Palardy, J. Michael
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)
Valladares, Ann E.; And Others
This curriculum guide contains the Southeastern Education Laboratory/Project Language Lessons 17-32 stressing listening, speaking, and reading readiness for disadvantaged kindergarten children. The lessons are designed to be used in the SEL's mobile preschool units or as readiness materials for kindergarten. The major emphasis of this intervention…
Antonella Del Rosso
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...
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…
Moreira, Sylvia; Hamilton, Maryellen
Rhyming tests have historically been used in the education system to assess reading readiness. English language learners (ELLs) have consistently scored poorly on these assessment tools. The current article examines a possible reason for this poor performance by ELLs. Specifically, the authors examined the relationship between semantic…
This article features the Smith-Holladay family, an interracial family, and describes the family's journey to find a "perfect" kindergarten classroom for their daughter. When the time came to find a kindergarten classroom, the family sought to translate that goal into a vision for their child's schooling. They wanted: 1) a public school that is 2)…
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.
Fohlen, George M.; Parker, John A.; Kumar, Devendra
New curing agent improves mechanical properties and works at lower temperature. Use of aminophenoxycyclotriphosphazene curing agents yields stronger, more heat- and fire-resistant epoxy resins. Used with solvent if necessary for coating fabrics or casting films.
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)
Ells, C.E.; Coleman, C.E.; Hosbons, R.R.; Ibrahim, E.F.; Doubt, G.L.
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
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...
Moore, Geoffrey A
There are two kinds of businesses in the world, says the author. Knowing what they are--and which one your company is--will guide you to the right strategic moves. One kind includes businesses that compete on a complex-systems model. These companies have large enterprises as their primary customers. They seek to grow a customer base in the thousands, with no more than a handful of transactions per customer per year (indeed, in some years there may be none), and the average price per transaction ranges from six to seven figures. In this model, 1,000 enterprises each paying dollar 1 million per year would generate dollar 1 billion in annual revenue. The other kind of business competes on a volume-operations model. Here, vendors seek to acquire millions of customers, with tens or even hundreds of transactions per customer per year, at an average price of relatively few dollars per transaction. Under this model, it would take 10 million customers each spending dollar 8 per month to generate nearly dollar 1 billion in revenue. An examination of both models shows that they could not be further apart in their approach to every step along the classic value chain. The problem, though, is that companies in one camp often attempt to create new value by venturing into the other. In doing so, they fail to realize how their managerial habits have been shaped by the model they've grown up with. By analogy, they have a "handedness"--the equivalent of a person's right- or left-hand dominance--that makes them as adroit in one mode as they are awkward in the other. Unless you are in an industry whose structure forces you to attempt ambidexterity (in which case, special efforts are required to manage the inevitable dropped balls), you'll be far more successful making moves that favor your stronger hand.
Sutandio, Anton; Apriliani, Erica
This research aimed to offer interpretations of August Strindberg's The Stronger through the lens of female psychology. The Stronger is unique as it seemed very simple yet so intense and powerful with layers of interpretations. Written during 1888-1889, The Stronger, which only had two characters and only one speaking character, had become one of Strindberg's shortest yet important plays during his career. The female psychology approach used in the analysis would cover the discussion of gende...
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.
Blois, George T.; Cushing, Katherine S.
The evaluation of the Developmental Kindergarten (DK) Program at the Harrison School District #2, Colorado Springs, Colorado, involved pre- and post-testing of student academic gains and interviewing of principals and teachers. The program aimed to provide developmentally appropriate activities for students believed to be "at risk" of…
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 ...
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.
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 engageme...
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
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...
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
Børve, Hege Eggen
This article examines the impact on work culture when men work in kindergartens. In Norway, as in other countries there has been a call for more male staff in kindergartens. Increasing the amount of men may imply that institutionalized norms and practice are put under pressure. By using a case study approach, the focus is on employees' experiences…
Lawton, Stephen B.
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…
Ansari, Arya; Purtell, Kelly M.
Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable…
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.
Timounay, Yousra; Pitois, Olivier; Rouyer, Florence
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.
Sakata, T; Miyao, M; Ishigaki, H; Shiraiwa, Y; Ishihara, S; Furuta, M; Kondo, T; Toyoshima, H
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.
Full Text Available The aim of the present research was to study children’s ability to distinguish reality from fantasy based on individual differences in age, as well as on the valence generated by an event. Moreover, we explored the differences in emotional states generated by each type of stimuli, for each age category. A sample of 120 children from an urban kindergarten participated in the study. Each child was asked to respond to a set of questions after seeing eight pictures, different in terms of valence. The results revealed that preschool children aged 6 have a stronger ability to distinguish reality from fantasy, for each type of stimuli, compared to children aged 4 and 5. Moreover, the participants associated negative stimuli, both real and fantastic, with a higher level of negative affective state, compared to positive and also real images. The results are discussed from a sociodevelopmental perspective.
Friend, Margaret; Smolak, Erin; Liu, Yushuang; Poulin-Dubois, Diane; Zesiger, Pascal
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).
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
Coplan, Robert J; Arbeau, Kimberley A; Armer, Mandana
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 observations, teacher ratings, and individual child interviews. Results indicated that shyness was associated with a wide range of socio-emotional and school adjustment difficulties in kindergarten. Moreover, support for the moderating role of parenting was also found. Relations between shyness and certain indices of maladjustment were stronger among children with mothers characterized by higher neuroticism, BIS sensitivity, and an overprotective parenting style, and weaker for mothers characterized by high agree-ableness and an authoritative parenting style.
Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne
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
Bøje, Jakob Ditlev
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)....
Slabe, Damjan; Fink, Rok
Objective: Rapid physical and mental development in childhood also brings about a high risk of being injured. Since children spend a large amount of their time in kindergarten, there is a possibility that they would be injured while there. Design: A questionnaire for professionals was sent to a Slovenian kindergarten. Setting: The aim of this…
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…
Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth
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…
Birovljev, A.; Strand, T.; Heiberg, A.
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.)
"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…
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.
Valovičová, Ä½ubomíra; Sollárová, Eva
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.
In this paper, we explore intercultural learning undertaken through the educational program "Stronger Together." The program "Stronger Together" was created in 1998 in order to support and educate teachers working with children in post-war regions of Croatia using intercultural education and cooperative learning as tools for…
Song, Qiu-Cheng; Qiao, Cong-Feng
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) . 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)  and the simple extension of the Schrödinger uncertainty relation.
Liu, Xia; Fan, Xin
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.
Quirk, Matthew; Dowdy, Erin; Dever, Bridget; Carnazzo, Katherine; Bolton, Courtney
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…
Espada, Janet P.
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…
Deli, Eleni; Bakle, Iliana; Zachopoulou, Evridiki
The reported study aimed to identify the effects of two 10-week intervention programs on fundamental locomotor skill performance in kindergarten children. Seventy-five children with mean age 5.4 plus or minus 0.5 years participated. Experimental Group A followed a movement program, experimental Group B followed a music and movement program, and…
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.
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. PMID:26949286
Jun 8, 2016 ... Under changes to India's constitution, Indian women are gaining a stronger ... Legal reforms are encouraging women to contribute to economic growth ... on a panel on empowering women entrepreneurs at IDRC in Ottawa.
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.
The bachelor thesis deals with the readiness of 3-4 year old children to enter kindergarten. The theoretical part describes the biological and psychosocial development of the child aged three to four years and highlights the various factors that may affect the child's entry into kindergarten. Describes the family and kindergarten, the issue of adaptation in pre-school and readiness of the child to them. The practical part contains research focused on the perception of the readiness of childre...
Third year students have been performing in winter semester a project called intercultural education in language and ethnically heterogeneous classes. Project was performed in kindergarten Šentvid, unit Sapramiška. The purpose of this project was to raise awareness of children about acceptation or not acceptation of difference, to promote awareness of their own diversity with social games and to strengthen the ethical judgment using an inductive approach (Kroflič, 2007). I have followed and e...
