergarten science lessons : Language production and academic language during a video feedback coaching intervention in kindergarten science lessons

    NARCIS (Netherlands)

    Menninga, Astrid; van Dijk, Marijn; Wetzels, Annemie; Steenbeek, Henderien; van Geert, Paul

    2017-01-01

    This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the

  18. Regular Exercisers Have Stronger Pelvic Floor Muscles than Non-Regular Exercisers at Midpregnancy.

    Science.gov (United States)

    Bø, Kari; Ellstrøm Engh, Marie; Hilde, Gunvor

    2017-12-26

    Today, all healthy pregnant women are encouraged to be physically active throughout pregnancy, with recommendations to participate in at least 30 min of aerobic activity on most days of the week, in addition to perform strength training of the major muscle groups 2-3 days per week, and also pelvic floor muscle training. There is, however, an ongoing debate whether general physical activity enhances or declines pelvic floor muscle function. To compare vaginal resting pressure, pelvic floor muscle strength and endurance in regular exercisers (exercise ≥ 30 minutes ≥ 3 times per week) and non-exercisers at mid-pregnancy. Furthermore, to assess whether regular general exercise or pelvic floor muscle strength was associated with urinary incontinence. This was a cross-sectional study at mean gestational week 20.9 (± 1.4) including 218 nulliparous pregnant women, mean age 28.6 years (range 19-40) and pre-pregnancy body mass index 23.9 kg/m 2 (SD 4.0). Vaginal resting pressure, pelvic floor muscle strength and pelvic floor muscle endurance were measured by a high precision pressure transducer connected to a vaginal balloon. International Consultation on Incontinence Questionnaire Urinary Incontinence Short Form was used to assess urinary incontinence. Differences between groups were analyzed using Independent Sample T-test. Linear regression analysis was conducted to adjust for pre-pregnancy body mass index, age, smoking during pregnancy and regular pelvic floor muscle training during pregnancy. P-value was set to ≤ 0.05. Regular exercisers had statistically significant stronger ( mean 6.4 cm H 2 O (95% CI: 1.7, 11.2)) and more enduring ( mean 39.9 cm H 2 Osec (95% CI: 42.2, 75.7)) pelvic floor muscles. Only pelvic floor muscle strength remained statistically significant, when adjusting for possible confounders. Pelvic floor muscle strength and not regular general exercise was associated with urinary continence (adjusted B: -6.4 (95% CI: -11.5, -1.4)). Regular

  19. Hippocampal-Prefrontal Reactivation during Learning Is Stronger in Awake Compared with Sleep States.

    Science.gov (United States)

    Tang, Wenbo; Shin, Justin D; Frank, Loren M; Jadhav, Shantanu P

    2017-12-06

    Hippocampal sharp-wave ripple (SWR) events occur during both behavior (awake SWRs) and slow-wave sleep (sleep SWRs). Awake and sleep SWRs both contribute to spatial learning and memory, thought to be mediated by the coordinated reactivation of behavioral experiences in hippocampal-cortical circuits seen during SWRs. Current hypotheses suggest that reactivation contributes to memory consolidation processes, but whether awake and sleep reactivation are suited to play similar or different roles remains unclear. Here we addressed that issue by examining the structure of hippocampal (area CA1) and prefrontal (PFC) activity recorded across behavior and sleep stages in male rats learning a spatial alternation task. We found a striking state difference: prefrontal modulation during awake and sleep SWRs was surprisingly distinct, with differing patterns of excitation and inhibition. CA1-PFC synchronization was stronger during awake SWRs, and spatial reactivation, measured using both pairwise and ensemble measures, was more structured for awake SWRs compared with post-task sleep SWRs. Stronger awake reactivation was observed despite the absence of coordination between network oscillations, namely hippocampal SWRs and cortical delta and spindle oscillations, which is prevalent during sleep. Finally, awake CA1-PFC reactivation was enhanced most prominently during initial learning in a novel environment, suggesting a key role in early learning. Our results demonstrate significant differences in awake and sleep reactivation in the hippocampal-prefrontal network. These findings suggest that awake SWRs support accurate memory storage and memory-guided behavior, whereas sleep SWR reactivation is better suited to support integration of memories across experiences during consolidation. SIGNIFICANCE STATEMENT Hippocampal sharp-wave ripples (SWRs) occur both in the awake state during behavior and in the sleep state after behavior. Awake and sleep SWRs are associated with memory

  20. Design Of Better Foods And Foodscapes In Kindergarten

    DEFF Research Database (Denmark)

    Rasmussen, Mai; Fisker, Anna Marie

    The CARROT PAVILION In order to research on the possibility, if physical architecture affects the children’s eating habits and food preferences, an interdisciplinary team built a 10 x 10 meter carrot pavilion with “walls” and “ceiling” of 5000 carrots hanging in invisible threads was created, mak...... different disciplines focusing on design, food and children. The aim of FRIDA is to turn lunch-arrangements in Danish kindergartens from passive to active.......The CARROT PAVILION In order to research on the possibility, if physical architecture affects the children’s eating habits and food preferences, an interdisciplinary team built a 10 x 10 meter carrot pavilion with “walls” and “ceiling” of 5000 carrots hanging in invisible threads was created......, making an architecturally defined space allowing various experiences. The aim was to influence the children to interact with the surroundings, the feedstock. The Carrot activites In order to influence the children to create a positive and strong relationship to the carrot, there were created several...

  1. Parents knowledge and oral hygiene level of kindergarten students

    Directory of Open Access Journals (Sweden)

    Vania Arista Muljadi

    2017-08-01

    Full Text Available Introduction: Parents knowledge related to oral health affects toothbrushing behavior in children. The habit of toothbrushing introduced to the children by their parents, and usually becomes child's habit that affects the application of toothbrushing and how to maintain good oral hygiene in the future. The purpose of this study was to know the description of parents knowledge about toothbrushing and the kindergarten students oral hygiene level. Methods: This study was conducted towards 25 students of Gymboree and Kidsville which consisted of 14 boys (56% and 11 girls (44%. The study design was cross sectional research. The data collection was done by giving questionnaires to parents and examination of student’s oral hygiene level by using PHP index. Results: Generally parents already have the good knowledge that supports the children oral hygiene level of children, but there were still 52% of parents who does not use the techniques recommended to brush the outer surface of the teeth and 64% of parents who does not use the techniques recommended to brush the tooth surface that close to the cheek. The oral hygiene level of Gymboree and Kidsville students were very good 0% (0, 32% good (0.1 -1.7, 60% medium (1.8 -3.4, and 8% bad (3.5-5.0. Conclusion: Awareness of parents about toothbrushing and oral hygiene level of children were generally adequate, but were not fulfilling the standards of oral health recommended by dentist.

  2. Health care access disparities among children entering kindergarten in Nevada.

    Science.gov (United States)

    Fulkerson, Nadia Deashinta; Haff, Darlene R; Chino, Michelle

    2013-09-01

    The objective of this study was to advance our understanding and appreciation of the health status of young children in the state of Nevada in addition to their discrepancies in accessing health care. This study used the 2008-2009 Nevada Kindergarten Health Survey data of 11,073 children to assess both independent and combined effects of annual household income, race/ethnicity, primary language spoken in the family, rural/urban residence, and existing medical condition on access to health care. Annual household income was a significant predictor of access to health care, with middle and high income respondents having regular access to care compared to low income counterparts. Further, English proficiency was associated with access to health care, with English-speaking Hispanics over 2.5 times more likely to have regular access to care than Spanish-speaking Hispanics. Rural residents had decreased odds of access to preventive care and having a primary care provider, but unexpectedly, had increased odds of having access to dental care compared to urban residents. Finally, parents of children with no medical conditions were more likely to have access to care than those with a medical condition. The consequences for not addressing health care access issues include deteriorating health and well-being for vulnerable socio-demographic groups in the state. Altogether these findings suggest that programs and policies within the state must be sensitive to the specific needs of at risk groups, including minorities, those with low income, and regionally and linguistically isolated residents.

  3. Effect of teenage pregnancy on educational disabilities in kindergarten.

    Science.gov (United States)

    Gueorguieva, R V; Carter, R L; Ariet, M; Roth, J; Mahan, C S; Resnick, M B

    2001-08-01

    Teenage pregnancies have become a public health issue because of their observed negative effects on perinatal outcomes and long-term morbidity. The association of young maternal age and long-term morbidity is usually confounded, however, by the high prevalence of poverty, low level of education, and single marital status among teenage mothers. The authors assess the independent effect of teenage pregnancy on educational disabilities and educational problems in a total population of children who entered kindergarten in Florida in 1992--1994 and investigate how controlling for potentially confounding factors affects the relation between teenage pregnancies and poor outcome. When no other factors are taken into account, children of teenage mothers have significantly higher odds of placement in certain special education classes and significantly higher occurrence of milder education problems, but when maternal education, marital status, poverty level, and race are controlled, the detrimental effects disappear and even some protective effects are observed. Hence, the increased risk for educational problems and disabilities among children of teenage mothers is attributed not to the effect of young age but to the confounding influences of associated sociodemographic factors. In contrast to teen age, older maternal age has an adverse effect on a child's educational outcome regardless of whether other factors are controlled for or not.

  4. Young Children’s Developmental Ecologies and Kindergarten Readiness

    Science.gov (United States)

    Mollborn, Stefanie

    2016-01-01

    Children enter the crucial transition to school with sociodemographic disparities firmly established. Domain-specific research (e.g., on poverty and family structure) has shed light on these disparities, but we need broader operationalizations of children’s environments to explain them. Building on existing theory, this study articulates the concept of developmental ecology—those interrelated features of a child’s proximal environment that shape development and health. Developmental ecology links structural and demographic factors with interactional, psychological, and genetic factors. Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), this study conducts latent class analyses to identify how 41 factors from three domains—namely, household resources, health risks, and ecological changes—cluster within children as four overarching developmental ecologies. Because it documents how numerous factors co-occur within children, this method allows an approximation of their lived environments. Findings illuminate powerful relationships between race/ethnicity, parental age, socioeconomic background, and nativity and a child’s developmental ecology, as well as associations between developmental ecology and kindergarten cognition, behavior, and health. Developmental ecology represents a major pathway through which demographic characteristics shape school readiness. Because specific factors have different implications depending on the ecologies in which they are embedded, findings support the usefulness of a broad ecological approach. PMID:27873222

  5. Factors Related to Overweight in Kindergarten School Children

    Directory of Open Access Journals (Sweden)

    Helwiah Umniyati

    2014-04-01

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

  6. Stronger associations of obesity with prehypertension and hypertension in young women than in young men.

    Science.gov (United States)

    Wakabayashi, Ichiro

    2012-07-01

    Obesity is an important risk factor for prehypertension and hypertension, and there are sex-specific differences in prevalences of obesity and hypertension. The aim of this study was to determine whether sex influences the relationships of obesity with prehypertension and hypertension. The participants were 28,325 Japanese men and women aged 20-39 years. Obesity was evaluated by BMI (≥ 25 kg/m) and waist-to-height ratio (WHtR ≥ 0.5). Associations of obesity with prehypertension and hypertension were compared in men and women by using odds ratio (OR) and area under the curve (AUC). ORs for prehypertension and hypertension in participants with vs. participants without high BMI or WHtR were significantly higher than a reference level of 1.00 both in men and women and were significantly higher in women than in men. ORs for prehypertension and hypertension of participants with vs. participants without high BMI were 3.10 (2.84-3.38) (men) vs. 5.54 (4.80-6.40) (women) (P men) vs. 34.58 (26.55-45.04) (women) (P men. The results suggest that the associations of obesity with prehypertension and hypertension are stronger in women than in men.

  7. Stronger activation of SREBP-1a by nucleus-localized HBx

    International Nuclear Information System (INIS)

    Wu, Qi; Qiao, Ling; Yang, Jian; Zhou, Yan; Liu, Qiang

    2015-01-01

    We previously showed that hepatitis B virus (HBV) X protein activates the sterol regulatory element-binding protein-1a (SREBP-1a). Here we examined the role of nuclear localization of HBx in this process. In comparison to the wild-type and cytoplasmic HBx, nuclear HBx had stronger effects on SREBP-1a and fatty acid synthase transcription activation, intracellular lipid accumulation and cell proliferation. Furthermore, nuclear HBx could activate HBV enhancer I/X promoter and was more effective on up-regulating HBV mRNA level in the context of HBV replication than the wild-type HBx, while the cytoplasmic HBx had no effect. Our results demonstrate the functional significance of the nucleus-localized HBx in regulating host lipogenic pathway and HBV replication. - Highlights: • Nuclear HBx is more effective on activating SREBP-1a and FASN transcription. • Nuclear HBx is more effective on enhancing intracellular lipid accumulation. • Nuclear HBx is more effective on enhancing cell proliferation. • Nuclear HBx up-regulates HBV enhancer I/X promoter activity. • Nuclear HBx increases HBV mRNA level in the context of HBV replication

  8. Stronger activation of SREBP-1a by nucleus-localized HBx

    Energy Technology Data Exchange (ETDEWEB)

    Wu, Qi [VIDO-InterVac, Veterinary Microbiology, University of Saskatchewan, Saskatoon (Canada); Qiao, Ling [VIDO-InterVac, University of Saskatchewan, Saskatoon, Saskatchewan (Canada); Yang, Jian [Drug Discovery Group, University of Saskatchewan, Saskatoon, Saskatchewan (Canada); Zhou, Yan [VIDO-InterVac, Veterinary Microbiology, Vaccinology and Immunotherapeutics, University of Saskatchewan, Saskatoon, Saskatchewan (Canada); Liu, Qiang, E-mail: qiang.liu@usask.ca [VIDO-InterVac, Veterinary Microbiology, Vaccinology and Immunotherapeutics, University of Saskatchewan, Saskatoon, Saskatchewan (Canada)

    2015-05-08

    We previously showed that hepatitis B virus (HBV) X protein activates the sterol regulatory element-binding protein-1a (SREBP-1a). Here we examined the role of nuclear localization of HBx in this process. In comparison to the wild-type and cytoplasmic HBx, nuclear HBx had stronger effects on SREBP-1a and fatty acid synthase transcription activation, intracellular lipid accumulation and cell proliferation. Furthermore, nuclear HBx could activate HBV enhancer I/X promoter and was more effective on up-regulating HBV mRNA level in the context of HBV replication than the wild-type HBx, while the cytoplasmic HBx had no effect. Our results demonstrate the functional significance of the nucleus-localized HBx in regulating host lipogenic pathway and HBV replication. - Highlights: • Nuclear HBx is more effective on activating SREBP-1a and FASN transcription. • Nuclear HBx is more effective on enhancing intracellular lipid accumulation. • Nuclear HBx is more effective on enhancing cell proliferation. • Nuclear HBx up-regulates HBV enhancer I/X promoter activity. • Nuclear HBx increases HBV mRNA level in the context of HBV replication.