Papadopoulos, Pantelis M.; Ibrahim, Zeinab; Karatsolis, Andreas
This paper presents initial results regarding writing activities in the context of the ALADDIN project. The goal of the project is to teach Modern Standard Arabic in 5-year-old kindergarten students in Qatar. A total of 18 students, enrolled in the ‘Arabic Class’, participated for 9 weeks in the ...... computers affected students’ performance and attitude towards the Arabic class and, consequently, the Arabic language....
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...
Melia E. Repko-Erwin
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.
Rheinländer, Thilde; Samuelsen, Helle; Dalsgaard, Anders; Konradsen, Flemming
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
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…
Full Text Available This research aimed to offer interpretations of August Strindberg’s The Stronger through the lens of female psychology. The Stronger is unique as it seemed very simple yet so intense and powerful with layers of interpretations. Written during 1888-1889, The Stronger, which only had two characters and only one speaking character, had become one of Strindberg’s shortest yet important plays during his career. The female psychology approach used in the analysis would cover the discussion of gender role, women’s self-esteem, competition for males, women’s friendships, ego style, and female psychology. It was an interdisciplinary research that combined structuralist, historical, biographical, and feminist approach to gain a better interpretation on the play. By referring to three different sources on the concept of female psychology, the analysis offered different and interesting interpretations on the nature and dynamics of the two female characters’ relationship. The Stronger has shown an enigmatic attraction in Strindberg’s authorship in which the readers could see the co-existence, collision, conflict, and merge of different paradigms concerning sex, gender, and sexuality.
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.
Grindheim, Liv Torunn
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,…
Al-Hooli, Abeer; Al-Shammari, Zaid
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…
Valente, Andrea; Marchetti, Emanuela
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...
Papadakis, Stamatios; Kalogiannakis, Michail; Zaranis, Nicholas
The present study investigates and compares the influence of teaching Realistic Mathematics on the development of mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in…
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…
Bright, B.; Cansler, D. P.
The KIK (Kentucky Individualized Kindergartens) project, a collaborative project between Kentucky's Department of Education and the Chapel Hill (NC) Training-Outreach project, is designed to serve high risk children. KIK provides early identification of high risk kindergarteners, development of individualized education programs, and implementation…
Stribling, Stacia M.
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…
Sackes, Mesut; Trundle, Kathy Cabe; Bell, Randy L.
This investigation explores young children's computer skills development from kindergarten to third grade using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) dataset. The sample size of the study was 8642 children. Latent growth curve modeling analysis was used as an analytical tool to examine the development of children's computer…
Kindergarten redshirting is the term used to describe the phenomenon where a parent chooses to keep their child from attending kindergarten so that the child may gain a year's worth of maturity. This qualitative dissertation examines the decision making process undergone by parents who have redshirted their children. While some parents began the…
Feng, Jui-Ying; Huang, Tzu-Yi; Wang, Chi-Jen
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,…
Graaf, J. van der; Segers, P.C.J.; Verhoeven, L.T.W.
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,
Shirai, Nobu; Imura, Tomoko; Tamura, Rio; Seno, Takeharu
Previous studies have shown that even elementary school-aged children (7 and 11 years old) experience visually induced perception of illusory self-motion (vection) (Lepecq et al., 1995, Perception, 24, 435-449) and that children of a similar age (mean age = 9.2 years) experience more rapid and stronger vection than do adults (Shirai et al., 2012, Perception, 41, 1399-1402). These findings imply that although elementary school-aged children experience vection, this ability is subject to further development. To examine the subsequent development of vection, we compared junior high school students' (N = 11, mean age = 14.4 years) and adults' (N = 10, mean age = 22.2 years) experiences of vection. Junior high school students reported significantly stronger vection than did adults, suggesting that the perceptual experience of junior high school students differs from that of adults with regard to vection and that this ability undergoes gradual changes over a relatively long period of development.
Hansen, Stine Rosenlund; Kristensen, Niels Heine
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...
Peisner-Feinberg, Ellen S.; Schaaf, Jennifer M.; Hildebrandt, Lisa M.; Pan, Yi; Warnaar, Bethany L.
The 2013-2014 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was designed to examine the longitudinal outcomes through kindergarten for children who attended the Pre-K program, along with comparisons to previous cohorts of program attendees. A sample of 561 children was included in the study, with data gathered at the beginning and…
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. PMID:26925186
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.
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
Cirino, Paul T
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.
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…
Valente, Andrea; Marchetti, Emanuela
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...
Lau, Gih-Keong; La, Thanh-Giang; Sheng-Wei Foong, Ervin; Shrestha, Milan
Multilayer dielectric elastomer actuators (DEA) perform worst off than single-layer DEAs due to higher susceptibility to electro-thermal breakdown. This paper presents a hot-spot model to predict the electro-thermal breakdown field of DEAs and its dependence on thermal insulation. To inhibit the electrothermal breakdown, silicone gel coating was applied as barrier coating to multilayer acrylic DEA. The gel coating helps suppress the electro-thermally induced puncturing of DEA membrane at the hot spot. As a result, the gel-coated DEAs, in either a single layer or a multilayer stack, can produce 30% more isometric stress change as compared to those none-coated. These gel-coated acrylic DEAs show great potential to make stronger artificial muscles.
This thesis deals with currently expanding phenomenon of placing children of mothers on parental leave in kindergarten. This work presents the basic theoretical background of the topic. It defines the contemporary family and its changes, meaning and function of the family, changes in the concept of motherhood and the role of mother, a preschool child, current kindergartens and current legislation regulating parental leave. The second part presents the results of a questionnaire survey among m...
Full Text Available Preschool children have significant health issues. From the relevant legislation and regulations, it can be seen that kindergarten teachers (KTs and kindergarten teacher assistants (KTAs are expected to be familiarwith the basic hygienic measures and steps for preventing injuries and illnesses, to recognize infectious diseases, and to know how to give the first aid. To gain these skills, a continuous life-long learning is necessary, because the characteristics of diseases are changing. Study design: original research.
Valente, Andrea; Marchetti, Emanuela
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....
Wong, Yau-ho P
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: firstname.lastname@example.org.
Joel, Samantha; Burton, Caitlin M; Plaks, Jason E
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.
Diseases that cause comparatively few problems in developed countries kill millions of people in the Third World each year. In many cases, people die because they cannot afford the medication needed to save their lives. In others, there are simply no drugs available because there are no wealthy western patients to justify pharmaceutical companies investing in a cure. This reveals a deep-seated problem within the patent system and the pharmaceutical industry that emphasises markets and profits at the expense of health and global welfare. Global efforts have seen substantial improvements in access to medicines in isolated areas, but with international agreements driving towards stronger patent protection and the expiry date for the TRIPS grace period fast approaching, it is time to consider alternatives which will allow the patent system to work for the humanitarian cause rather than against it. This paper considers two such problems in the patent system and pharmaceutical industry - prohibitive pricing and misdirected incentives - to offer a mode of regulation and enforcement that will support both a viable pharmaceutical industry and the human right to health and medication.
Akubuilo, Francis; Okorie, Eugene U.; Onwuka, Gloria; Uloh-Bethels, Annah Chinyeaka
Reading is one of the important skills of language. It is a basic tool of education whether formal or informal. Reading is a receptive skill, which involves the ability to meaningfully interpret or decode written or graphic symbols of language. Through reading, the hidden treasure of knowledge is unfolded; knowledge is gained thereby empowering…
M. Agung Hidayatulloh
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.
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 ...
Jordan, Nancy C; Kaplan, David; Ramineni, Chaitanya; Locuniak, Maria N
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
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.
Jordan, Nancy C.; Kaplan, David; Ramineni, Chaitanya; Locuniak, Maria N.
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. PMID:19413436
Brady, Kara J.
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…
Konobeeva, E. A.
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…
Grigg, Jeffrey; Connolly, Faith; D'Souza, Stephanie; Mitchell, Charlie
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…
Küçüközer, Hüseyin; Bostan, Ayberk
The aim of this study is to determine ideas of the kindergarten students on day-night, seasons, and the phases of the Moon. Although there are lots of studies on kindergarten students about science education, few of them are present on astronomy. Fifty-two students (age 6) from four different kindergartens were chosen as a sample of the study. The…
Bercnik, Sanja; Devjak, Tatjana
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…
Ljubetic, Maja; Slunjski, Edita
Even though the tradition of kindergartens in Croatia is a long one, it is only since the last decade that kindergartens in the Republic of Croatia have been regarded as communities that learn. For many years, the function of traditional kindergartens was determined by the philosophy and the beliefs of a totalitarian socialistic social order…
This study explored Korean and American children's play behaviors during board games in a kindergarten classroom using an ethnographic approach. The Korean participants were 20 children and one teacher of one classroom at attached kindergarten of public elementary school. The American participants were 11 kindergarten children and one teacher from…
Zylstra, Sheryl Eckberg; Pfeiffer, Beth
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.
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…
Early Head Start serves newborns through toddlers. It is an offshoot of Head Start, the 44-year-old federal program for low-income children ages 3 through 5. Social scientists studying brain development and emotional growth increasingly identify early education as critical to preparing children for kindergarten. As well, researchers have linked it…
Maria Dominika Niron
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
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
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 i...... on a phenomenological frame of reference (Merleau-Ponty 1964; Zahavi, 2003; van Manen, 1998; Moustakas, 1994; Spinelli, 2005) the study underlines the significance of bringing in the bodily narratives in investigations of body-pedagogy....
Ma, Xin; Nelson, Regena F.; Shen, Jianping; Krenn, Huilan Y.
Using hierarchical linear modeling, the present study aimed to examine whether targeted intervention strategies implemented individually during a preschool program exhibited any short-term and long-term effects on children's school readiness in kindergarten, utilizing data gathered through the Supporting Partnerships to Assure Ready Kids (SPARK)…
Sullivan, Amanda; Bers, Marina Umaschi
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…
Mollborn, Stefanie; Lawrence, Elizabeth; Root, Elisabeth Dowling
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.
Gosen, Myrte N.; Berenst, Jan; de Glopper, Kees
This paper reports on a conversation analytic study of problem-solving interactions during shared reading at three kindergartens in the Netherlands. It illustrates how teachers and pupils discuss book characters' problems that arise in the events in the picture books. A close analysis of the data demonstrates that problem-solving interactions do…
Jackson, Lori A.
This study used qualitative methods to determine whether kindergarten children exhibited stress behaviors during the academic work period of the day. Sixteen children (8 male, 8 female) ages 5-6 years were observed. The data consisted of classroom observations by the researcher, open-ended interviews with teachers, artifacts collected from the…
Hong, Guanglei; Pelletier, Janette; Hong, Yihua; Corter, Carl
The purpose of this study is two-fold. Firstly the authors examine, given the amount of time allocated to literacy instruction, whether homogeneous grouping helps improve class manageability over the kindergarten year and whether individual students' externalizing problem behaviors will decrease in tandem. Secondly, they investigate whether the…
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...... and children in 7 different day care facilities....
Slabe, Damjan; Fink, Rok; Dolenc, Eva; Kvas, Andreja
Preschool children have significant health issues. From the relevant legislation and regulations, it can be seen that kindergarten teachers (KTs) and kindergarten teacher assistants (KTAs) are expected to be familiarwith the basic hygienic measures and steps for preventing injuries and illnesses, to recognize infectious diseases, and to know how to give the first aid. To gain these skills, a continuous life-long learning is necessary, because the characteristics of diseases are changing. Study design: original research. 45 kindergartens in Slovenia were randomly selected and a questionnaire with 17 questions on health themes was sent. An analysis was performed via SPSS 17.0, using descriptive methods and nonparametric χ 2 tests. There were 774 participants, of whom 56% were KTs and 44% KTAs. The share of KTs and KTAs who consider their knowledge of health principles to be very good or excellent is 67%. Their estimation of first aid knowledge is lower. They are also well aware of the importance of health knowledge in their work; a total of 87% strongly agree with this. The results also show that they are familiar with hygiene principles. The χ 2 test showed there are certain statistically characteristic connections between the age of teachers and their assistants, occupation and work experiences. Because children are a particularly vulnerable group, teachers can encounter injuries and sudden illnesses at their work. Supplementary education is necessary among skilled workers in educational institutions, including kindergartens.
Damhuis, Carmen M. P.; Segers, Eliane; Scheltinga, Femke; Verhoeven, Ludo
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…
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…
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…
This paper provides a critical analysis of the impact of the "Presidential Decree 200" (1998) regarding the operation of kindergartens in Greece, on children's enjoyment of their rights. It appears that the "Decree" does not respect, protect or fulfil the participation rights of the child whereas it respects, protects and…
Johanson, Megan; Justice, Laura M.; Logan, Jessica
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,…
Vangsnes, Vigdis; Økland, Nils Tore Gram
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…
Din, Feng S.; Calao, Josephine
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…
Menninga, Astrid; van Dijk, Marijn; Wetzels, Anna; Steenbeek, Henderien; van Geert, Paul
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
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…
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.
Fanari, Rachele; Meloni, Carla; Massidda, Davide
This work aims to evaluate the relationship between early numerical competence in kindergarteners and their numerical representations as measured by the number line task (NLT). Thirty-four 5-year-old children participated in the study. Children's early performance on symbolic and non-symbolic numerical tasks was considered to determine which was a…
Maryland State Dept. of Education, Baltimore.
This teachers' guide provides materials and suggestions for approximately 125 lessons that are designed to increase kindergarten children's traffic safety skills and knowledge. Most of the guide focuses on (1) lessons about physical structures in the pedestrian environment such as sidewalks, curbs, crosswalks, and intersections, and (2) signal…
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…
San Diego County Office of Education, CA.
This short annotated bibliography of books for students in kindergarten through grade 8 contains information on the history of the Statue of Liberty and its renovation that will enable students to learn more about this important American symbol. In addition to the eight books listed, information is provided on a photograph collection, a teacher's…
Layne, Heidi; Dervin, Fred
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…
Feng, Jui-Ying; Wu, Yow-Wu B.; Fetzer, Susan; Chang, Hsin-Yi
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…
Gholson, Barry; And Others
Preoperational and concrete operational kindergarten children received stimulus differentiation training, either with or without feedback, and then a series of discrimination learning problems in which a blank trial probe was used to detect a child's hypothesis after each feedback trial. Piagetian stage theory requires elaboration to account…
Johanson, Megan; Justice, Laura M.; Logan, Jessica
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,…
Full text: As children spend a significant part of their time in schools and in kindergartens (about 1800 hours in a year), it is not only necessary to provide their comfortable stay but also normal radiation-hygienic conditions. One of the sources of radiation exposure is radon and short-lived radon daughters. In the city of Tomsk and Tomsk region monitoring radon levels in the rooms of 30 kindergartens and 36 schools was carried out. Measurements of the radon concentration in the air were realised using solid state nuclear track detectors. The duration of one measurement was 1-3 months. Another effort was directed on the collection of statistical data, necessary for an accurate estimation of the received dose. The data include the average annual time a child spends in the kindergarten (in view of holidays and time of preventive maintenance) and outdoors, constructional features of building, conditions of ventilation, etc. The statistical analyses of radon data show that arithmetic mean, geometric mean and standard deviation are 60, 51 and 33 Bq/m 3 , respectively, for kindergartens and are 50, 38 and 56 Bq/m 3 , respectively, for schools. The results are presented and discussed in this paper. (author)
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…
Caemmerer, Jacqueline M; Keith, Timothy Z
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.