  9. Length effects in pseudo-word spelling: stronger in dyslexic than in non-dyslexic students.

    Science.gov (United States)

    Juul, Holger; Petersen, Dorthe Klint

    2017-10-01

    It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students.

  10. Brain Potentials Highlight Stronger Implicit Food Memory for Taste than Health and Context Associations.

    Science.gov (United States)

    Hoogeveen, Heleen R; Jolij, Jacob; Ter Horst, Gert J; Lorist, Monicque M

    2016-01-01

    Increasingly consumption of healthy foods is advised to improve population health. Reasons people give for choosing one food over another suggest that non-sensory features like health aspects are appreciated as of lower importance than taste. However, many food choices are made in the absence of the actual perception of a food's sensory properties, and therefore highly rely on previous experiences of similar consumptions stored in memory. In this study we assessed the differential strength of food associations implicitly stored in memory, using an associative priming paradigm. Participants (N = 30) were exposed to a forced-choice picture-categorization task, in which the food or non-food target images were primed with either non-sensory or sensory related words. We observed a smaller N400 amplitude at the parietal electrodes when categorizing food as compared to non-food images. While this effect was enhanced by the presentation of a food-related word prime during food trials, the primes had no effect in the non-food trials. More specifically, we found that sensory associations are stronger implicitly represented in memory as compared to non-sensory associations. Thus, this study highlights the neuronal mechanisms underlying previous observations that sensory associations are important features of food memory, and therefore a primary motive in food choice.

  11. Phytoplankton Communities Exhibit a Stronger Response to Environmental Changes than Bacterioplankton in Three Subtropical Reservoirs.

    Science.gov (United States)

    Liu, Lemian; Yang, Jun; Lv, Hong; Yu, Xiaoqing; Wilkinson, David M; Yang, Jun

    2015-09-15

    The simultaneous analysis of multiple components of ecosystems is crucial for comprehensive studies of environmental changes in aquatic ecosystems, but such studies are rare. In this study, we analyzed simultaneously the bacterioplankton and phytoplankton communities in three Chinese subtropical reservoirs and compared the response of these two components to seasonal environmental changes. Time-lag analysis indicated that the temporal community dynamics of both bacterioplankton and phytoplankton showed significant directional changes, and variance partitioning suggested that the major reason was the gradual improvement of reservoir water quality from middle eutrophic to oligo-mesotrophic levels during the course of our study. In addition, we found a higher level of temporal stability or stochasticity in the bacterioplankton community than in the phytoplankton community. Potential explanations are that traits associated with bacteria, such as high abundance, widespread dispersal, potential for rapid growth rates, and rapid evolutionary adaptation, may underlie the different stability or stochasticity of bacterioplankton and phytoplankton communities to the environmental changes. In addition, the indirect response of bacterioplankton to nitrogen and phosphorus may result in the fact that environmental deterministic selection was stronger for the phytoplankton than for the bacterioplankton communities.

  12. Age differences in autobiographical memory across the adult lifespan: older adults report stronger phenomenology.

    Science.gov (United States)

    Luchetti, Martina; Sutin, Angelina R

    2018-01-01

    As an individual's life story evolves across adulthood, the subjective experience (phenomenology) of autobiographical memory likely changes. In addition to age at retrieval, both the recency of the memory and the age when a memory is formed may be particularly important to its phenomenology. The present work examines the effect of three temporal factors on phenomenology ratings: (a) age of the participant, (b) age at the event reported in the memory, and (c) memory age (recency). A large sample of Americans (N = 1120), stratified by chronological age, recalled and rated two meaningful memories, a Turning Point and an Early Childhood Memory. Ratings of phenomenology (e.g., vividness of turning points) were higher among older adults compared to younger adults. Memories of events from the reminiscence bump were more positive in valence than events from other time periods but did not differ on other phenomenological dimensions; recent memories had stronger phenomenology than remote memories. In contrast to phenomenology, narrative content was generally unrelated to participant age, age at the event, or memory age. Overall, the findings indicate age-related differences in how meaningful memories are re-experienced.

  13. Speed versus endurance tradeoff in plants: Leaves with higher photosynthetic rates show stronger seasonal declines.

    Science.gov (United States)

    Zhang, Yong-Jiang; Sack, Lawren; Cao, Kun-Fang; Wei, Xue-Mei; Li, Nan

    2017-02-10

    We tested for a tradeoff across species between plant maximum photosynthetic rate and the ability to maintain photosynthesis under adverse conditions in the unfavorable season. Such a trade-off would be consistent with the observed trade-off between maximum speed and endurance in athletes and some animals that has been explained by cost-benefit theory. This trend would have importance for the general understanding of leaf design, and would simplify models of annual leaf carbon relations. We tested for such a trade-off using a database analysis across vascular plants and using an experimental approach for 29 cycad species, representing an ancient plant lineage with diversified evergreen leaves. In both tests, a higher photosynthetic rate per mass or per area in the favorable season was associated with a stronger absolute or percent decline in the unfavorable season. We resolved a possible mechanism based on biomechanics and nitrogen allocation; cycads with high leaf toughness (leaf mass per area) and higher investment in leaf construction than in physiological function (C/N ratio) tended to have lower warm season photosynthesis but less depression in the cool season. We propose that this trade-off, consistent with cost-benefit theory, represents a significant physio-phenological constraint on the diversity and seasonal dynamics of photosynthetic rate.

  14. A stronger necessary condition for the multistationarity of chemical reaction networks.

    Science.gov (United States)

    Soliman, Sylvain

    2013-11-01

    Biochemical reaction networks grow bigger and bigger, fed by the high-throughput data provided by biologists and bred in open repositories of models allowing merging and evolution. Nevertheless, since the available data is still very far from permitting the identification of the increasing number of kinetic parameters of such models, the necessity of structural analyses for describing the dynamics of chemical networks appears stronger every day. Using the structural information, notably from the stoichiometric matrix, of a biochemical reaction system, we state a more strict version of the famous Thomas' necessary condition for multistationarity. In particular, the obvious cases where Thomas' condition was trivially satisfied, mutual inhibition due to a multimolecular reaction and mutual activation due to a reversible reaction, can now easily be ruled out. This more strict condition shall not be seen as some version of Thomas' circuit functionality for the continuous case but rather as related and complementary to the whole domain of the structural analysis of (bio)chemical reaction systems, as pioneered by the chemical reaction network theory.

  15. Plant Identity Exerts Stronger Effect than Fertilization on Soil Arbuscular Mycorrhizal Fungi in a Sown Pasture.

    Science.gov (United States)

    Zheng, Yong; Chen, Liang; Luo, Cai-Yun; Zhang, Zhen-Hua; Wang, Shi-Ping; Guo, Liang-Dong

    2016-10-01

    Arbuscular mycorrhizal (AM) fungi play key roles in plant nutrition and plant productivity. AM fungal responses to either plant identity or fertilization have been investigated. However, the interactive effects of different plant species and fertilizer types on these symbiotic fungi remain poorly understood. We evaluated the effects of the factorial combinations of plant identity (grasses Avena sativa and Elymus nutans and legume Vicia sativa) and fertilization (urea and sheep manure) on AM fungi following 2-year monocultures in a sown pasture field study. AM fungal extraradical hyphal density was significantly higher in E. nutans than that in A. sativa and V. sativa in the unfertilized control and was significantly increased by urea and manure in A. sativa and by manure only in E. nutans, but not by either fertilizers in V. sativa. AM fungal spore density was not significantly affected by plant identity or fertilization. Forty-eight operational taxonomic units (OTUs) of AM fungi were obtained through 454 pyrosequencing of 18S rDNA. The OTU richness and Shannon diversity index of AM fungi were significantly higher in E. nutans than those in V. sativa and/or A. sativa, but not significantly affected by any fertilizer in all of the three plant species. AM fungal community composition was significantly structured directly by plant identity only and indirectly by both urea addition and plant identity through soil total nitrogen content. Our findings highlight that plant identity has stronger influence than fertilization on belowground AM fungal community in this converted pastureland from an alpine meadow.

  16. Harmful drinking after job loss: a stronger association during the post-2008 economic crisis?

    Science.gov (United States)

    de Goeij, Moniek C M; Bruggink, Jan-Willem; Otten, Ferdy; Kunst, Anton E

    2017-06-01

    This study investigated, among the Dutch working population, whether job loss during the post-2008 economic crisis is associated with harmful drinking and whether this association is stronger than before the crisis. Repeated cross-sectional data from the Dutch Health Interview Survey 2004-2013 were used to define episodic drinking (≥6 glasses on 1 day ≥1/week) and chronic drinking (≥14 glasses/week for women and ≥21 for men). These data were linked to longitudinal data from tax registries, to measure the experience and duration of job loss during a 5-year working history. Before the crisis, job loss experience and duration were not associated with harmful drinking. During the crisis, job loss for more than 6 months was associated with episodic drinking [OR 1.40 (95% CI 1.01; 1.94)], while current job loss was associated with chronic drinking [OR 1.43 (95% CI 1.03; 1.98)]. These associations were most clear in men and different between the pre-crisis and crisis period (p interaction = 0.023 and 0.035, respectively). The results suggest that economic crises strengthen the potential impact of job loss on harmful drinking, predominately among men.

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

    Science.gov (United States)

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

    2015-01-01

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

  18. Investigation of a scabies outbreak in a kindergarten in Constance, Germany.

    Science.gov (United States)

    Ariza, L; Walter, B; Worth, C; Brockmann, S; Weber, M-L; Feldmeier, H

    2013-03-01

    In industrialized countries, scabies occurs sporadically or in the form of protracted epidemics, typically in nursing homes for elderly people. Outbreaks of scabies in a kindergarten are very rare. The main goal of our study was to investigate an outbreak of scabies in a kindergarten and to identify risk factors for the infestation with the ectoparasitosis. We investigated an outbreak of scabies in a kindergarten in the City of Constance, southern Germany, with a particular pedagogical concept. Risk factors indicating a transmission of Sarcoptes mites through body contact or via fomites were assessed using questionnaires and by following the daily routine in the kindergarten. A total of 16 cases were identified. The attack rate was significantly higher in nursery teachers (risk ratio 42.1) compared to children (risk ratio 10.5). In all cases, scabies had developed rather recently, with minimal clinical manifestations. In nursery teachers, the probability of scabies was 4.4 times higher in those teachers who hugged children regularly. Children who preferably played with their own soft toys had a lower probability of developing scabies [risk ratio 0.14, 95 % confidence interval (CI) 0.05-0.42; p = 0.04]. It seems conceivable that the particular pedagogical concept of the kindergarten favored the spread of Sarcoptes mites. We were unable to show whether transmission had preferably occurred through body contact or via fomites.

  19. Impact of sensory-based food education in kindergarten on willingness to eat vegetables and berries.

    Science.gov (United States)

    Hoppu, Ulla; Prinz, Mira; Ojansivu, Pauliina; Laaksonen, Oskar; Sandell, Mari A

    2015-01-01

    Children use all of their senses when exploring new foods, and sensory-based food education provides new possibilities for promoting healthy dietary habits. To evaluate the effect of sensory-based food education activities on children's willingness to eat test samples of selected vegetables and berries. Two kindergartens in Hanko, Finland, participated in the study and the subjects were children aged 3-6 years, divided in the intervention (n=44) and control (n=24) kindergarten. In the intervention kindergarten, five sensory-based food education sessions focusing on vegetables and berries were implemented, once per week for 5 weeks. A tasting protocol was performed with the children at baseline and after the intervention. The willingness to eat (5 different vegetables and 3 Finnish berries) was categorised. Parents also filled in a questionnaire on the children's food preferences at home. In the intervention kindergarten, the willingness to eat the samples increased significantly (p≤0.001, Wilcoxon and Friedman), while in the control kindergarten, no significant change was observed when all of the test samples were taken into account. The parental report of their children's preferences and children's actual eating of the test samples corresponded relatively weakly. Sensory-based food education activities may promote a willingness to eat vegetables and berries. Child-centred test methods are important for evaluating the effects of dietary interventions among children.

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

    Science.gov (United States)

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

    2014-02-01

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

  1. Strategic Management Process of Islamic Character Development of Early Children in Islamic Kindergarten

    Directory of Open Access Journals (Sweden)

    M Najib

    2016-12-01

    Full Text Available This research is a field research by using a qualitative research approach. The purpose in this research is to find steps in strategic management process for development character of early children in Islamic kindergarten of al-Irsyad Purwokerto, Central java, Indonesia. The results showed that the process of strategic management to develop Islamic character of early children is done through four processes. First, processing of observation environmental to develop Islamic character in Islamic kindergarten. Second, strategic formulation process for development an Islamic character of early children in Islamic kindergarten. Third, implementating strategic process for develop an Islamic character of early children in Islamic kindergarten. Fourth, strategic assesment process for develop an Islamic character of early children in Islamic kindergarten. Penelitian ini adalah penelitian lapangan menggunakan pendekatan penelitian kualitatif. Tujuan dari penelitian ini adalah untuk menemukan langkah-langkah dalam proses manajemen strategik untuk membentuk karakter anak usia dini di Taman Kanak-kanak (TK Islam al-Irsyad Purwokerto, Jawa Tengah, Indonesia. Hasil penelitian mengungkapkan bahwa proses manajemen strategik untuk membentuk karakter anak usia dini di TK Islam dilakukan melalui empat langkah. Pertama, proses pengamatan lingkungan untuk membentuk karakter Islami anak usia dini di TK Islam. Kedua, proses formulasi strategi untuk membentuk karakter anak usia dini di TK Islam. Ketiga, proses penerapan strategi untuk membentuk karakter anak usia dini di TK Islam. Keempat, proses penilaian strategik untuk membentuk karakter anak usia dini di TK Islam.