Sansolios, Sanne; Brandhøj, Mia; Mikkelsen, Bent Egberg
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...... showed limited variation in F&V intake. The Sapere-method was developed further and refine based on prior studies among 11-12 year old Swedish school children. A five day taste workshop in a selected kindergarten was developed and 12 children and two pedagogues participated. The workshop activities...... included specific tastings, sense-games and baking and the children were encouraged to share and talk about the different taste experiences, the children were supported to taste the disliked F & V again. Results: The children responded positively to the taste workshop. The children’s uncertainty...
Koch, Anette Boye
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...... study and from a parallel qualitative interview study and discusses how the disparate findings communicate. The strategy of choosing a standard survey did not provide valuable data, but the meaning ascribed to well-being in the two approaches are compared and the article points to development...... of a future mixed methods study, in which child well-being is defined and evaluated with attention to play, social well-being, bodily skills and aesthetics....
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
Hansen, Line Skov; Hansen, Ole; Guttorm Andersen, Pia
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....
O'Connor, Rollanda E; Harty, Kristin R; Fulmer, Deborah
This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.
Ozernov-Palchik, Ola; Wolf, Maryanne; Patel, Aniruddh D
A growing number of studies report links between nonlinguistic rhythmic abilities and certain linguistic abilities, particularly phonological skills. The current study investigated the relationship between nonlinguistic rhythmic processing, phonological abilities, and early literacy abilities in kindergarteners. A distinctive aspect of the current work was the exploration of whether processing of different types of rhythmic patterns is differentially related to kindergarteners' phonological and reading-related abilities. Specifically, we examined the processing of metrical versus nonmetrical rhythmic patterns, that is, patterns capable of being subdivided into equal temporal intervals or not (Povel & Essens, 1985). This is an important comparison because most music involves metrical sequences, in which rhythm often has an underlying temporal grid of isochronous units. In contrast, nonmetrical sequences are arguably more typical to speech rhythm, which is temporally structured but does not involve an underlying grid of equal temporal units. A rhythm discrimination app with metrical and nonmetrical patterns was administered to 74 kindergarteners in conjunction with cognitive and preliteracy measures. Findings support a relationship among rhythm perception, phonological awareness, and letter-sound knowledge (an essential precursor of reading). A mediation analysis revealed that the association between rhythm perception and letter-sound knowledge is mediated through phonological awareness. Furthermore, metrical perception accounted for unique variance in letter-sound knowledge above all other language and cognitive measures. These results point to a unique role for temporal regularity processing in the association between musical rhythm and literacy in young children. Copyright © 2017 Elsevier Inc. All rights reserved.
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.
Nevo, Einat; Breznitz, Zvia
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…
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…
Abu Al Rub, Majedah Fawzy; Rababaeh, Ebtesam Qasim; Mustafa, Intisar Ghazy
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…
McIntyre, Laura Lee; Eckert, Tanya L.; Arbolino, Lauren A.; DiGennaro Reed, Florence D.; Fiese, Barbara H.
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,…
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…
Boonen, Anton J. H.; Kolkman, Meijke E.; Kroesbergen, Evelyn H.
The aim of the present study was to investigate the relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. The mathematical language input provided by 35 kindergarten teachers was examined with 9 different input categories. The results of this study indicate that the role of each of these math talk…
Riga, Vassiliki; Chronopoulou, Elena
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…
The research questions of the article are: What takes place in the professional cooperative work of including children with special needs in kindergartens and in counteracting exclusive process? How are views on children and ethics expressed through practice and in reflections on practice among the staff in kindergarten? What constitutes…
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…
Glaude-Smit, S.W.D; van Strien, J.W.; Licht, R.; Bakker, D.J.
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:
Hu, Bi Ying; Zhou, Yisu; Li, Kejian; Roberts, Sherron Killingsworth
In recent years, the Chinese government has initiated a national plan to universalize quality kindergartens for all age-eligible Chinese children. Kindergarten is the main form of early childhood education and care (ECEC) service across China. However, the government faces two thorny issues on the journey toward realizing educational equity for…
Sainato, Diane M.; Morrison, Rebecca S.; Jung, Sunhwa; Axe, Judah; Nixon, Patricia A.
To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their…
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 ...
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…
Larsen, Andrew L.; Liao, Yue; Alberts, Janel; Huh, Jimi; Robertson, Trina; Dunton, Genevieve F.
Background: Few nutrition interventions in kindergarten classes have been evaluated, and none has been tested for program effectiveness, implementation, and dissemination. Building a Healthy Me (BHM) is a nutrition intervention for kindergarteners that is classroom-based and includes a family component. This study evaluated the public health…
Cuevas, Kimberly; Hubble, Morgan; Bell, Martha Ann
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), parent-reported (temperament-based inhibitory control), and psychophysiological (working memory-related changes in heart rate…
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…
Shoval, Ella; Sharir, Tal; Arnon, Michal; Tenenbaum, Gershon
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…
Favazza, Paddy C.; Odom, Samuel L.
A study of 188 kindergarten children evaluated the effectiveness of the Assessment Scale for Kindergartners, which was designed to evaluate the attitudes of kindergarten children toward children with disabilities. Results found the scale provided evidence of criterion-related validity and that children who'd had contact with children with…
Franklin, Martha A.
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…
Brandt, Millicent Hume
A music teacher specialist at an elementary school with a typical kindergarten music program implemented a 10-week practicum intervention designed to improve the auditory sequencing skills of kindergarten children through increased instruction in music. Test scores on screening measures indicated the need to improve the children's auditory memory…
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…
Sansolios, Sanne; Mikkelsen, Bent Egberg
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 ...
Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J.
This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n = 213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall…
Perels, Franziska; Merget-Kullmann, Miriam; Wende, Milena; Schmitz, Bernhard; Buchbinder, Carla
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.
Chen, Jennifer J.; Li, Hui; Wang, Jing-ying
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…
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…
Palenzuela, Silvia M.
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…
Pakarinen, Eija; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik
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…
Tazouti, Youssef; Viriot-Goeldel, Caroline; Matter, Cornelie; Geiger-Jaillet, Anemone; Carol, Rita; Deviterne, Dominique
The present article investigates the effects of individual and contextual variables on children's early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the…
Daghistan, Bulquees Ismail Abdul Majid
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…
Silinskas, Gintautas; Parrila, Rauno; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Nurmi, Jari-Erik
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 =…
Taleb, Tagreed Fathi Abu
Jordan's education system is currently undergoing rigorous and comprehensive reform processes that focus on improving the status of educational policies and experiences for students in kindergarten through 12th grade. Kindergarten education in Jordan has been dominated until recently, by the private-sector. For the past decade, the Ministry of…
Abu Taleb, Tagreed Fathi
The main objective of this study was to examine the job satisfaction levels of Jordanian kindergarten teachers in relation to work-related dimensions and socio-demographic variables. The sample consisted of 264 randomly selected teachers working in private kindergartens in Amman. To meet the study's objectives, a two part questionnaire was…
Gordon, Lynn Melby
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…
Kang, Jean; Horn, Eva M.; Palmer, Susan
Transition to kindergarten can be a pivotal experience for children because of its potential long-term impact on school performance. As the importance of relationships among contextual factors surrounding a child has been recognized, many schools have made efforts to establish strong ties with families in order to make kindergarten transition…
Ray, Katherine; Smith, Maureen C.
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…
Lam, Mei Seung
Transition from home to kindergarten is the first and major ecological transition in children's educational lives in Hong Kong. In this transition, children cross a cultural boundary from home to kindergarten and start to learn about "school" as a place to learn and about themselves as "pupils" in kindergarten. The conceptual…
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.
Bhatt, Chhavi Raj; Redmayne, Mary; Billah, Baki; Abramson, Michael J; Benke, Geza
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.
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.
Mata, Isabel; Rodrigues, Isabel; Matias, Luis
"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
McNutt, Louise-Anne; Desemone, Cristina; DeNicola, Erica; El Chebib, Hassan; Nadeau, Jessica A; Bednarczyk, Robert A; Shaw, Jana
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.
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…
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.
Secomb, Josh L; Nimphius, Sophia; Farley, Oliver R; Lundgren, Lina; Tran, Tai T; Sheppard, Jeremy M
To identify whether there are any significant differences in the lower-body muscle structure and countermovement-jump (CMJ) and squat-jump (SJ) performance between stronger and weaker surfing athletes. Twenty elite male surfers had their lower-body muscle structure assessed with ultrasonography and completed a series of lower-body strength and jump tests including isometric midthigh pull (IMTP), CMJ, and SJ. Athletes were separated into stronger (n = 10) and weaker (n = 10) groups based on IMTP performance. Large significant differences were identified between the groups for vastus lateralis (VL) thickness (P = .02, ES = 1.22) and lateral gastrocnemius (LG) pennation angle (P = .01, ES = 1.20), and a large nonsignificant difference was identified in LG thickness (P = .08, ES = 0.89). Furthermore, significant differences were present between the groups for peak force, relative peak force, and jump height in the CMJ and SJ (P Stronger surfing athletes in this study had greater VL and LG thickness and LG pennation angle. These muscle structures may explain their better performance in the CMJ and SJ. A unique finding in this study was that the stronger group appeared to better use their strength and muscle structure for braking as they had significantly higher eccentric peak velocity and vertical displacement during the CMJ. This enhanced eccentric phase may have resulted in a greater production and subsequent utilization of stored elastic strain energy that led to the significantly better CMJ performance in the stronger group.
Durcik, M.; Havlik, F.; Vicanova, M.; Nikodemova, D.
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)
Aye, Thanda; Kuramoto-Ahuja, Tsugumi; Sato, Tamae; Sadakiyo, Kaori; Watanabe, Miyoko; Maruyama, Hitoshi
[Purpose] The purposes of this study were to assess and explore the gender-based differences in gross motor skill development of 5-year-old Japanese children. [Subjects and Methods] This cross-sectional study recruited 60 healthy 5-year-old (third-year kindergarten, i.e., nencho ) children (34 boys, 26 girls) from one local private kindergarten school in Otawara city, Tochigi Prefecture, Japan. Gross motor skills, including six locomotor and six object control skills, were assessed using the test of gross motor development, second edition (TGMD-2). All subjects performed two trials of each gross motor skill, and the performances were video-recorded and scored. Assessment procedures were performed according to the standardized guidelines of the TGMD-2. [Results] The majority of subjects had an average level of overall gross motor skills. Girls had significantly better locomotor skills. Boys had significantly better object control skills. [Conclusion] The gross motor skill development of 5-year-old Japanese children involves gender-based differences in locomotor and object control skills. This study provided valuable information that can be used to establish normative references for the gross motor skills of 5-year-old Japanese children.
Vaupotic, J.; Krizman, M.; Sutej, T.
In the winter period of 1990-1991 instantaneous radon concentrations in air were measured in around 450 kindergartens from different regions from Yugoslavia. Alpha scintillation counting was used as a screening method, and the measurements were carried out in rooms where the children spent the majority of their time. All of the air grab samples were taken under the same conditions which excluded ventilation of the interior 12 h prior to sampling. In addition to indoor radon concentrations, gamma dose rate was measured using portable equipment. The indoor radon concentrations were generally low, in the range from 10 to 180 Bq.m -3 of air, with an overall average of about 100 Bq.m -3 . There were a few exceptions where indoor radon levels exceeded 150 Bq.m -3 ; mainly in old buildings containing higher contents of natural radionuclides in the building materials, and in the cellars or basements of the buildings. In all rooms with a level exceeding 150 Bq of 222 Rn per m 3 , solid-state nuclear track detectors were applied for long-term measurements. In order to investigate the equilibrium between radon and its short-lived daughters, mainly with respect to their contribution to the effective dose, alpha spectrometry is also being introduced in selected kindergartens with elevated radon concentrations. (author)
Miller, S E; DeBoer, M D; Scharf, R J
Poor executive functioning is associated with life-long difficulty. Identification of children at risk for executive dysfunction is important for early intervention to improve neurodevelopmental outcomes. This study is designed to examine relationships between birthweight and executive functioning in US children during kindergarten. Our hypothesis was that children with higher birthweights would have better executive function scores. We evaluated data from 17506 US children from the Early Childhood Longitudinal Study-Kindergarten 2011 cohort. Birthweight and gestational age were obtained by parental survey. Executive functions were directly assessed using the number reverse test and card sort test to measure working memory and cognitive flexibility, respectively. Teacher evaluations were used for additional executive functions. Data were analyzed using SAS to run all linear and logistical regressions. For every kilogram of birthweight, scores of working memory increased by 1.47 (Pexecutive functioning. As birthweight increases executive function scores improve, even among infants born normal weight. Further evaluation of this population including interventions and progression through school is needed.
Tepanosyan, Gevorg; Maghakyan, Nairuhi; Sahakyan, Lilit; Saghatelyan, Armen
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.
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
Heydorn, S; Andersen, K E; Johansen, J D
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...
Avery E. Scherer
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.
Harndahl, Mikkel Nors; Rasmussen, Michael; Nielsen, Morten
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...
This technical progress report includes an update of the progress during the second 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.
Hage, Sally M.; Nosanow, Mia
Describes a model for group work with young adults from divorced families using an 8-session psychoeducational group intervention. Goals include reducing isolation, establishing connectedness, and building a stronger sense of identify. By educating young adults on topics such as assertiveness, communication skills, and self-esteem, it will give…
Myung, Jeannie; Martinez, Krissia; Nordstrum, Lee
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…
Majedah Fawzi Abu Al Rub
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.
Løvstad, Charlotte Vange; Larsen, Astrid Kidde
innovation in a daily basis. The interviews where all conducted in groups of minimum two members of staff in the kindergartens. The key concepts for developing the interview-guide and examining the research question are based upon literature on social enterprise (EMES) and social economy (Hulgård......-reflection related to social economy, social enterprise and social innovation, whereas the empirical material also shows awareness and articulation of skills and competences, theoretical methods and educational ideals. Conditions of possibility shown in the empirical data invites to a next step where researchers...... and staff cooperate (Moulaert) to exploit the potentials for change in both discursive and the social practice in the institutions (Fairclough). Change that might lead to processes of social innovation, explicate democratic participation and elements of social economy in the social practice...
Caroli, Margherita; Malecka-Tendera, Ewa; Epifani, Susi
PERISCOPE project assesses factors promoting or preventing obesity development in early age. A specifi c aim is to assess preschool children ’ s physical activity habits in three different European countries. PERISCOPE has been implemented in 1094 children attending kindergartens in Denmark, Italy...... and Poland. The parents ’ and children ’ s physical activity habits and attitudes assessed by a questionnaire fi lled by the parents. Overweight and obesity assessed by Cole ’ s BMI cut-off points. Statistical analysis performed by χ^2 test and the test of proportion. Denmark shows the lowest rate (14...... hour (p active, the Polish are in the middle and the Italians are the least active. The difference in infrastructures (safety of walking streets, access...
Clarke, Ben; Doabler, Christian T; Smolkowski, Keith; Baker, Scott K; Fien, Hank; Strand Cary, Mari
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.
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.
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 QARâs "In the Book" and "In my Head" categories with similar questions for each of two popular Aesopâs 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.