  2. 25 CFR 39.1101 - Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in...

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Addition of pre-kindergarten as a weight factor to the... AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1101 Addition of pre-kindergarten as a weight factor to the Indian School Equalization...

  3. A Study on Needs of Parents with Children with Hearing Impairment in Transition to Kindergarten in Turkey

    Science.gov (United States)

    Kargin, Tevhide; Baydik, Berrin; Akcamete, Gonul

    2004-01-01

    This study investigated the information needs of parents who have children in transition into public kindergarten. The research group consisted of 94 parents who have children with hearing impairment with ages ranging from 3 to 5. "The Scale Parental Information Needs in Transition to Kindergarten" was used in this study. Parents'…

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

    Science.gov (United States)

    Wong, Yau-ho Paul

    2017-01-01

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

  5. Don't Fret, Be Supportive! Maternal Characteristics Linking Child Shyness to Psychosocial and School Adjustment in Kindergarten

    Science.gov (United States)

    Coplan, Robert J.; Arbeau, Kimberley A.; Armer, Mandana

    2008-01-01

    The goal of this study was to explore the moderating role of maternal personality and parenting characteristics in the links between shyness and adjustment in kindergarten. Participants were 197 children enrolled in kindergarten programs (and their mothers and teachers). Multisource assessment was employed, including maternal ratings, behavioral…

  6. The Transition to Kindergarten for Children with and without Disabilities: An Investigation of Parent and Teacher Concerns and Involvement

    Science.gov (United States)

    Welchons, Leah Wildenger; McIntyre, Laura Lee

    2015-01-01

    The transition to kindergarten is regarded as a critical early childhood developmental milestone with important implications for later school outcomes. Despite its importance, few empirical studies examine kindergarten transition and fewer examine transition from the perspective of multiple stakeholders. The goal of the current study was to…

  7. Kindergarten Teacher Buy-In for Standards-Based Reforms: A Dynamic Interplay between Professional Identity and Perceptions of Control

    Science.gov (United States)

    Briggs, Jennifer O.; Russell, Jennifer Lin; Wanless, Shannon B.

    2018-01-01

    Political and societal pressures are influencing kindergarten teachers and their classroom practices on a national level. Teachers' receptivity to reforms depends to a large degree on their buy-in to the change effort. Drawing on analyses of interviews with kindergarten teachers across school and districts, this study examined teacher buy-in to an…

  8. Full- versus Part-Day Kindergarten for Children with Disabilities: Effects on Academic and Social-Emotional Outcomes

    Science.gov (United States)

    Gottfried, Michael A.; Le, Vi-Nhuan

    2016-01-01

    Despite the vast body of research examining the relationship between full-day kindergarten attendance and children's outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under federal law). This study fills this research void by…

  9. The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.

    Science.gov (United States)

    Rimm-Kaufman, Sara E; Curby, Tim W; Grimm, Kevin J; Nathanson, Lori; Brock, Laura L

    2009-07-01

    In this study, the authors examined the extent to which children's self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children's adaptive classroom behavior. Children's self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children's adaptive classroom behavior in kindergarten was assessed through teacher report and classroom observations: Teachers rated children's cognitive and behavioral self-control and work habits during the spring of the kindergarten year; observers rated children's engagement and measured off-task behavior at 2-month intervals from November to May. Hierarchical linear models revealed that children's self-regulation upon school entry in a direct assessment related to teachers' report of behavioral self-control, cognitive self-control, and work habits in the spring of the kindergarten year. Classroom quality, particularly teachers' effective classroom management, was linked to children's greater behavioral and cognitive self-control, children's higher behavioral engagement, and less time spent off-task in the classroom. Classroom quality did not moderate the relation between children's self-regulation upon school entry and children's adaptive classroom behaviors in kindergarten. The discussion considers the implications of classroom management for supporting children's early development of behavioral skills that are important in school settings.

  10. Peer Sameness and Peer Diversity: The Influence of Breadth and Depth of Classmates with High Academic Needs in Kindergarten

    Science.gov (United States)

    Gottfried, Michael A.

    2016-01-01

    Research Findings: Relying on a newly released national data set of kindergarten students from the 2010-2011 school year (Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011), the findings suggest that having a greater percentage of same-needs classmates positively boosts both achievement and socioemotional outcomes among…

  11. "You Can't Be Rich Only Doing Good Deeds": Bilingual Kindergarteners' Discussions about Poverty and Wealth

    Science.gov (United States)

    Kim, So Jung; Park, Soyeon; An, Song

    2018-01-01

    This interdisciplinary study explores the intersection of economic equality, bilingual discussion, and early literacy instruction by examining Korean kindergarteners' discussions about poverty and wealth during read-alouds. As part of a larger qualitative study, the current study was conducted in a kindergarten classroom at the Korean Language…

  12. An Evaluation of China's Kindergarten Quality Rating System through the Chinese Early Childhood Environment Rating Scale--The Zhejiang Case

    Science.gov (United States)

    Hu, Bi Ying; Vong, Keang-Ieng; Mak, Miranda Chi Kuan

    2015-01-01

    This study examined the effectiveness of one province's Kindergarten Quality Rating System in differentiating quality levels using the Chinese Early Childhood Environment Rating Scale (CECERS). Results confirmed that, except for the difference between the Standard and Level-3 Kindergartens, the CECERS was successful in detecting the differences…

  13. Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-Risk for Reading Difficulties?

    Science.gov (United States)

    Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie

    2012-01-01

    The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected…

  14. Effects of Teacher Efficacy on Student Academic and Social Emotional Achievements as Reported on Georgia Kindergarten Inventory of Developing Skills

    Science.gov (United States)

    Brown, Tisha J.

    2012-01-01

    Students in kindergarten are not meeting state standards on standardized academic and social/emotional scores in the southeastern United States. The focus of this study was to determine if a teacher's perceptions of self-efficacy affects student success in academic and social/emotional standards as reported on the Georgia Kindergarten of Inventory…

  15. A School-Based Fusion of East and West: A Case Study of Modern Curriculum Innovations in A Chinese Kindergarten

    Science.gov (United States)

    Yang, Weipeng; Li, Hui

    2018-01-01

    School-based curriculum innovations have been widely implemented in Chinese kindergartens since the turn of the new millennium. However, in the absence of professional guidance, Chinese kindergartens have been forced to "ride a blind horse" when developing curriculum. The aim of this study was to understand the nature of and mechanisms…

  16. Enhancing Early Childhood Schooling of South Asian Children in Hong Kong: Beliefs and Perceptions of Kindergarten Teachers and Principals

    Science.gov (United States)

    Yuen, Celeste Y. M.

    2016-01-01

    Enhancing quality early childhood education and enabling access for ethnic minority South Asian (SA) children in kindergartens have increasingly been a social concern in Hong Kong. This empirical study examines the beliefs and perceptions of kindergarten teachers and principals towards educating SA children in their own educational settings. The…

  17. The Relations between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study from Kindergarten to Fifth Grade

    Science.gov (United States)

    Nevo, Einat; Bar-Kochva, Irit

    2015-01-01

    This study investigated the relations of early working-memory abilities (phonological and visual-spatial short-term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew-speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in…

  18. How Often Do Early Childhood Teachers Teach Science Concepts? Determinants of the Frequency of Science Teaching in Kindergarten

    Science.gov (United States)

    Saçkes, Mesut

    2014-01-01

    The purpose of the present study was to explore how often teachers of young children teach science concepts in kindergarten and examine the factors that influence the frequency of science teaching in early years. A theoretical model of the determinants of the frequency of science teaching in kindergarten was developed and tested using a…

  19. Revisiting "Kindergarten as Academic Boot Camp": A Nationwide Study of Ability Grouping and Psycho-Social Development

    Science.gov (United States)

    Catsambis, Sophia; Buttaro, Anthony, Jr.

    2012-01-01

    We revisit Harry L. Gracey's perspective of kindergarten as academic boot camp where, at school entry, children acquire the student role through a structured program of activities. We provide further insights into the crucial mechanisms of socialization that occur in U.S. kindergartens by examining the relationship between within-class ability…

  20. Effectiveness of Parent-Child Number Board Game Playing in Promoting Chinese Kindergarteners' Numeracy Skills and Mathematics Interest

    Science.gov (United States)

    Cheung, Sum Kwing; McBride, Catherine

    2017-01-01

    Research Findings: In Study 1, we observed 32 Chinese kindergarteners playing a number board game with their caregivers in dyads. Number board game playing provided important opportunities for kindergarteners and their caregivers to talk about an array of number concepts, but their numeracy-related exchanges rarely went beyond counting. In Study…

  1. Perceived stress and biological risk: is the link stronger in Russians than in Taiwanese and Americans?

    Science.gov (United States)

    Glei, Dana A; Goldman, Noreen; Shkolnikov, Vladimir M; Jdanov, Dmitri; Shkolnikova, Maria; Vaupel, James W; Weinstein, Maxine

    2013-07-01

    Allostatic load theory implies a relationship between exposure to psychological stress and multi-system physiological dysregulation. We used data from population-based samples of men and women in Russia (Moscow; n = 1800; age, mean 68.6 years), Taiwan (n = 1036; 65.6 years) and the United States (US; n = 1054; 58.0 years) -- which are likely to vary widely with respect to levels of stress exposure and biological markers -- to determine the magnitude of the association between perceived stress and physiological dysregulation. The measure of overall dysregulation was based on 15 markers including standard cardiovascular/metabolic risk factors as well as markers of inflammation and neuroendocrine activity. Subjective psychological stress was measured by the perceived stress scale. Only the Moscow sample demonstrated a positive association with overall dysregulation in both sexes. In the US, we found an association among women but not men. Among the Taiwanese, who report the lowest perceived stress, there was no association in women but an unexpected inverse relationship in men. The effects also varied across system-level subscores: the association with perceived stress was most consistent for standard cardiovascular/metabolic factors. Perceived stress was associated with inflammation and neuroendocrine activity in some samples. Although the evidence that perceived stress is the primary source of physiological dysregulation is generally modest, it was stronger in Russia where the level of perceived stress was particularly high. For Russia only, we had information about heart function based on a 24 h ambulatory electrocardiogram; perceived stress was consistently associated with heart rate dysregulation in Russian men and women.

  2. Stronger tests of mechanisms underlying geographic gradients of biodiversity: insights from the dimensionality of biodiversity.

    Directory of Open Access Journals (Sweden)

    Richard D Stevens

    Full Text Available Inference involving diversity gradients typically is gathered by mechanistic tests involving single dimensions of biodiversity such as species richness. Nonetheless, because traits such as geographic range size, trophic status or phenotypic characteristics are tied to a particular species, mechanistic effects driving broad diversity patterns should manifest across numerous dimensions of biodiversity. We develop an approach of stronger inference based on numerous dimensions of biodiversity and apply it to evaluate one such putative mechanism: the mid-domain effect (MDE. Species composition of 10,000-km(2 grid cells was determined by overlaying geographic range maps of 133 noctilionoid bat taxa. We determined empirical diversity gradients in the Neotropics by calculating species richness and three indices each of phylogenetic, functional and phenetic diversity for each grid cell. We also created 1,000 simulated gradients of each examined metric of biodiversity based on a MDE model to estimate patterns expected if species distributions were randomly placed within the Neotropics. For each simulation run, we regressed the observed gradient onto the MDE-expected gradient. If a MDE drives empirical gradients, then coefficients of determination from such an analysis should be high, the intercept no different from zero and the slope no different than unity. Species richness gradients predicted by the MDE fit empirical patterns. The MDE produced strong spatially structured gradients of taxonomic, phylogenetic, functional and phenetic diversity. Nonetheless, expected values generated from the MDE for most dimensions of biodiversity exhibited poor fit to most empirical patterns. The MDE cannot account for most empirical patterns of biodiversity. Fuller understanding of latitudinal gradients will come from simultaneous examination of relative effects of random, environmental and historical mechanisms to better understand distribution and abundance of the

  3. BUILDING STRONGER STATE ENERGY PARTNERSHIPS WITH THE U.S. DEPARTMENT OF ENERGY

    Energy Technology Data Exchange (ETDEWEB)

    Kate Burke

    2003-09-01

    This technical progress report includes an update of the progress during the third year of cooperative agreement DE-FC26-00NT40802, Building Stronger State Energy Partnerships with the U.S. Department of Energy. The report also describes the barriers in conduct of the effort, and our assessment of future progress and activities. The approach of the project included three tasks during year three. First, NASEO and its Buildings Committee were to focus on raising awareness and coordination of Rebuild activities. Through education, one-on-one communications, and presentations at NASEO meetings and other events, staff and the committee will assist Rebuild officials in stimulating interest in the program and building greater support among State Energy Office Directors. The most recent subtasks added to the project, though not directly related to Rebuild America, fall under this initial task, and support: (a) state plans to implement integrated energy and environmental initiatives, including distributed generation technologies, and (b) initiation of a state collaborative on advanced turbines and hybrid systems. The advanced turbine piece was completed during this year. During the year, a new workplan was accepted by Rebuild America's Dan Sze to supplement the work in this task. This workplan is outlined below. Second, NASEO would work to improve the efficiency of America's schools by assisting states and DOE in promoting projects that result in more energy efficient and clean energy schools and a better learning environment. This task was fully completed during this year. The third task involves energy security issues which NASEO addressed by way of a Summer Fuels Outlook Conference held Tuesday, April 8, 2003. The purpose of this educational event was to inform state, federal, local, and other energy officials about the most recent transportation fuels data and trends. The public benefits part of this task was not funded for Year 3, thus no activity occurred.