Colella, Dario; Morano, Milena
Physical activity in kindergarten is a fundamental part of the child's educational process. Body experience and physical activity contribute to the development of self-awareness and the learning of different modes of expression, as well as encouraging the acquisition of physically active lifestyles. Recent scientific evidence has confirmed the role of physical activity in disease prevention and quality of life improvement, and stressed the importance of integrated educational programmes promoting physical activity and healthy eating habits. A key priority of scientific research is to identify the opportunities and methods of motor learning and to increase the daily physical activity levels of children by reducing sedentary time and promoting active play and transport (i.e. walking, cycling). Family, school and community involvement are all needed to assure adherence to the official guidelines on how much physical activity children need to boost their health and stave off obesity.
Johnson, Anna D; Martin, Anne; Brooks-Gunn, Jeanne
The federal child care subsidy program represents one of the government’s largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study – Birth Cohort (ECLS-B), this paper examines associations, among subsidy-eligible families, between child care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness. PMID:23461769
... kindergarten shall provide children with experiences which emphasize language development, native language...) Language (observing, listening, speaking). (2) Exploration of the environment (number, space and time... and creative tendencies. (5) Health education inclusive of the requirements contained in the Act of...
Thijs, Jochem T.; Koomen, Helma M.Y.
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
Sortland, Merete; Tikkanen, Tarja Irene; Presthus Heggen, Marianne
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 No......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...... and competence are shortly discussed. It is followed by the module’s theoretical framework. Then the study module’s development process is described accompanied by reflections of the student’s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised......, and the main conclusion is that the study module contributes positively to the students’ skills development, both in science and quality....
Meghan E. McGrady
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.
Thijs, J.T.; Koomen, H.M.Y.
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
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
Mikkelsen, Bent Egberg
between policies and pedagogue ’ s attitudes towards promoting children ’ s physical activity and the number of days that pedagogues initiated games that made the children physically active. The study suggests that the social and organizational environment in the kindergarten is an important determinant...... for the level of physical activity among children. This means that the individual norms and attitudes of pedagogues along with the collective intentions and values expressed in written and adopted organizational policies (a Physical Activity Policy - PAP) are important aspects to be worked upon if kindergarten......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...
Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J.
This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on six standardized assessments in a sample of middle-SES kindergarteners. 3- and 4-year-olds’ (N=213) fine and gross motor skills were assessed in a home visit before kindergarten; EF was measured at fall of kindergarten; and Woodcock-Johnson III (WJ III) Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. PMID:22537276
Megbaru Alemu; Habtamu Bedemo; Gessessew Bugssa; Sena Bayissa; Kiros Tedla
Back ground: Intestinal parasitic infections are among the major public health problems in the Sub-Saharan Africa. However, surveys for intestinal parasites conducted in different areas of Ethiopia focused on school age children. Consequently, there is scarcity of data on the burden of intestinal parasites among children in Kindergartens. Material and Method: This cross-sectional study was conducted in three Kindergartens in Mekelle City, North Ethiopia from October to November 2013. A total ...
Hirvonen, Riikka; Tolvanen, Asko; Aunola, Kaisa; Nurmi, Jari-Erik
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...
Peisner-Feinberg, Ellen; Schaaf, Jennifer; Hildebrandt, Lisa; LaForett, Dore
The North Carolina Pre-Kindergarten Program (NC Pre-K) is a state-funded initiative for at-risk 4-year-olds, designed to provide a high quality, classroom-based educational program during the year prior to kindergarten entry. Children are eligible for NC Pre-K based on age, family income (at or below 75% of state median income), and other risk…
In diploma thesis I define education, views on upbringing in the past and present and how education is defined by different educational styles. We defined various factors which play an important role in upbringing children: family, kindergarten, interpersonal relationships and interpersonal communication. In the empirical part I integrated all obtained theoretical knowledge with practical experience of four parents and two kindergarten teachers with whom I carried out interviews. In this d...
Chen, Alex Y.; Escarce, Jos? J.
Introduction Little is known about the effect of family structure on childhood obesity among US children. This study examines the effect of number of parents and number of siblings on children's body mass index and risk of obesity. Methods We conducted a secondary data analysis of the Early Childhood Longitudinal Study ? Kindergarten Cohort (ECLS-K), which consists of a nationally representative cohort of children who entered kindergarten during 1998-1999. Our analyses included 2 cross-sectio...
藤崎, 春代; Haruyo, FUJISAKI; 昭和女子大学大学院生活機構研究科
Influence of children's kindergarten on their homes was investigated through assessing parents'attitudes, from the perspective that for children and parents, the kindergarten is the first transition from home to society. I conducted a longitudinal questionnaires survey with parents of three to five-year-old children that consisted of six waves. Results indicated the following:(1)Older children spoke more about friends than about their caretakers with their parents,(2)Parents felt uneasy about...
田中, 宏明; Hiroaki, TANAKA; 藤女子大学人間生活学部保育学科非常勤講師; Department of Erarly Childhood Care and Dducation, Faculty of Human Life Sciences, Fuji Women's University
Kindergarten curricula are designed to encourage children to naturally learn music through everyday activities centered on playing as prescribed for the field of expression in Japan's Educational Guidelines for Kindergartens. In the revised 2008 Educational Guidelines for Elementary Schools, the phase "basic ability in musical activity"was added. The term "expression,"which appears at the beginning of the objectives in the Educational Guidelines for Elementary Schools, is not an ability consi...
Griffith, Shayl; Arnold, David; Voegler-Lee, Mary-Ellen; Kupersmidt, Janis
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.
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.
Nina Scott Frisch
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.
Balonek, T.J.; Broderick, J.J.; Condon, J.J.; Crawford, D.F.; Jauncey, D.L.
The 1000-foot (305 m) telescope of the National Astronomy and Ionosphere Center was used to measure 430 MHz flux densities of sources stronger than 0.1 Jy at 2700 MHz. Distributions of the resulting two-point spectral indices α (430, 2700) of sources in the intensity range 0.1less than or equal toS<0.35 Jy were compared with α (318, 2700) distributions of sources stronger than 0.35 Jy at 2700 MHz. The median normal-component spectral index and fraction of flat-spectrum sources in the faintest sample do not continue the previously discovered trend toward increased spectral steepening of faint sources. This result differs from the prediction of simple evolutionary cosmological models and therefore favors the alternative explanation that local source-density inhomogeneities are responsible for the observed intensity dependence of spectral indices
Reiter, Johannes G; Hilbe, Christian; Rand, David G; Chatterjee, Krishnendu; Nowak, Martin A
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.
Yan, Xiumin; Wang, Kehong; Song, Lihong; Wang, Xuefeng; Wu, Donghui
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...
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.
This study aims to show the features of American progressive kindergarten in the early 20th century, through analyzing the curriculum and contents of Henry and Dorothy Castle Memorial Kindergarten and Nursery School in Hawaii. This kindergarten was established by Mary Castle at Honolulu in 1899 and influenced from John Dewey. And in 1927, the nursery school was established because educating younger children was important. Children could select the subject matter based on their own interest. A...
Brotman, Laurie Miller; Dawson-McClure, Spring; Calzada, Esther J; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J; Petkova, Eva
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.
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,…
Hu, Bi Ying
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…
Kaltiala-Heino, Riittakerttu; Fröjd, Sari; Marttunen, Mauri
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.
Silva Filho, Elias
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)
Kalaydzhyan, Tigran; Shuryak, Edward
Both the transverse size and entropy density per area in central pA collisions is smaller than in central AA, and yet the radial flow is stronger. We propose an explanation to this puzzle. Using a weak attraction between strings through the σ-meson exchange, fitted to the lattice data, we find collective implosion of the “spaghetti” multi-string state. Collectivization of the sigma field of the strings is the QCD analog of the black hole formation occurring in holographic models
Ingley, Spencer J; Johnson, Jerald B
How selection acts to drive trait evolution at different stages of divergence is of fundamental importance in our understanding of the origins of biodiversity. Yet, most studies have focused on a single point along an evolutionary trajectory. Here, we provide a case study evaluating the strength of divergent selection acting on life-history traits at early-versus-late stages of divergence in Brachyrhaphis fishes. We find that the difference in selection is stronger in the early-diverged population than the late-diverged population, and that trait differences acquired early are maintained over time. © 2016 The Author(s).