  4. Association Between Self-Esteem and Depressive Symptoms Is Stronger Among Black than White Older Adults.

    Science.gov (United States)

    Assari, Shervin

    2017-08-01

    Although poor self-esteem is a core component of depression, we still do not know if racial and ethnic groups differ in the magnitude of this link. This study compared Black and White older adults on the association between self-esteem and depressive symptoms. With a cross-sectional design, this study enrolled 1493 older individuals (age 66 or more) from the 2001 Religion, Aging, and Health Survey, a nationally representative study in the United States. Participants were either Blacks (n = 734) or Whites (n = 759). Depressive symptoms and self-esteem were measured using brief measures of the Center for Epidemiological Studies-Depression scale (CES-D) and the Rosenberg Self-Esteem Scale, respectively. Demographics, socioeconomics, and self-rated health (SRH) were covariates and self-identified race was the moderator. Linear regression models were used for data analysis. Low self-esteem was associated with more depressive symptoms (B = 0.17, 95 % CI 0.15-0.28), above and beyond all covariates. We found a significant and positive interaction between race (Black) and poor self-esteem on depressive symptoms (B = 0.34, 95 % CI 0.17-0.36), suggesting a stronger association between self-esteem and depressive symptoms among Blacks compared to Whites. Although low self-esteem is associated with higher depressive symptoms in both Whites and Blacks (p self-esteem and high depressive symptoms are more closely associated among Blacks than Whites. It is not clear whether depression leaves a larger scar on self-esteem for Blacks, or Blacks are more vulnerable to the effect of low self-esteem on depression.

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

    Science.gov (United States)

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

    2013-01-01

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

  6. Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts.

    Science.gov (United States)

    Bierman, Karen L; Nix, Robert L; Heinrichs, Brenda S; Domitrovich, Celene E; Gest, Scott D; Welsh, Janet A; Gill, Sukhdeep

    2014-01-01

    One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage  = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

  7. "What's So Terrible About Swallowing an Apple Seed?" Problem-Based Learning in Kindergarten

    Science.gov (United States)

    Zhang, Meilan; Parker, Joyce; Eberhardt, Jan; Passalacqua, Susan

    2011-10-01

    Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding. Analysis of the classroom discourse showed that PBL and the teacher's facilitation strategies provided opportunities for students to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten classrooms.

  8. Preliminary Results of Radon Survey in the Kindergartens of V4 Countries.

    Science.gov (United States)

    Müllerová, Monika; Mazur, Jadwiga; Csordás, Anita; Grzadziel, Dominik; Holý, Karol; Kovács, Tibor; Kozak, Krzysztof; Kureková, Patrícia; Nagy, Erika; Neznal, Matej; Smetanová, Iveta

    2017-11-01

    The measurements of radon concentration were carried out in kindergartens of V4 countries (Hungary, Poland and Slovakia). RSKS detectors (Radosys Ltd., Hungary) were used for integrating measurement in indoor air. In total, 67 rooms in 20 kindergartens were measured. The survey was carried out in two periods from October 2015 to March 2016. The results show that radon concentration is less than 300 Bq m-3 in approximately 86.0% of cases in the first period and in 82.1% of cases in second period. However, rooms in kindergartens with radon concentration exceeding 1000 Bq m-3 were found in Slovakia. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  9. Review of architecture and interior designs in Italian kindergartens and their relationship with motor development.

    Science.gov (United States)

    Scoditti, Silvia; Clavica, Fulgenzio; Caroli, Margherita

    2011-10-01

    The construction of a school is the first pedagogical act. Its form, the relationship with nature, light, materials and colours provides important educational inputs for children. Different social, philosophical, pedagogical and architectural theories on the spaces built for and around the child have led to the construction of different kindergartens based on fantasy, over-design, sobriety, philosophical theories, and so on. Kindergartens with a surplus of architecture and furniture may reduce the child's imagination, because they are perceived as a too elaborate toy that gets boring. Furniture should provide children with metamorphic forms which adapt to their needs and preferences. The planning and design of buildings and spaces dedicated to children should consider the child at the center of the space built. The aim that architects should have in planning a kindergarten is the well being of the child, because his/her childhood will be the basis of the maturity as adult of tomorrow.

  10. Differences of Fundamental Motor Skills Stunting and Non Stunting Preschool Children in Kindergarten in North Padang

    Science.gov (United States)

    Komaini, A.; Mardela, R.

    2018-04-01

    The problem that emerged is based on the result of research done by the writer in kindergarten in North Padang Sub-district which concluded that: there were kindergarten students in this sub-district who were still lack of motor ability, research data shows that 59 people (37,34%) and then 34 people (21, 52%) were in very good category, 35 people (22.15%), were in moderate category, 22 people (13.92%) were in the poor category, and 5 (5,06%) were in the very poor category. Based on this data, the authors thought that the dominant factors that affect the above situation was a nutritional factor. It could be seen from the physical appearance of kindergarten children who tend to slow growth. The purpose of this study is to explain the description and differences in stunting and non stunting Fundamental motor skills capabilities in early childhood (preschool) children. This research is comparative study with cross sectional approach. The population in this study was the students of Kindergarten of Perwari II which consisted of 60 people consisting of 37 children of stunting and 23 non stunting children in Kindergarten of North Padang Sub district, the sample was taken as a whole. The data were collected with Fundamental motor skills tests including jumping, walking, running, balance exercises, throwing and catching the ball. Technique of data analysis in this research was descriptive statistic. The result of data analysis shows that there is difference of Fundamental motor skills between stunting and non stunting children. Fundamental motor skills of non stunting or normal children are better than those who were stunting or short. While the results of Fundamental motor skills of kindergarten children in North Padang District as a whole is at a good level.

  11. Effects of first aid training in the kindergarten - a pilot study

    Science.gov (United States)

    2011-01-01

    Objective Children can be the only persons present in an emergency situation. Aim of the study was to evaluate the effects of a first aid course for 4-5-year-old kindergarten children given by a first aid instructor and kindergarten teachers. Methods A mixed methods approach using both quantitative and qualitative methods was used to investigate the effects of teaching first aid in the kindergarten in the present study. 10 kindergarten children at the age of 4-5 years were included in a pilot-study, 5 girls and 5 boys. Three of them were four years and seven were five years old. Two months after completion of the first aid course children were tested in a scenario where the children had to provide first aid to an unconscious victim after a cycle accident. The next seven months the children were followed by participant observation. Results The findings suggest that 4-5-year-old children are able to learn and apply basic first aid. Tested two months after course completion 70% of the children assessed consciousness correctly and knew the correct emergency telephone number; 60% showed correct assessment of breathing and 40% of the participants accomplished the other tasks (giving correct emergency call information, knowledge of correct recovery position, correct airway management) correctly. Many of the children showed their capabilities to do so in a first aid scenario although some participants showed fear of failure in the test scenario. In an informal group testing most of these children could perform first aid measures, too. Teaching first aid also lead to more active helping behaviour and increased empathy in the children. Conclusion Kindergarten children aged 4-5 years can learn basic fist aid. First aid training should start in the kindergarten. PMID:21356047

  12. Effects of first aid training in the kindergarten--a pilot study.

    Science.gov (United States)

    Bollig, Georg; Myklebust, Anne G; Østringen, Kristin

    2011-02-28

    Children can be the only persons present in an emergency situation. Aim of the study was to evaluate the effects of a first aid course for 4-5-year-old kindergarten children given by a first aid instructor and kindergarten teachers. A mixed methods approach using both quantitative and qualitative methods was used to investigate the effects of teaching first aid in the kindergarten in the present study. 10 kindergarten children at the age of 4-5 years were included in a pilot-study, 5 girls and 5 boys. Three of them were four years and seven were five years old. Two months after completion of the first aid course children were tested in a scenario where the children had to provide first aid to an unconscious victim after a cycle accident. The next seven months the children were followed by participant observation. The findings suggest that 4-5-year-old children are able to learn and apply basic first aid. Tested two months after course completion 70% of the children assessed consciousness correctly and knew the correct emergency telephone number; 60% showed correct assessment of breathing and 40% of the participants accomplished the other tasks (giving correct emergency call information, knowledge of correct recovery position, correct airway management) correctly. Many of the children showed their capabilities to do so in a first aid scenario although some participants showed fear of failure in the test scenario. In an informal group testing most of these children could perform first aid measures, too. Teaching first aid also lead to more active helping behaviour and increased empathy in the children. Kindergarten children aged 4-5 years can learn basic fist aid. First aid training should start in the kindergarten. © 2011 Bollig et al; licensee BioMed Central Ltd.

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

    Science.gov (United States)

    Olgan, Refika

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

  14. Concentrations Of Radon In Kindergartens And Schools In Like - Sen And Karlovac Counties

    International Nuclear Information System (INIS)

    Radolic, V.; Stanic, D.; Miklavcic, I.; Poje, M.; Muzevic, M.; Krpan, I.; Vukovic, B.

    2015-01-01

    Measurements of radon concentrations in schools and kindergartens were performed by means of passive, strippable, nuclear track etched detectors LR - 115 type II (Kodak - Pathe, France). The detectors are paired in the way that one detector (open detector), placed on the circumferential side of the plastic detector vessel, registers total number of alpha particles from radon and its short-lived progenies. At the same time, the other detector (diffusion detector) is placed inside the vessel and it registers only alpha particles emitted by radon. The average radon concentrations in kindergartens and schools of Lika-Senj County are 318 and 317 Bq m -3 while for Karlovac County they are 228 and 304 Bq m -3 respectively. Moreover, there are three schools in Karlovac County with the average radon concentration higher than 1000 Bq m -3 , which represents the action level for intervention measures in Croatia. Even more, there are 2.5 percent of rooms in kindergartens and 4 percent of rooms in schools in Lika - Senj County with measured radon concentrations higher than 1000 Bq m -3 . In Karlovac County there are 2.4 percent of such rooms in kindergartens and 7 percent in schools. Maps of spatial distribution of indoor radon concentrations for homes as well as for kindergartens and schools were created by using the Inverse Distance Weighting interpolation method. This is one of the useful methods for identifying radon prone areas. The authors propose a repetition of measurements in those kindergartens, schools and homes with higher radon concentrations in coordination with the local government. (author).

  15. Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey.

    Science.gov (United States)

    Liu, Hongyan; Xu, Xianglong; Liu, Dengyuan; Rao, Yunshuang; Reis, Cesar; Sharma, Manoj; Yuan, Jun; Chen, Yao; Zhao, Yong

    2018-03-28

    Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score ( p kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children's nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R²) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in China.

  16. First aid knowledge, attitude, practice, and associated factors among kindergarten teachers of Lideta sub-city Addis Ababa, Ethiopia.

    Science.gov (United States)

    Ganfure, Gemechu; Ameya, Gemechu; Tamirat, Ababe; Lencha, Bikila; Bikila, Dereje

    2018-01-01

    Injuries are very common and can occur at any point of time in a day. Unintended injuries in kindergarten children are the most common and need immediate life saving care which is known as first aid. This study aimed to investigate knowledge, attitude, practice, and associated factors of first aid among kindergarten teachers of Lideta sub-city Addis Ababa, Ethiopia. A cross-sectional study was conducted among kindergarten teachers. Data was collected using pretested, structured and self-administered questionnaire S1 File. The collected data was entered in to Epi Data version 3.1 software and analyzed using SPSS version 20. Logistic regression analysis was used to identify association between kindergarten teachers' knowledge and attitudes towards first aid and different variables. Odds ratios with 95% CI and pfirst aid. Eighty percent of teachers encountered with children in need of first aid. Kindergarten teachers older than 35 years [AOR = 4.2, 95%CI: (1.02, 16.9)], five years' experience [AOR = 3.1, 95%CI: (1.2, 7.6)], having previous first aid training [AOR = 3.1, 95%CI: (1.2, 7.7)], source of first aid information and teachers serving in private kindergarten are associated with having knowledge of first aid. Long time experience, type of kindergarten, previous training, and exposure to children in need of first aid were positive association with attitude towards first aid. Low first aid knowledge and high positive attitude among kindergarten teachers. Having long time experience, being older age, previous first aid training, and serving in private kindergarten were positively associated with first aid knowledge and positive attitude. Creating awareness and including first aid courses in the kindergarten teachers' curriculum need to be considered.

  17. The use of iPads in Kindergarten: An exploratory survey study

    OpenAIRE

    Reuter, Bob; Busana, Gilbert

    2016-01-01

    The educational technology support team of the city of Luxembourg deployed 60 iPads, in a pilot phase during the school year 2014-2015, in around 120 Kindergarten classes. In order to assess whether this deployment was well received by teachers and whether it was worth extending it, we did an exploratory survey study that asked Kindergarten teachers about their reactions to the provided iPads. Moreover, we wanted to contribute to the existing body of research on enabling and hindering factors...

  18. Exposure to UV filters during summer and winter in Danish kindergarten children

    DEFF Research Database (Denmark)

    Krause, Marianna; Andersson, Anna-Maria; Skakkebaek, Niels E

    2017-01-01

    BACKGROUND: Ultra violet (UV) filters with known or suspected endocrine disrupting properties are widely used in sunscreens and other personal care products, clothing, food packaging and many other consumer products. Danish kindergarten children have sunscreens applied daily during summer...... to prevent skin burns. OBJECTIVES: To estimate the assumed contribution of sunscreens to the total exposure to UV filters, we measured the urinary excretion of UV filters during summer and winter in kindergarten children. METHODS: Spot- and first morning urines were collected during a summer and a winter day...

  19. The Influence Of Block Medium Usage Toward The Logical Mathematical Ability Of Children In Kindergarten.

    OpenAIRE

    An An Andari

    2017-01-01

    The background of this research is the phenomenon which is found in the real life that children understanding to math is still abstract. There is assumption that study math is hard. The problem of this research is how the media usage influence the mathematical logic ability of children in kindergarten. This research is conducted by using the experimental quasi method with the sample are children of group B in Juwita Kindergarten. The group devided into two group B-1 as control class and group...

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

    Directory of Open Access Journals (Sweden)

    Šinko Sabina

    2013-04-01

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

  1. Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?

    OpenAIRE

    O Connor, RE; Bocian, KM; Sanchez, V; Beach, KD

    2014-01-01

    © Hammill Institute on Disabilities 2012. In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with 208 cohort peers who were average readers and 102 historical control condition second grade poor readers who...

  2. Bell inequalities stronger than the Clauser-Horne-Shimony-Holt inequality for three-level isotropic states

    International Nuclear Information System (INIS)

    Ito, Tsuyoshi; Imai, Hiroshi; Avis, David

    2006-01-01

    We show that some two-party Bell inequalities with two-valued observables are stronger than the CHSH inequality for 3x3 isotropic states in the sense that they are violated by some isotropic states in the 3x3 system that do not violate the CHSH inequality. These Bell inequalities are obtained by applying triangular elimination to the list of known facet inequalities of the cut polytope on nine points. This gives a partial solution to an open problem posed by Collins and Gisin. The results of numerical optimization suggest that they are candidates for being stronger than the I 3322 Bell inequality for 3x3 isotropic states. On the other hand, we found no Bell inequalities stronger than the CHSH inequality for 2x2 isotropic states. In addition, we illustrate an inclusion relation among some Bell inequalities derived by triangular elimination

  3. "This one is stronger". Spotlights on the lifelong learning professional-in-action

    Directory of Open Access Journals (Sweden)

    Josje van der Linden

    2016-06-01

    Full Text Available ABSTRACT“This one is stronger.” Spotlights on the lifelong learning professional-in-action Around the world, lifelong learning is being promoted as a strategy for coping with the changing realities of life and work. The fourth Sustainable Development Goal, agreed in September 2015, reflects this: “ensure equitable and inclusive quality education and promote lifelong learning opportunities for all”. Despite its importance, doubts remain about the implementation of this goal in practice (Van der Kamp, 2000; Regmi, 2015. This article looks at the practice of lifelong learning from the point of view of the professionals involved, their actions and the way these actions are challenged, supported and further developed. Following Schön’s “reflection-in-action” (1983, the term “professional-in-action” is used to stress the role of the professional in making the difference on the ground. The leading question is: how can lifelong learning professionals be supported in their contribution to surrounding society and its citizens? The professionals-in-action featured in this article include professionals based in the Netherlands as well as in other, less privileged contexts. Meaningful experiences are used to build a story about challenges, the right to exist, commitment, recognition and room to manoeuvre. The experiences reveal the importance of interacting with the learner and the professional space that is necessary to achieve this. Professionalization in professional learning communities and practice-oriented research must accompany this professional space. SAMENVATTING“Deze is sterker”. Spotlights op de leven lang leren professional-in-actieOm te kunnen omgaan met de veranderende realiteit in leven en werk, wordt wereldwijd een leven lang leren aangemoedigd. Het vierde duurzame ontwikkelingsdoel, vastgesteld in september 2015, weerspiegelt dit: “het verzekeren van kwalitatief goed onderwijs en het bevorderen van de mogelijkheden

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

    Science.gov (United States)

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

    2014-01-01

    Research Findings The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This paper examined how engagement in preschool physical and relational aggression predicted psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student-teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy These data lend support to the need for interventions among physically aggressive preschoolers to target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways amongst aggressive preschoolers. PMID:26146468

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

    Science.gov (United States)

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

    2014-07-01

    The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This paper examined how engagement in preschool physical and relational aggression predicted psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student-teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. These data lend support to the need for interventions among physically aggressive preschoolers to target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways amongst aggressive preschoolers.

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

    Science.gov (United States)

    Blair, Clancy; McKinnon, Rachel D

    2016-02-01

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

  7. The Family--Functions and Patterns. Resource Units, Kindergarten. Providence Social Studies Curriculum Project.

    Science.gov (United States)

    Providence Public Schools, RI.

    GRADES OR AGES: Kindergarten. SUBJECT MATTER: Social studies; the family, functions and patterns. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into seven chapters, three of which outline the three subunits--families, families at work, and families at play. Each of these three chapters is laid out in three columns, one each for…

  8. SNAC: San Mateo Nutrition Activity Curriculum. "Swing Into Nutrition" (Kindergarten - Fifth Grade).

    Science.gov (United States)

    San Mateo City Elementary School District, CA.

    The primary goal of the San Mateo Nutrition Activity Curriculum (SNAC) is to assist the development and improvement of healthful food habits among kindergarten through fifth grade students. The curriculum is based on five concepts: food choices and health; factors influencing food choices; food related careers; consumer competencies; and food…

  9. The Play-Literacy Interface in Full-Day Kindergarten Classrooms

    Science.gov (United States)

    Pyle, Angela; Prioletta, Jessica; Poliszczuk, Daniel

    2018-01-01

    The increasing accountability framework in Kindergarten education has put pressure on teachers to ensure that students reach certain literacy milestones before proceeding to the subsequent grade. One result of this shift is a tension between an emphasis on academic learning and the use of developmentally appropriate practices, such as play.…

  10. Changing Nonmainstream American English Use and Early Reading Achievement from Kindergarten to First Grade

    Science.gov (United States)

    Terry, Nicole Patton; Connor, Carol McDonald

    2012-01-01

    Purpose: This study had 2 principal aims: (a) to examine whether children who spoke Nonmainstream American English (NMAE) frequently in school at the end of kindergarten increased their production of Mainstream American English (MAE) forms by the end of first grade, and (b) to examine concurrent and predictive relations between children's NMAE use…

  11. Japanese Nursery and Kindergarten Teachers' Beliefs and Practices Regarding Developmentally Appropriate Practices

    Science.gov (United States)

    Hegde, Archana V.; Sugita, Chisato; Crane-Mitchell, Linda; Averett, Paige

    2014-01-01

    This study explored Japanese day nursery and kindergarten teachers' beliefs and practices regarding developmentally appropriate practices. Data were collected using in-depth interviews. Teacher interviews provided insights into the merger of the childcare and education systems of Japan. Six themes emerged from the analysis of the day nursery and…

  12. Sustainability of Breadth and Depth of Vocabulary after Implicit versus Explicit Instruction in Kindergarten

    Science.gov (United States)

    Damhuis, Carmen M. P.; Segers, Eliane; Verhoeven, Ludo

    2014-01-01

    We investigated the sustained effects of explicit versus implicit instruction on the breadth and depth of children's vocabularies, while taking their general vocabulary and verbal short-term memory into account. Two experimental groups with 12 and 15 kindergarten children respectively learned two sets of 17 words counterbalanced to be taught first…

  13. Handwriting Automaticity and Writing Instruction in Australian Kindergarten: An Exploratory Study

    Science.gov (United States)

    Malpique, Anabela Abreu; Pino-Pasternak, Deborah; Valcan, Debora

    2017-01-01

    Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade. The current study…

  14. Hair geochemical composition of children from Vilnius kindergartens as an indicator of environmental conditions.

    Science.gov (United States)

    Taraškevičius, Ričardas; Zinkutė, Rimantė; Gedminienė, Laura; Stankevičius, Žilvinas

    2017-05-23

    The research is based on analysis data of Cr, Cu, Mn, Ni, V, Zn (metals) and S in the hair of 47 girls and 63 boys from eight Vilnius kindergartens and the distribution pattern of high metal concentrations and bioavailability in snow-cover dust, also dust samples from vents of characteristic pollution sources. The kindergartens were selected according to topsoil total contamination index and dust-related indices. Significantly higher Cu, Mn, Ni and Zn concentrations in the hair of girls (means are 1.1, 1.9, 1.3, 1.2 times higher) and the differences between hair of genders according to inter-element correlation and clustering were found. Analysis of Spearman correlation coefficients between metal concentrations in hair of each gender and dust metal concentrations or metal loading rates at their residence sites revealed that for Mn, Cu and Zn, they are insignificant, while for Cr, Ni, Pb and V, they are mainly significant positive (except V in female hair). The correlation of the contents of Cr, Ni and V in dust with respective concentrations in hair was more significant for boys (p polluted kindergartens in comparison with control. It was concluded that relationship between metal concentrations in hair and dust-related indices is more expressed for children's residence sites than for their kindergarten sites. The gender-based grouping and site-by-site study design are recommended in the studies of reflection of environmental exposure in hair.

  15. Can Alternative Education Increase Children's Early School Engagement? A Longitudinal Study from Kindergarten to Third Grade

    Science.gov (United States)

    de Bilde, Jerissa; Van Damme, Jan; Lamote, Carl; De Fraine, Bieke

    2013-01-01

    The current study examines the impact of alternative education on children's early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The…

  16. Musical Free Play: A Case for Invented Musical Notation in a Hong Kong Kindergarten

    Science.gov (United States)

    Lau, Wing Chi Margaret; Grieshaber, Susan

    2010-01-01

    Drawn from a larger mixed methods study, this case study provides an account of aspects of the music education programme that occurred with one teacher and a kindergarten class of children aged three and four years. Contrary to transmission approaches that are often used in Hong Kong, the case depicts how musical creativity was encouraged by the…

  17. The "Cosmopolitan" Project and Hungarian Kindergarten Education: Re-Reading Socialism

    Science.gov (United States)

    Millei, Zsuzsa; Imre, Robert J.

    2013-01-01

    In this paper we argue that the socialist kindergarten in Hungary (1948-1989) was set up to aid the modernizing of a nation in a particular way and in a historical and political context in which the only way forward was to leave behind aspects of the past and start a new chapter in Hungarian history. Comparing this project to the…

  18. Theory of Mind and Language of Mind in Narratives: Developmental Trends from Kindergarten to Primary School

    Science.gov (United States)

    Gamannossi, Beatrice Accorti; Pinto, Giuliana

    2014-01-01

    Narrative competence can be considered an indicator of children's knowledge about other people's minds. The present study investigates the relations between, on the one hand, children's narrative competence and their second order language of mind (comprehension of deception) and, on the other, their developmental trends from kindergarten to…

  19. Investigate the Child's Scientific Activities on Practical Child's Activity Books for the Kindergarten's Children

    Science.gov (United States)

    Aldarabah, Intisar Turki; Al-Mouhtadi, Reham

    2015-01-01

    This research aimed to investigate the extent to which the interactive international curriculum is included in the "Child's Scientific Activities" issued by the Ministry of Education in Jordan, for the kindergarten stage according to the global criterion (NRC). In order to answer the study questions, an instrument was developed to…

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

    Science.gov (United States)

    Curran, F. Chris; Kellogg, Ann T.

    2016-01-01

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

  1. The development of early numeracy skills in kindergarten in low-, average- and high-performance groups

    NARCIS (Netherlands)

    Aunio, P.; Heiskari, P.; van Luit, J.E.H.; Vuorio, J.-M.

    2015-01-01

    In this study, we investigated how early numeracy skills develop in kindergarten-age children. The participants were 235 Finnish children (111 girls and 124 boys). At the time of the first measurement, the average age of the children was 6 years. The measurements were conducted three times during 1

  2. Maternal prepregnancy weight status and associations with children's development and disabilities at kindergarten.

    Science.gov (United States)

    Hinkle, S N; Sharma, A J; Kim, S Y; Schieve, L A

    2013-10-01

    Obesity is prevalent among women of reproductive age, and developmental disabilities in children continue to increase. We examined associations between mother's prepregnancy body mass index (BMI) and physical and developmental disabilities, and objective measures of reading and math skills and fine and gross motor function in children. We used the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; n=5200), a cohort of children born in 2001 and followed until kindergarten. Children were classified according to maternal prepregnancy BMI (in kg per m(2)): underweight (BMI kindergarten and classified as learning and behavioral or physical. Children's reading and math and fine and gross motor function were assessed at kindergarten according to standardized tests. Linear and modified logistic regression models were adjusted for maternal sociodemographic variables, family enrichment variables, and children's sex, age and year of kindergarten entry. Additional adjustment for current child BMI was performed in separate models. All data are weighted to be nationally representative of the children born in 2001. Compared with children of normal-weight mothers, children born to obese class II/III mothers had an increased risk of learning or behavioral (risk ratio 1.67; 95% confidence interval 1.27, 2.21)), but not physical disabilities (risk ratio 0.57; 95% confidence interval 0.27, 1.22). Gross (Pkindergarten.

  3. Kindergarten Children’s Growth Trajectories in Reading and Mathematics: Who Falls Increasingly Behind?

    Science.gov (United States)

    Morgan, Paul L.; Farkas, George; Wu, Qiong

    2015-01-01

    We used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study – Kindergarten Cohort to estimate kindergarten children’s academic achievement growth trajectories in reading and mathematics. We were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)—as well as those of other groups of children—were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than non-disabled children. However, and over the subsequent five years of elementary school, only children with SLI lagged increasingly behind non-disabled peers in their reading skills growth. We observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind non-disabled children in their mathematics skills growth. We also observed some consistency in “poor-get-poorer” effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socio-economic status (SES) families, who were African-American, and who more frequently displayed learning-related behaviors problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than compensatory cycle of achievement growth. PMID:21856991

  4. Comparison of vocal loading parameters in kindergarten and elementary school teachers.

    Science.gov (United States)

    Remacle, Angélique; Morsomme, Dominique; Finck, Camille

    2014-04-01

    PURPOSE Although a global picture exists of teachers' voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared the vocal loadings of kindergarten and elementary school teachers; professional and nonprofessional vocal load were determined for both groups. METHOD Twelve kindergarten and 20 elementary school female teachers without voice problems were monitored during 1 workweek using the Ambulatory Phonation Monitor. Vocal loading parameters analyzed were F0, SPL, time dose, distance dose, and cycle dose. RESULTS Comparisons between the groups showed significantly higher cycle dose and distance dose for kindergarten teachers than for elementary school teachers, in both professional and nonprofessional environments. Professional and nonprofessional voice use comparisons showed significant differences for all parameters, indicating that vocal load was higher in the professional environment for both groups. CONCLUSIONS The higher vocal doses measured in kindergarten teachers suggest that particular attention should be paid to this specific group of teachers. Although nonprofessional vocal load is lower than professional vocal load, it is important to take both into account because of their cumulative effects.

  5. Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction

    Science.gov (United States)

    Al Otaiba, Stephanie; Folsom, Jessica S.; Schatschneider, Christopher; Wanzek, Jeanne; Greulich, Luana; Meadows, Jane; Li, Zhi; Connor, Carol M

    2010-01-01

    Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students’ first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students’ end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students’ trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. PMID:21857718

  6. The Effects of Two Different Instructional Programmes on Literacy Skills of Kindergarten Children

    Science.gov (United States)

    Gahwaji, Nahla M.