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.
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
Full Text Available A poll procedure has been done at sample of 102 kindergarten teachers with Bachelor degree attending Specialist studies at Department of Pre-School Education of the Faculty of Philosophy in Niksic, and the aim of the poll was to determine the examinees’ opinions on games organizations in pre-school institutions, from all towns of Montenegro. All of the questioned teachers were employed during the poll or they had already had working experience. The poll was based on the 14 questions ques¬tionnaire, especially made for this purpose in which the questions were classified in groups in order to determine 4 aspects that are important for successful organization of games. The first group of the questions regards choice of the games to be played; the second group relates to space choice for the game, as the third group of the questions refers to the way of making groups of children during preparation. The fourth group of the questions regards making cooperation and tolerance among the children during the games’ realization. This poll is a part of the research done at the Faculty of Sports and Physical Education in Niksic with the aim to get directions for improving teaching and expert work in pre-school institutions through monitoring and insight into opinions of Specialist studies’ students.
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.
Tourangeau, Karen; Nord, Christine; Lê, Thanh; Sorongon, Alberto G.; Hagedorn, Mary C.; Daly, Peggy; Najarian, Michelle
This manual provides guidance and documentation for users of the kindergarten (or base year) data of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It begins with an overview of the ECLS-K:2011. Subsequent chapters provide details on the study data collection instruments and methods; the direct and indirect…
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
Tourangeau, Karen; Nord, Christine; Lê, Thanh; Wallner-Allen, Kathleen; Hagedorn, Mary C.; Leggitt, John; Najarian, Michelle
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…
Clemens, Nathan H; Oslund, Eric L; Simmons, Leslie E; Simmons, Deborah
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.
Full Text Available Background: Children use all of their senses when exploring new foods, and sensory-based food education provides new possibilities for promoting healthy dietary habits. Objective: To evaluate the effect of sensory-based food education activities on children's willingness to eat test samples of selected vegetables and berries. Design: 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. Results: 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. Conclusions: 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.
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.
Carlei, Christophe; Kerzel, Dirk
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.
Bressan, Paola; Dal Pos, Stefania
Even after they have taken all reasonable measures to decrease the probability that their spouses cheat on them, men still face paternal uncertainty. Such uncertainty can lead to paternal disinvestment, which reduces the children's probability to survive and reproduce, and thus the reproductive success of the fathers themselves. A theoretical model shows that, other things being equal, men who feel confident that they have fathered their spouses' offspring tend to enjoy greater fitness (i.e., leave a larger number of surviving progeny) than men who do not. This implies that fathers should benefit from exaggerating paternal resemblance. We argue that the self-deceiving component of this bias could be concealed by generalizing this resemblance estimation boost to (1) family pairs other than father-child and (2) strangers. Here, we tested the prediction that fathers may see, in unrelated children's faces, stronger family resemblances than non-fathers. In Study 1, 70 men and 70 women estimated facial resemblances between children paired, at three different ages (as infants, children, and adolescents), either to themselves or to their parents. In Study 2, 70 men and 70 women guessed the true parents of the same children among a set of adults. Men who were fathers reported stronger similarities between faces than non-fathers, mothers, and non-mothers did, but were no better at identifying childrens' real parents. We suggest that, in fathers, processing of facial resemblances is biased in a manner that reflects their (adaptive) wishful thinking that fathers and children are related.
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.
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.
Kunar, Melina A; John, Rebecca; Sweetman, Hollie
Previous work has shown that reaction times to find a target in displays that have been repeated are faster than those for displays that have never been seen before. This learning effect, termed "contextual cueing" (CC), has been shown using contexts such as the configuration of the distractors in the display and the background colour. However, it is not clear how these two contexts interact to facilitate search. We investigated this here by comparing the strengths of these two cues when they appeared together. In Experiment 1, participants searched for a target that was cued by both colour and distractor configural cues, compared with when the target was only predicted by configural information. The results showed that the addition of a colour cue did not increase contextual cueing. In Experiment 2, participants searched for a target that was cued by both colour and distractor configuration compared with when the target was only cued by colour. The results showed that adding a predictive configural cue led to a stronger CC benefit. Experiments 3 and 4 tested the disruptive effects of removing either a learned colour cue or a learned configural cue and whether there was cue competition when colour and configural cues were presented together. Removing the configural cue was more disruptive to CC than removing colour, and configural learning was shown to overshadow the learning of colour cues. The data support a configural dominant account of CC, where configural cues act as the stronger cue in comparison to colour when they are presented together.
Briggs, Jennifer O.; Russell, Jennifer Lin; Wanless, Shannon B.
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…
Gallimore, Ronald; And Others
This paper examines the use of elaboration and overt rehearsal as strategies for increasing kindergarten children's retention and recall of shape names. The study is part of a large scale investigation concerned with improving the school achievement of Hawaiian and part-Hawaiian children. Twenty-four kindergarten children enrolled in a…
Foorman, Barbara; Beyler, Nicholas; Borradaile, Kelley; Coyne, Michael; Denton, Carolyn A.; Dimino, Joseph; Furgeson, Joshua; Hayes, Lynda; Henke, Juliette; Justice, Laura; Keating, Betsy; Lewis, Warnick; Sattar, Samina; Streke, Andrei; Wagner, Richard; Wissel, Sarah
The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…
Cheung, Sum Kwing; McBride, Catherine
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…
Kim, So Jung; Park, Soyeon; An, Song
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…
Catsambis, Sophia; Buttaro, Anthony, Jr.
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…
Nevo, Einat; Bar-Kochva, Irit
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…
Discussion of learning in the kindergarten context is growing both in Norway and internationally. This article focuses on some central aspects of learning described by groups of children aged 4-6 years, in three Norwegian kindergartens. The research concerns children's descriptions of aspects of learning experienced in their everyday life in…
Yang, Weipeng; Li, Hui
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…
Tolentino, Efleda Preclaro; Lawson, Lauren
Teacher research yields a plethora of insights about creating a meaningful curriculum for children. In this article, we describe the experience of preschool children who participated in Kindergarten Club, a space that afforded them opportunities to shift roles from being preschoolers to being kindergarteners. Kindergarten Club became a catalyst…
Ladd, G W; Birch, S H; Buhs, E S
Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child x environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment.
Hassinger-Das, Brenna; Jordan, Nancy C.; Glutting, Joseph; Irwin, Casey; Dyson, Nancy
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
Scoditti, Silvia; Clavica, Fulgenzio; Caroli, Margherita
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.
Zhang, Meilan; Parker, Joyce; Eberhardt, Jan; Passalacqua, Susan
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.
Bollig, Georg; Myklebust, Anne G; Østringen, Kristin
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.
Radolic, V.; Stanic, D.; Miklavcic, I.; Poje, M.; Muzevic, M.; Krpan, I.; Vukovic, B.
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).
Komaini, A.; Mardela, R.
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.
Ganfure, Gemechu; Ameya, Gemechu; Tamirat, Ababe; Lencha, Bikila; Bikila, Dereje
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.