    2016-01-01

    Lately, research exploring the effects of tutorial instructional programmes and educational games on literacy skills of kindergarten children has attracted large number of educational technology researchers and practitioners. Even though overwhelming research literature on the subject is available, the majority of this existing work is designed…

  7. Examining the Association between the "Imagination Library" Early Childhood Literacy Program and Kindergarten Readiness

    Science.gov (United States)

    Samiei, Shahin; Bush, Andrew J.; Sell, Marie; Imig, Doug

    2016-01-01

    This study evaluated participation in the "Imagination Library" early childhood literacy enrichment program and children's pre-literacy and pre-numeracy skills at kindergarten entry in an urban school district. Previous studies have demonstrated that program participation is associated with greater early childhood reading practices.…

  8. The Expansion of the Child's Garden: Women's Education and Kindergarten Enrollment during the Twentieth Century

    Science.gov (United States)

    Schaub, Maryellen

    2016-01-01

    The emergence and transformation of kindergarten in the United States is the quintessential example of the irrepressibility of schooling expansion, the ever-greater institutionalization of education in children's lives, and the rise in formal education's emphasis on cognitive skills among young children. This article explores the cultural…

  9. Associations between toddler-age communication and kindergarten-age self-regulatory skills.

    Science.gov (United States)

    Aro, Tuija; Laakso, Marja-Leena; Määttä, Sira; Tolvanen, Asko; Poikkeus, Anna-Maija

    2014-08-01

    In this study, the authors aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills by using longitudinal data from toddler age to kindergarten age. Children with early language profiles representing expressive delay, broad delay (i.e., expressive, social, and/or symbolic), and typical language development were compared in domains of kindergarten-age executive and regulative skills (attentional/executive functions, regulation of emotions and behavioral activity, and social skills) assessed with parental questionnaires. Children with delay in toddler-age language development demonstrated poorer kindergarten-age self-regulation skills than children with typical early language development. Broad early language delays were associated with compromised social skills and attentional/executive functions, and early expressive delays were associated with a generally lower level of kindergarten-age executive and regulative skills. Regression analyses showed that both earlier and concurrent language had an effect especially on the attentional/executive functions. The findings suggest that different aspects of toddler-age language have differential associations with later self-regulation. Possible mechanisms linking early language development to later self-regulative development are discussed.

  10. Care of Preschoolers with Congenital Heart Disease by Kindergarten and Nursery Teachers in Japan.

    Science.gov (United States)

    Tabata, Hisae

    2017-09-01

    The purpose of this study was to elucidate the involvement of kindergarten and nursery school teachers with young children with congenital heart disease. The study was designed as a qualitative descriptive study. Interviews of kindergarten and nursery school teachers with experience in the care and education of young children with congenital heart disease were conducted, during which they described their experience. Verbatim transcripts of the interviews were prepared, and the content was categorized. The study participants were 11 kindergarten and nursery school teachers. Extracted from the content of the interviews of the study participants were 282 codes, 33 subcategories, 6 categories, and 2 major categories. In their responses, the teachers indicated that they had been "Providing care for the children while seeking ways to avoid special treatment in a group setting." In addition, they established a "Framework for school-parent cooperation in order to promptly accommodate the wishes of parents" of these children. The study showed that the kindergarten and nursery school teachers involved other pupils and monitored the condition of children with congenital heart disease to avoid special treatment of the children in the group setting. In addition, the teachers established a framework for cooperation between the school and parents. In the future, these findings will be used to create a nursing support model for the group life of young children with congenital heart disease.

  11. Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

    Science.gov (United States)

    Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

    2014-02-01

    The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

  12. Gross motor skill development of 5-year-old Kindergarten children in Myanmar.

    Science.gov (United States)

    Aye, Thanda; Oo, Khin Saw; Khin, Myo Thuzar; Kuramoto-Ahuja, Tsugumi; Maruyama, Hitoshi

    2017-10-01

    [Purpose] The purpose of this study was to examine the gross motor skill development of 5-year-old Kindergarten children in Myanmar. [Subjects and Methods] Total 472 healthy Kindergarten children (237 males, 235 females) of 2016-2017 academic year from four schools in urban area and four schools in rural area of Myanmar were recruited. The gross motor skill development of all subjects was assessed with the test of gross motor development second edition (TGMD-2). All subjects performed two trials for each gross motor skill and the performance was video recorded and scored. The assessment procedures were done according to the standardized guidelines of TGMD-2. [Results] The majority of subjects had average level of gross motor skill rank. The significant differences were found on the run and gallop of locomotor skills and the most of object control skills except the catch between males and females. The significant differences were also found between subjects from urban and rural areas. [Conclusion] Gross motor skill development of 5-year-old Kindergarten children in Myanmar had gender-based and region-based differences on both locomotor and object control skills. This study added a valuable information to the establishment of a normative reference of Kindergarten aged children for future studies.

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

    Science.gov (United States)

    Rathbun, Amy; Zhang, Anlan

    2016-01-01

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

  14. English Language Learners and Kindergarten Entry Age: Achievement and Social-Emotional Effects

    Science.gov (United States)

    Gottfried, Michael; Le, Vi-Nhuan; Datar, Ashlesha

    2016-01-01

    In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a…

  15. Dysregulated Fear Predicts Social Wariness and Social Anxiety Symptoms during Kindergarten

    Science.gov (United States)

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

    2013-01-01

    Fearful temperament is associated with risk for the development of social anxiety disorder in childhood; however, not all fearful children become anxious. Identifying maladaptive trajectories is thus important for clarifying which fearful children are at risk. In an unselected sample of 111 two-year-olds (55% male, 95% Caucasian), Buss (2011) identified a pattern of fearful behavior, dysregulated fear, characterized by high fear in low threat situations. This pattern of behavior predicted parent- and teacher-reported withdrawn/anxious behaviors in preschool and at kindergarten entry. The current study extended original findings and examined whether dysregulated fear predicted observed social wariness with adults and peers, and social anxiety symptoms at age 6. We also examined prosocial adjustment during kindergarten as a moderator of the link between dysregulated fear and social wariness. Consistent with predictions, children with greater dysregulated fear at age 2 were more socially wary of adults and unfamiliar peers in the laboratory, were reported as having more social anxiety symptoms, and were nearly four times more likely to manifest social anxiety symptoms than other children with elevated wariness in kindergarten. Results demonstrated stability in the dysregulated fear profile and increased risk for social anxiety symptom development. Dysregulated fear predicted more social wariness with unfamiliar peers only when children became less prosocial during kindergarten. Findings are discussed in relation to the utility of the dysregulated fear construct for specifying maladaptive trajectories of risk for anxiety disorder development. PMID:23458273

  16. Kindergarten Teacher Knowledge of Phonemic Awareness and Instruction: Developing Proficient Early Readers

    Science.gov (United States)

    Harris, Dana

    2016-01-01

    Reading proficiently opens doors to college and career pathways. The success of children depends on this fundamental skill, yet students are failing to learn to read. This research investigated the relationship between teacher knowledge of phonemic awareness and the development of early literacy skills in kindergarten students. The study was…

  17. Implementation and Evaluation of an Early Foreign Language Learning Project in Kindergarten

    Science.gov (United States)

    Griva, Eleni; Sivropoulou, Rena

    2009-01-01

    The purpose of present paper was twofold. Firstly, it aimed at outlining the rationale for and the process of introducing an English language learning intervention to kindergarten children in a playful and supportive environment. It focused on developing children's oral skills through participating in creative child-appropriate activities and…

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

    Science.gov (United States)

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

    2015-06-01

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

  19. The Leadership Styles of Hong Kong Kindergarten Principals in a Context of Managerial Change

    Science.gov (United States)

    Chan, Chi Wai

    2014-01-01

    Since the implementation of the Pre-primary Education Voucher Scheme (PEVS) in 2007, its built-in quality assurance mechanism has brought about subtle changes in the work relationship between kindergarten (KG) principals and teachers. The increasing demand for accountability and the call for improvement in the quality of pre-school education are…

  20. Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

    Directory of Open Access Journals (Sweden)

    Jeff R. Crane

    2017-08-01

    Full Text Available As children transition from early to middle childhood, the relationship between motor skill proficiency and perceptions of physical competence should strengthen as skills improve and inflated early childhood perceptions decrease. This study examined change in motor skills and perceptions of physical competence and the relationship between those variables from kindergarten to grade 2. Participants were 250 boys and girls (Mean age = 5 years 8 months in kindergarten. Motor skills were assessed using the Test of Gross Motor Development-2 and perceptions were assessed using a pictorial scale of perceived competence. Mixed-design analyses of variance revealed there was a significant increase in object-control skills and perceptions from kindergarten to grade 2, but no change in locomotor skills. In kindergarten, linear regression showed that locomotor skills and object-control skills explained 10% and 9% of the variance, respectively, in perceived competence for girls, and 7% and 11%, respectively, for boys. In grade 2, locomotor skills predicted 11% and object-control skills predicted 19% of the variance in perceptions of physical competence, but only among the boys. Furthermore, the relationship between motor skills and perceptions of physical competence strengthened for boys only from early to middle childhood. However, it seems that forces other than motor skill proficiency influenced girls’ perceptions of their abilities in grade 2.

  1. An Investigation of the Predictive Validity of the Slosson Intelligence Test with Learning Disabled Kindergarten Children.

    Science.gov (United States)

    Baum, Dale D.

    1979-01-01

    The Slosson Intelligence Test (SIT) scores of 98 high-risk kindergarten children were correlated with their scores on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). It was concluded that the predictive validity of the SIT was very low. (Author/CTM)

  2. Relationship between effort-reward imbalance and hair cortisol concentration in female kindergarten teachers

    NARCIS (Netherlands)

    Qi, Xingliang; Zhang, Jing; Liu, Yapeng; Ji, Shuang; Chen, Zheng; Sluiter, Judith K.; Deng, Huihua

    2014-01-01

    The present study aims to investigate the relationship between effort-reward imbalance and hair cortisol concentration among teachers to examine whether hair cortisol can be a biomarker of chronic work stress. Hair samples were collected from 39 female teachers from three kindergartens. Cortisol was

  3. Racial and Ethnic Disparities in ADHD Diagnosis from Kindergarten to Eighth Grade

    Science.gov (United States)

    Morgan, Paul L.; Staff, Jeremy; Hillemeier, Marianne M.; Farkas, George; Maczuga, Steven

    2013-01-01

    Objective: Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur across early and middle childhood is currently unknown. We examined the over-time dynamics of race/ethnic disparities in diagnosis from kindergarten to eighth grade and disparities in treatment in fifth and eighth…

  4. Assessment in Play-Based Kindergarten Classrooms: An Empirical Study of Teacher Perspectives and Practices

    Science.gov (United States)

    Pyle, Angela; DeLuca, Christopher

    2017-01-01

    Kindergarten education is changing. Current reforms have increased accountability structures requiring teachers to integrate assessments throughout their instruction to support academic learning while retaining developmentally appropriate pedagogies such as play-based learning. Despite these reforms, comparatively little research has been…

  5. Does Absenteeism Differ for Children with Disabilities in Full-Day versus Part-Day Kindergarten?

    Science.gov (United States)

    Gottfried, Michael A.

    2017-01-01

    Little is known about the effects of attending full-day versus part-day kindergarten for children with disabilities, and nothing is known about how these settings link to differences in children's school absences. This is concerning, given that children with disabilities have higher absence rates compared to children in the general population. To…

  6. The Importance of Future Kindergarten Teachers' Beliefs about the Usefulness of Games Based Learning

    Science.gov (United States)

    Manessis, Dionysios

    2014-01-01

    This paper examines the importance of future kindergarten teachers' beliefs about the usefulness of Games Based Learning in Early Childhood Education. Data were collected by using questionnaires which were given to the participants at the end of an introductory level, Information and Communication Technologies course. The sample of this study was…

  7. The Efficacy of Electronic Books in Fostering Kindergarten Children's Emergent Story Understanding

    Science.gov (United States)

    de Jong, Maria T.; Bus, Adriana G.

    2004-01-01

    A counterbalanced, within-subjects design was carried out to study the efficacy of electronic books in fostering kindergarten children's emergent story understanding. The study compared effects of children's independent reading of stories electronically with effects of printed books read aloud by adults. Participants were 18 four- to five-year-old…

  8. A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes

    Science.gov (United States)

    Ponitz, Claire Cameron; McClelland, Megan M.; Matthews, J. S.; Morrison, Frederick J.

    2009-01-01

    The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring…

  9. Cognitive Brain Potentials in Kindergarten Children with Subtyped Risks of Reading Retardation

    Science.gov (United States)

    Bakker, Dirk J.; Van Strien, Jan W.; Licht, Robert; Smit-Glaude, Sietsia W. D.

    2007-01-01

    Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictures, event-related potentials (ERP) were…

  10. An International Perspective on Value Learning in the Kindergarten--Exemplified by the Value Forgiveness

    Science.gov (United States)

    Gunnestad, Arve; Mørreaunet, Sissel; Onyango, Silas

    2015-01-01

    This article highlights value learning in kindergartens exemplified by the value of forgiveness. Values are basic ideas on human behaviour and they function as a compass that helps children to make choices and priorities in their lives, to choose between good or bad, right or wrong. Value learning is an important part of the educational work in a…

  11. The Cost Burden to Minnesota K-12 when Children Are Unprepared for Kindergarten. [Summary

    Science.gov (United States)

    Chase, Richard; Coffee-Borden, Brandon; Anton, Paul; Moore, Christopher; Valorose, Jennifer

    2008-01-01

    This summary presents highlights of "The Cost Burden to Minnesota K-12 when Children Are Unprepared for Kindergarten" [ED511612]. A number of studies document the long-term public and societal benefits of early childhood education, including the reduced costs associated with child welfare, public assistance, crime and incarceration, and…

  12. Parents' Reports of Sexual Communication with Children in Kindergarten to Grade 8

    Science.gov (United States)

    Byers, E. Sandra; Sears, Heather A.; Weaver, Angela D.

    2008-01-01

    We examined factors associated with parents' reports of three aspects of parent-child sexual communication, quality, frequency with which parents encouraged questions, and extent of communication, on each of 10 sexual health topics. Participants were 3,413 mothers and 426 fathers with children in kindergarten to grade 8. Parents' demographic…

  13. Crisis in the Kindergarten: Why Children Need to Play in School

    Science.gov (United States)

    Miller, Edward; Almon, Joan

    2009-01-01

    Kindergarten has changed radically in the last two decades in ways that few Americans are aware of. Children now spend far more time being taught and tested on literacy and math skills than they do learning through play and exploration, exercising their bodies, and using their imaginations. The implications of these radical changes in early…

  14. Kindergarten Teachers' Perspectives on Developmentally Appropriate Practices (DAP): A Study Conducted in Mumbai (India)

    Science.gov (United States)

    Hegde, Archana V.; Cassidy, Deborah J.

    2009-01-01

    A qualitative study examining teachers' beliefs regarding developmentally appropriate practices was conducted in the city of Mumbai, India. Twelve kindergarten teacher's were interviewed for this study, and a constant comparative method was used to analyze the interviews. Six themes were identified within this study. The themes highlighted…

  15. Individual Differences in Kindergarten Math Achievement: The Integrative Roles of Approximation Skills and Working Memory

    NARCIS (Netherlands)

    Xenidou-Dervou, I.; De Smedt, B.; van der Schoot, M.; van Lieshout, E.C.D.M.

    2013-01-01

    Kindergarteners can conduct basic computations with large nonsymbolic (e.g. dots, objects) and symbolic (i.e. Arabic numbers) numerosities in an approximate manner. These abilities are related to individual differences in mathematics achievement. At the same time, these individual differences are

  16. Trabajos Cerebrales: de Nacimiento a Pre-Kinder (BrainWorks: Birth to Kindergarten).

    Science.gov (United States)

    Fisicaro, Maria E.; Goss, Joyce L.

    This is a Spanish adaptation of the English version of the book, "Brainworks: From Birth to Kindergarten. The book is to be used with a multimedia presentation that is available on computer diskette. The book and multimedia presentation are designed to help parents and childcare providers understand the concept of early exposure and exploration…

  17. The Relationship Between Perceptual-Motor Skills and Word Recognition Achievement at the Kindergarten Level.

    Science.gov (United States)

    Upchurch, Winifred Brook

    The purpose of this study was to examine the extent to which a preassessment of motor development and perceptual skills predicts achievement in word recognition for kindergarten children. The instruments used for evaluation were the Lincoln-Oseretsky Motor Development Scale, Thurstone's Identical Forms Test, Wepman Auditory Discrimination Test,…

  18. Experimental Evaluation of the Effects of Cooperative Learning on Kindergarten Children's Mathematics Ability

    Science.gov (United States)

    Artut, Perihan Dinc

    2009-01-01

    The aims of this study were to investigate the effects of cooperative learning on the mathematics ability and cooperative social behaviours of kindergarten children and to evaluate teachers' perspectives on the application of the program. One control (n = 17) and one experimental group (n = 17) were studied. In the experimental group, a curriculum…

  19. Full- versus Part-Day Kindergarten for Children with Disabilities: Effects on Executive Function Skills

    Science.gov (United States)

    Gottfried, Michael A.; Little, Michael H.

    2018-01-01

    Responding to a robust body of literature suggesting that children's early educational experiences are critical, policymakers have implemented and expanded the provision of full-day kindergarten (FDK) in recent decades. Most studies have focused on the effectiveness of FDK on child academic assessments or test scores, but none have examined FDK…

  20. Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners

    Science.gov (United States)

    Vadasy, Patricia F.; Sanders, Elizabeth A.

    2016-01-01

    This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

  1. 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.

  2. Age Group, Location or Pedagogue: Factors Affecting Parental Choice of Kindergartens in Hungary

    Science.gov (United States)

    Teszenyi, Eleonora; Hevey, Denise

    2015-01-01

    Hungary has experienced significant political, economic, demographic and social changes since the end of Soviet domination in the 1990s. The gradual move towards liberal democracy has been accompanied by growing emphasis on individualism, choice and diversity. Universal kindergarten provision for five- to six-year-olds is a long established…

  3. Academic Responding during Instruction and Reading Outcomes for Kindergarten Students At-Risk for Reading Difficulties

    Science.gov (United States)

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2014-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…

  4. Examining Kindergarteners' Drawings for Their Perspectives on Picture Books' Themes and Characters

    Science.gov (United States)

    Hsiao, Ching-Yuan; Chen, Chi-Mei

    2015-01-01

    The aim of this study was to identify and characterize children's perspectives on a picture book's themes and characters by examining their drawings. The study was conducted over a five-month period in a public kindergarten in southern Taiwan, with six children aged 5-6 years. Picture book appreciation activities focused on eight picture books.…

  5. The Use of Spanish by a Monolingual Kindergarten Teacher to Support English Language Learners

    Science.gov (United States)

    de Oliveira, Luciana C.; Gilmetdinova, Alsu; Pelaez-Morales, Carolina

    2016-01-01

    This article reports on a case study of a kindergarten, monolingual teacher and how she used Spanish, the home language of her Latino/a students who are English language learners (ELLs), in the classroom. The article focuses on how the teacher develops and uses her emerging knowledge of Spanish to scaffold students' learning, specifically when…

  6. Memory and Kindergarten Teachers' Work: Children's Needs before the Needs of the Socialist State

    Science.gov (United States)

    Millei, Zsuzsa

    2013-01-01

    More than 20 years after the fall of the Iron Curtain, scholars and educators continue to engage with histories under socialism and re-evaluate the consequences of those education systems for everyday lives then and in the present. This article develops an understanding of how kindergarten teachers understand their historical work in the socialist…

  7. Design, Implementation, and Study Protocol of a Kindergarten-Based Health Promotion Intervention

    Directory of Open Access Journals (Sweden)

    Susanne Kobel

    2017-01-01

    Full Text Available Inactivity and an unhealthy diet amongst others have led to an increased prevalence of overweight and obesity even in young children. Since most health behaviours develop during childhood health promotion has to start early. The setting kindergarten has been shown as ideal for such interventions. “Join the Healthy Boat” is a kindergarten-based health promotion programme with a cluster-randomised study focussing on increased physical activity, reduced screen media use, and sugar-sweetened beverages, as well as a higher fruit and vegetable intake. Intervention and materials were developed using Bartholomew’s Intervention Mapping approach considering Bandura’s social-cognitive theory and Bronfenbrenner’s ecological framework for human development. The programme is distributed using a train-the-trainer approach and currently implemented in 618 kindergartens. The effectiveness of this one-year intervention with an intervention and a control group will be examined in 62 kindergartens using standardised protocols, materials, and tools for outcome and process evaluation. A sample of 1021 children and their parents provided consent and participated in the intervention. Results of this study are awaited to give a better understanding of health behaviours in early childhood and to identify strategies for effective health promotion. The current paper describes development and design of the intervention and its implementation and planned evaluation. Trial Registration. The study is registered at the German Clinical Trials Register (DRKS, Freiburg University, Germany, ID: DRKS00010089.

  8. Mourning Child Grief Support Group Curriculum: Early Childhood Edition, Kindergarten-Grade 2.

    Science.gov (United States)

    Lehmann, Linda; Jimerson, Shane R.; Gaasch, Ann

    The Mourning Child Early Childhood grief support curriculum is intended for use with early elementary-aged children, specifically children in kindergarten through grade two, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies, or any…

  9. Self-Assessment in Generalist Preservice Kindergarten Teachers' Education: Insights on Training, Ability, Environments, and Policies

    Science.gov (United States)

    Koutsoupidou, Theano

    2010-01-01

    Self-assessment can play an important role in teachers' personal and professional development and is encouraged by educational programs worldwide. This article reports on a Greek study that aimed to investigate generalist preservice kindergarten teachers' self-assessment of their music teaching ability. One hundred participants were asked to…

  10. Epidemiology of cerumen impaction among municipal kindergartens children in Wuhan, China.

    Science.gov (United States)

    Ping, Chen; Yanling, Hu; Youhua, Wei; Shufen, Wang; Zhinan, Wang; Zhongfang, Xia

    2017-09-01

    To investigate the epidemiology of cerumen impaction among children of municipal kindergartens in Wuhan. The ear canal of children of municipal kindergartens in Wuhan was examined using an electric otoscope by the same otologist in 2005, 2006 and 2012, with age, gender, ears and the nature of cerumen (dry cerumen or wet cerumen) recorded. A chi-square test was performed to investigate for significant differences between cerumen impaction rates and the recorded variables. A total of 1,214, 1863 and 5205 children were examined in 2005, 2006 and 2012, and cerumen impaction prevalence rates for each year were 17.2%, 15.4% and 10%, respectively. Prevalence of cerumen impaction was significantly lower in 2012 than in 2005 or 2006. In 2005, dry cerumen impaction accounted for 22.2% of the total dry cerumen, while wet cerumen impaction only accounted for 5% of the total wet cerumen, showing a statistically significant difference. The prevalence of cerumen impaction among children of kindergartens in Wuhan is higher than 10%, and children with dry cerumen are more prone to cerumen impaction. Annual otological examination of kindergarten children is recommended. And improved community ear health promotion activities should reduce the avoidable prevalence of cerumen impaction in pediatric population. Copyright © 2017 Elsevier B.V. All rights reserved.

  11. Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories

    Science.gov (United States)

    Yang, Sha

    2016-01-01

    Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten…

  12. Literacy Activities in Half- and Whole-Day Greek Kindergarten Classrooms

    Science.gov (United States)

    Tafa, Eufimia

    2004-01-01

    The purpose of the study discussed in this article was: to record the types of literacy activities in whole-day and half-day kindergarten classrooms, initiated either by teachers during the instructional time or by children during the free-choice center time; to examine the amount of time spent on teacher-initiated literacy activities; and to…

  13. The Role of Attending Center-Based Care for Kindergarten-Aged Children with Disabilities

    Science.gov (United States)

    Gottfried, Michael A.

    2017-01-01

    Background/Context: Families have been increasingly utilizing center-based care both during prekindergarten as well as before/after school during kindergarten (CBC-K), and the literature has addressed the relative effectiveness of attending the former on early schooling outcomes. However, missing in the field is an analysis of the efficacy of…

  14. Starting Strong: Feasibility of an Indicated Prevention Programme during the Transition to Kindergarten

    Science.gov (United States)

    Eisenhower, Abbey; Baker, Bruce L.; Taylor, Heather

    2016-01-01

    School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a…

  15. Interparental Conflict in Kindergarten and Adolescent Adjustment: Prospective Investigation of Emotional Security as an Explanatory Mechanism

    Science.gov (United States)

    Cummings, E. Mark; George, Melissa R. W.; McCoy, Kathleen P.; Davies, Patrick T.

    2012-01-01

    Advancing the long-term prospective study of explanations for the effects of marital conflict on children's functioning, relations were examined between interparental conflict in kindergarten, children's emotional insecurity in the early school years, and subsequent adolescent internalizing and externalizing problems. Based on a community sample…

  16. Full Day Early Learning Kindergarten Program Team: Perspectives from the Principal

    Science.gov (United States)

    Shahbazi, Sara; Salinitri, Geri

    2016-01-01

    The Full Day Early Learning Kindergarten (FDK) Program has expanded the role of the principal and has altered the teaching dynamics of the classroom with the introduction of an early years team. The early years team consists of a certified teacher with the Ontario College of Teachers and a registered early childhood educator from the College of…

  17. Using Augmented Reality in Early Art Education: A Case Study in Hong Kong Kindergarten

    Science.gov (United States)

    Huang, Yujia; Li, Hui; Fong, Ricci

    2016-01-01

    Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical…

  18. Studying the Strawberry Farm: Investigation and Representation in a Standards-Based Kindergarten

    Science.gov (United States)

    Wheeler, Charlene; Blank, Jolyn

    2011-01-01

    This article documents a first project undertaken by kindergarten children and their teacher in a public school in the southeastern United States. Images, work samples, records of children's comments, and the teacher's description tell the story of the project as it unfolds. The authors provide interpretation of the project events documented in…

  19. Impacting Oral Language in Kindergarten through Sophisticated Vocabulary and the Kinesthetic Modality

    Science.gov (United States)

    Kopf, Sigrid D.

    2013-01-01

    This dissertation describes the details of a study that explored what possible effects might occur in the area of oral language skills when kindergarten-age children from low socioeconomic backgrounds are exposed to sophisticated vocabulary and are engaged actively through dramatization and movement with a school's existing literacy curriculum. A…

  20. Kindergarten Children's Interactions with Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis

    Science.gov (United States)

    Tucker, Stephen I.; Lommatsch, Christina W.; Moyer-Packenham, Patricia S.; Anderson-Pence, Katie L.; Symanzik, Jürgen

    2017-01-01

    The purpose of this study was to examine patterns of mathematical practices evident during children's interactions with touchscreen mathematics virtual manipulatives. Researchers analyzed 33 Kindergarten children's interactions during activities involving apps featuring mathematical content of early number sense or quantity in base ten, recorded…

  1. Does Well-Being Contribute to Performance? Emotional Security, Teacher Support and Learning Behaviour in Kindergarten

    Science.gov (United States)

    Koomen, Helma M. Y.; van Leeuwen, Mirella G. P.; van der Leij, Aryan

    2004-01-01

    In this study, we examined relations between kindergartner's emotional security, task involvement and achievement and teacher's supportive presence in a cognitive training setting, in which the familiarity of the teacher was varied. Participants were 48 kindergarten children (mean age = 51.65 months); 16 children were trained by their regular…

  2. Internalizing Behaviors among Kindergarten Children: Measuring Dimensions of Social Withdrawal with a Checklist

    Science.gov (United States)

    Thijs, Jochem T.; Koomen, Helma M. Y.; de Jong, Peter F.; van der Leij, Aryan; van Leeuwen, Mirella G. P.

    2004-01-01

    Three studies examined whether different types of withdrawal among young children could be assessed with a short checklist. In Study 1, kindergarten teachers rated 487 children on a modified version of the Behavior Questionnaire for Two- to Six-Year-Olds (BQTSYO). Exploratory factor analyses yielded 2 withdrawal factors, Social Inhibition and…

  3. Supporting Kindergarten Teachers' Mathematics Instruction and Student Achievement through a Curriculum-Based Professional Development Program

    Science.gov (United States)

    Polly, Drew; Wang, Chuang; Lambert, Richard; Martin, Christie; McGee, Jennifer Richardson; Pugalee, David; Lehew, Amy

    2017-01-01

    This study investigates the impacts of a year-long professional development program on Kindergarten teachers' beliefs and practices and the association of these changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher content knowledge was not statistically significantly different before and after…

  4. The Impact of Bilingualism on the Creative Capabilities of Kindergarten Children in Riyadh, Saudi Arabia

    Science.gov (United States)

    Al Saud, Al Johara Fahad

    2016-01-01

    Saudi Arabia is one of the countries that encounter the issue of bilingualism due to the spread of private schools that offer programs in different languages. This research is an attempt to investigate the impact of bilingualism on the creative capabilities (Fluency, Flexibility, Originality, Details) of kindergarten children in Riyadh. It aims at…

  5. Developing Kindergarten Children's Mathematical Abilities and Character by Using Area Instruction Model

    Science.gov (United States)

    Mardiana, Dinny; Mudrikah, Achmad; Amna, Nurjanah

    2016-01-01

    This study aimed to describe the application of Area Instruction Model on one of the state kindergarten in Bandung city. The study used a qualitative approach with descriptive qualitative design. Data was obtained through interviews, observation, and documentation. The validity of the analysis was guaranteed through perseverance observation and…

  6. Practical and Conceptual Aspects of Children's Play in Hong Kong and German Kindergartens

    Science.gov (United States)

    Wu, Shu Chen

    2014-01-01

    This study examines the practical and conceptual dimensions of children's play in German and Hong Kong Chinese kindergartens. German ("n"?=?24) and Chinese ("n"?=?24) children (3-6 years) were randomly selected and videotaped during their free play for 5?min continuously on five consecutive days. Play behavior was analyzed by…

  7. An Exploration of the Participation of Kindergarten-Aged Hong Kong Children in Extra Curricular Activities

    Science.gov (United States)

    Lau, Eva Yi Hung; Cheng, Doris Pui Wah

    2016-01-01

    In this study, we used a mixed-methods research design to investigate the extra curricular participation of kindergarten-aged Hong Kong children, based on reports provided by 1260 parents, and parents' perceptions of their children's extra curricular participation, through nine individual interviews. The results of the survey indicated that…

  8. What Can Chinese and German Children Tell Us about Their Learning and Play in Kindergarten?

    Science.gov (United States)

    Wu, Shu-Chen

    2015-01-01

    This study investigated Hong Kong and German children's perceptions of play and learning and their relationships. Forty-eight children (24 German and 24 Chinese) playing and learning in the classroom were observed and videotaped for five consecutive days. They were interviewed 3 times about their kindergarten experiences by using free- and…

  9. Expectations for the Transition from Kindergarten to Primary School amongst Teachers, Parents and Children

    Science.gov (United States)

    Chan, Wai Ling

    2012-01-01

    This paper reports the results of a study concerning the expectations for the transition from kindergarten to primary school amongst teachers, parents and children in Hong Kong. It probes the expectations that teachers and parents have about children's competence in five specific areas of child development thought to be essential for a smooth such…

  10. The unique role of lexical accessibility in predicting kindergarten emergent literacy

    NARCIS (Netherlands)

    Verhoeven, L.T.W.; Leeuwe, J.F.J. van; Irausquin, R.S.; Segers, P.C.J.

    2016-01-01

    The goal of this longitudinal study was to examine how lexical quality predicts the emergence of literacy abilities in 169 Dutch kindergarten children before formal reading instruction has started. At the beginning of the school year, a battery of precursor measures associated with lexical quality

  11. Close Encounters with Nature in an Urban Kindergarten: A Study of Learners' Inquiry and Experience

    Science.gov (United States)

    Ghafouri, Farveh

    2014-01-01

    This article reports on the findings of a recent qualitative grounded theory research study in a metropolitan area in the south-east of Canada examining one junior/senior kindergarten classroom's engagement with nature. It focuses on the role of the learners, the children and the teacher, in co-constructing two very different learning experiences.…

  12. Unpacking Activities-Based Learning in Kindergarten Classrooms: Insights from Teachers' Perspectives

    Science.gov (United States)

    Annobil, Charles Nyarko; Thompson, Mumuni

    2018-01-01

    Even though previous research points to the significance of kindergarten teachers' practices which consider the nature of children and how they learn, there is still limited research regarding how learning activities impact children's development. To address this gap in literature, a qualitative multi-case study into teachers' perceptions of…

  13. Sustainability of Breadth and Depth of Vocabulary after Implicit versus Explicit Instruction in Kindergarten

    NARCIS (Netherlands)

    Damhuis, C.M.P.; Segers, P.C.J.; Verhoeven, L.T.W.

    2014-01-01

    We investigated the sustained effects of explicit versus implicit instruction on the breadth and depth of children's vocabularies, while taking their general vocabulary and verbal short-term memory into account. Two experimental groups with 12 and 15 kindergarten children respectively learned two

  14. Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten

    Science.gov (United States)

    Deasley, Shanna; Evans, Mary Ann; Nowak, Sarah; Willoughby, David

    2018-01-01

    In a sample of 128 Canadian junior kindergarten children (66 boys), we examined sex differences in emergent literacy and behaviour when listening to and interacting with books of four types: alphabet books with simple text and illustrations, traditional alphabet books with complex text and illustrations, alphabet eBooks, and illustrated…

  15. Kindergarteners' Concept Development in Science and Literacy Learning through Concept-Oriented Reading Instruction (CORI)

    Science.gov (United States)

    Moffit, Char Adelia

    2013-01-01

    The notion that "real work" is somehow different from authentic and engaging discovery is troublesome. (Passman, 2001, p.196). This qualitative case study examined science concept and literacy learning along with engagement of the students in a Kindergarten class in which science and literacy instruction was integrated through…

  16. A Review of Classwide or Universal Social, Emotional, Behavioral Programs for Students in Kindergarten

    Science.gov (United States)

    Sabey, Christian V.; Charlton, Cade T.; Pyle, Daniel; Lignugaris-Kraft, Benjamin; Ross, Scott W.

    2017-01-01

    The purpose of this article is to synthesize the existing research on classwide social, emotional, and behavioral programs for kindergarten students. The researchers identified 26 studies in peer-reviewed journals and dissertation databases to review. Each study was examined and coded in terms of study characteristics, strength of evidence, and…

  17. First-Year Preschool and Kindergarten Teachers: Challenges of Working with Parents

    Science.gov (United States)

    Mahmood, Sehba

    2013-01-01

    The significance of relationships between the parents and teachers of preschool and kindergarten children is well established. Teachers and schools are presumed to be responsible for lack of parent-teacher collaboration. Internationally, early childhood teacher education programs recognize this and offer courses related to parents and families.…

  18. The Effects of Peer Tutoring on Writing Improvement in a Combined Kindergarten-First Grade Class.

    Science.gov (United States)

    Tucker, Anne

    A study investigated whether peer tutoring in writing would lead to writing improvement. In a kindergarten-first grade classroom three children were tutored by fellow students, while three other students worked alone. The children's writing samples were collected and evaluated in three areas: spelling, longer sentences, and greater number of words…

  19. Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

    Science.gov (United States)

    Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

    2014-01-01

    The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

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

    Science.gov (United States)

    Gozali, Imelda; Harjanto, Ignatius

    2014-01-01

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

  1. Improving Basic Skills in Low Achieving Kindergarten Students through Supervised Learning Centers.

    Science.gov (United States)

    Keller, Carol

    Because low achieving kindergarten children attending a neighborhood school in the South Area of the Dade County Public School System were experiencing difficulty during independent work periods, a practicum study was designed to improve their basic skills by providing closely supervised visual, manipulative, language, and listening activities.…

  2. Vocabulary Development in Norwegian L1 and L2 Learners in the Kindergarten-School Transition

    Science.gov (United States)

    Karlsen, Jannicke; Lyster, Solveig-Alma Halaas; Lervåg, Arne

    2017-01-01

    This study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the…

  3. End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

    Science.gov (United States)

    Lee, Julia Ai Cheng; Al Otaiba, Stephanie

    2017-01-01

    In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The…

  4. Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study

    Science.gov (United States)

    Jones, Cindy D'On

    2015-01-01

    This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…

  5. A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children

    Science.gov (United States)

    Vaknin-Nusbaum, Vered; Nevo, Einat

    2017-01-01

    The effectiveness of a joint interactive storybook reading program delivered by class teachers to develop literacy skills is examined in Hebrew-speaking preschool and kindergarten children. Post-intervention, both groups achieved significantly higher gains in language and print concept skills than age-matched comparison groups that did not have…

  6. Collaboration by Design: Using Robotics to Foster Social Interaction in Kindergarten

    Science.gov (United States)

    Lee, Kenneth T. H.; Sullivan, Amanda; Bers, Marina U.

    2013-01-01

    Research shows the importance of social interaction between peers in child development. Although technology can foster peer interactions, teachers often struggle with teaching with technology. This study examined a sample of (n = 19) children participating in a kindergarten robotics summer workshop to determine the effect of teaching using a…

  7. Code-Switching: L1-Coded Mediation in a Kindergarten Foreign Language Classroom

    Science.gov (United States)

    Lin, Zheng

    2012-01-01

    This paper is based on a qualitative inquiry that investigated the role of teachers' mediation in three different modes of coding in a kindergarten foreign language classroom in China (i.e. L2-coded intralinguistic mediation, L1-coded cross-lingual mediation, and L2-and-L1-mixed mediation). Through an exploratory examination of the varying effects…

  8. Kindergarten Teachers' Orchestration of Mathematical Activities Afforded by Technology: Agency and Mediation

    Science.gov (United States)

    Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd; Monaghan, John

    2016-01-01

    This paper focuses on kindergarten teachers' interactions with young children during mathematical learning activities involving the use of digital tools. We aim to characterise the teachers' roles and actions in these activities and extend considerations of teachers' orchestrations current in the research literature with regard to agency and…

  9. Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten

    Science.gov (United States)

    Neitzel, Carin; Alexander, Joyce M.; Johnson, Kathy E.

    2016-01-01

    This study investigated children's interest-based activities in the home during the preschool years and their subsequent academic self-regulation behaviors in school. Children's home activities were tracked for 1 year prior to kindergarten entry. Based on their profiles of activities, children (109) were assigned to one of four interest groups:…

  10. "Trapped in the Reform": Kindergarten Teachers' Experiences of Teacher Professionalisation in Buleleng, Indonesia

    Science.gov (United States)

    Yulindrasari, Hani; Ujianti, Putu Rahayu

    2018-01-01

    Indonesia has been conducting a teacher reform program since 2005. Teachers' low status and the crisis of student achievement are the rationales of this reform. This paper investigates the implications of Indonesian neo-liberal teacher reform on kindergarten teachers' professional experiences and practices. The research was conducted in Buleleng…

  11. Addition in Kindergarten: The Role of Mothers' and Teachers' Language

    Science.gov (United States)

    Hudson, Kesha N.; Coffman, Jennifer L.; Ornstein, Peter A.

    2018-01-01

    Data from a longitudinal investigation were used to examine the effects of mothers' and teachers' language on children's developing mathematical competencies during the kindergarten year. Specifically, 1) mothers' use of metamemory talk, or references to the process of remembering, and 2) teachers' use of "cognitive processing language"…

  12. Risk for Poor Performance on a Language Screening Measure for Bilingual Preschoolers and Kindergarteners

    Science.gov (United States)

    Pena, Elizabeth D.; Gillam, Ronald B.; Bedore, Lisa M.; Bohman, Thomas M.

    2011-01-01

    Purpose: This study documents the risk for language impairment in Latino children who had different levels of exposure to English and Spanish. Method: A total of 1,029 preschool- and kindergarten-age children were screened in the domains of semantics and morphosyntax in both Spanish and English. Parent report was used to document current exposure…

  13. Full- and Half-Day Kindergarten Programmes: Examining Impacts on Second Language Learners

    Science.gov (United States)

    Bingham, Gary E.; Hall-Kenyon, Kendra M.

    2013-01-01

    This study investigated the effect of full- and half-day kindergarten programmes on English language learners (ELL) and English-only-speaking children's literacy and mathematics performance in a large urban school district. Considerations were given to how the length of the school day, children's language status (ELL and non-ELL), and children's…

  14. Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention

    Science.gov (United States)

    Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Kurtz-Nelson, Evangeline; Fien, Hank; Baker, Scott K.; Kosty, Derek

    2016-01-01

    This study examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics. The study utilized a randomized block design with students within classrooms randomly…

  15. Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes

    Science.gov (United States)

    Clarke, Ben; Baker, Scott; Smolkowski, Keith; Doabler, Christian; Strand Cary, Mari; Fien, Hank

    2015-01-01

    This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment…

  16. Teaching Kindergarten Students about the Water Cycle through Arts and Invention

    Science.gov (United States)

    Smith, Latisha L.; Samarakoon, Deepanee

    2016-01-01

    Research evidence for the benefits of arts integration is mounting. The purpose of this study was to determine if integration of the arts was an effective strategy for teaching the water cycle to kindergarten students. The study included lessons that supported both a science and an engineering standard of the Next Generation Science Standards and…

  17. Kindergarten Scientists: The Pot of Gold at the End of the Rainbow

    Science.gov (United States)

    Durbin, Diana J.; Pickett, Linda H.; Powell, Tenisha L.

    2011-01-01

    In this science unit, kindergarten students participate in engaging and developmentally appropriate activities as they learn about the science behind rainbows. The authors include descriptions of the standards and skills addressed by the unit, a synopsis of scientifically accurate content knowledge concerning rainbows, relevant children's…

  18. Spanish Oral Language Guide: Kindergarten Level. Espanol como Segundo Idioma. Teacher's Guide: Level I.

    Science.gov (United States)

    Corbell, Gloria; And Others

    This teacher's guide to Spanish language at the kindergarten level includes a recommended subject presentation sequence for the Spanish curriculum, a sample schedule, a grouping of students using three stations, and a classroom layout. The grouping would be effective when at least one-third of the children are Spanish-speaking or bilingual. The…

  19. Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance

    Science.gov (United States)

    Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury; Byrne, Brian; Olson, Richard K.

    2016-01-01

    Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children's early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (M age =…

  20. Findings from a Pre-Kindergarten Classroom: Making the Case for STEM in Early Childhood Education

    Science.gov (United States)

    Tippett, Christine D.; Milford, Todd M.

    2017-01-01

    Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two…