B S Ankit
Full Text Available Aim: Diabetic retinopathy (DR is the most common preventable cause of blindness where early detection and treatment can be sight-saving. Search for biomarkers of the disease has been relentless. We aimed to determine whether lipoproteins apolipoproteins A1 and B1 (Apo-A1 and Apo-B1 have stronger associations with DR in contrast to conventionally measured low-density lipoprotein (LDL and high-density lipoprotein cholesterol levels. Materials and Methods: We performed a cross-sectional study and studied 117 patients. Serum lipid profile was assessed by autoanalyzer. Serum Apo-A1 and Apo-B were measured using immunoturbidimetric kit on an autoanalyzer. Apo-B/A1 ratio was calculated. Retinopathy was graded from the digital retinal photographs, taken with nonmydriatic auto fundus camera and classified according to International Clinical DR Disease Severity Scale. Results: Mean Apo-A1 for mild, moderate, severe retinopathy, and proliferative DR (PDR shows a significant negative correlation (P = 0.001 with severity of retinopathy. Mean Apo-B for mild, moderate, severe, PDR displayed a significant positive correlation with severity of retinopathy (P = 0.001. Mean Apo-B/A1 for mild, moderate, severe, PDR showed highly significant positive correlation with severity of retinopathy (P < 0.001. In contrast, mean LDL for mild, moderate, severe, PDR showed insignificant association with severity of DR (P = 0.081. Conclusion: Apo-A1 and Apo-B have a stronger association with the development of DR than traditional lipids and can thus facilitate early detection and treatment of the disease.
An An Andari
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...
Bø, Kari; Ellstrøm Engh, Marie; Hilde, Gunvor
Today all healthy pregnant women are encouraged to be physically active throughout pregnancy, with recommendations to participate in at least 30 minutes of aerobic activity on most days of the week in addition to performing 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. The objectives of the study were to compare vaginal resting pressure, pelvic floor muscle strength, and endurance in regular exercisers (exercise ≥30 minutes 3 or more times per week) and nonexercisers at midpregnancy. Furthermore, another objective was 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, with a mean age of 28.6 years (range, 19-40 years) and prepregnancy body mass index of 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. The International Consultation on Incontinence Questionnaire Urinary Incontinence Short Form was used to assess urinary incontinence. Differences between groups were analyzed using an independent-sample Student t test. Linear regression analysis was conducted to adjust for prepregnancy body mass index, age, smoking during pregnancy, and regular pelvic floor muscle training during pregnancy. The significance value was set to P ≤ .05. Regular exercisers had statistically significant stronger (mean 6.4 cm H 2 O [95% confidence interval, 1.7-11.2]) and more enduring (mean 39.9 cm H 2 Osec [95% confidence interval, 42.2-75.7]) pelvic floor muscles. Only pelvic floor muscle strength remained statistically significant, when adjusting for possible confounders. Pelvic floor
Blair, Clancy; McKinnon, Rachel D.
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. PMID:28154471
Blair, Clancy; McKinnon, Rachel D
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.
and systems, even monopolistic ) essence of the supply side of the defense market . There are only a few suppliers that can meet today’s complex...DEFENSE PROCUREMENT IN ACHIEVING A MORE COMPETITIVE AND STRONGER EUROPEAN DEFENSE EQUIPMENT MARKET by Kiril O. Angelov June 2015 Thesis Advisor...COMPETITIVE AND STRONGER EUROPEAN DEFENSE EQUIPMENT MARKET 5. FUNDING NUMBERS 6. AUTHOR(S) Kiril O. Angelov 7. PERFORMING ORGANIZATION NAME(S) AND
Damhuis, Carmen M. P.; Segers, Eliane; Verhoeven, Ludo
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…
Vaknin-Nusbaum, Vered; Nevo, Einat
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…
Yulindrasari, Hani; Ujianti, Putu Rahayu
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…
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…
Hunsaker, Sanita L; Jensen, Chad D
To determine the effectiveness of a parent health report on fruit and vegetable consumption among preschoolers and kindergarteners. Pre-post open design trial and a randomized controlled trial. A university-sponsored preschool and kindergarten. A total of 63 parents of preschool and kindergarten students participated in the pre-post open design trial and 65 parents participated in the randomized controlled trial. Parents in intervention groups were given a parent health report providing information about their child's fruit and vegetable intake as well as recommendations for how to increase their child's fruit and vegetable consumption. Change in fruit and vegetable consumption. Latent growth curve modeling with Bayesian estimation. Vegetable consumption increased by 0.3 servings/d in the open trial and 0.65 servings/d in the randomized trial. Fruit consumption did not increase significantly in either study. Results from both an open trial and a randomized controlled trial suggested that the parent health report may be a beneficial tool to increase vegetable consumption in preschoolers and kindergarteners. Increases in vegetable consumption can lead to the establishment of lifelong habits of healthy vegetable intake and decrease risk for chronic diseases. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Al-Maadadi, Fatima; Ihmeideh, Fathi
Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers' beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers' beliefs about the development of…
Shea, Mary; Cole, Ardith
This article describes a study conducted with four Kindergarten teachers and students. The researchers were the building's literacy specialist/reading teacher and a college professor teaching pre-service teachers on site at the school. This was a naturally evolving teacher research study generated from questions raised as children demonstrated…
Lee, Kenneth T. H.; Sullivan, Amanda; Bers, Marina U.
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…
"Between the Lions" is a Public Broadcasting System program promoting literacy for children 4 through 7 years combining state-of-the-art puppetry, animation, live action, and music to achieve its mission of helping young children learn to read. This guide is designed to help kindergarten teachers integrate "Between the Lions"…
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…
Curran, F. Chris; Kellogg, Ann T.
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…
Denton, Carolyn A.; Solari, Emily J.; Ciancio, Dennis J.; Hecht, Steven A.; Swank, Paul R.
This pilot study examined an implementation of a kindergarten summer school reading program in 4 high-poverty urban schools. The program targeted both basic reading skills and oral language development. Students were randomly assigned to a treatment group (n = 25) or a typical practice comparison group (n = 28) within each school; however,…
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…
The purpose of this study was to (a) examine the effects of a music methods course on the singing skills of preservice kindergarten teachers, (b) document the nature and development of their skills during the course, and (c) trace any changes in their confidence levels toward singing as a result of the course. As an applied study which was carried…
Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd; Monaghan, John
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…
Teszenyi, Eleonora; Hevey, Denise
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…
Cheng, Yi-Ju; Ray, Dee C.
The current study explored the effects of child-centered group play therapy (CCGPT) on social-emotional assets of kindergarten children and the therapeutic aspect of group sizes in CCGPT outcome. A total of 43 participants were randomly assigned to either the intervention or waitlist control groups. We used Parent and Teacher forms of Social…
Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana
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.
Annobil, Charles Nyarko; Thompson, Mumuni
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…
Koomen, Helma M. Y.; van Leeuwen, Mirella G. P.; van der Leij, Aryan
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…
Thijs, Jochem T.; Koomen, Helma M. Y.; de Jong, Peter F.; van der Leij, Aryan; van Leeuwen, Mirella G. P.
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…
Deasley, Shanna; Evans, Mary Ann; Nowak, Sarah; Willoughby, David
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…
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.…
Lee, Julia Ai Cheng; Al Otaiba, Stephanie
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…
Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury; Byrne, Brian; Olson, Richard K.
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 =…
Barclay, Lisa K.
This study examines the relationship between temperament characteristics and skill manifestations or deficits in two groups of kindergarten children, one in Ohio and one in Taipei, Taiwan. Its purposes were to determine if such a relationship did exist and, if so, to see if it obtained cross-culturally. Teachers and parents assessed children on…
Sullivan, Amanda; Kazakoff, Elizabeth R.; Bers, Marina Umashi
This paper qualitatively examines the implementation of an intensive weeklong robotics curriculum in three Pre-Kindergarten classrooms (N = 37) at an early childhood STEM (science, technology, engineering, and math) focused magnet school in the Harlem area of New York City. Children at the school spent one week participating in computer…
Stewart, Roger A.; Rule, Audrey C.; Giordano, Debra A.
This study explored the effect of fine motor skill activities on the development of attention in kindergarteners (n = 68) in five classes at a suburban public school in the Intermountain West through a pretest/posttest experimental group (n = 36) control group (n = 32) design. All children received the regular curriculum which included typical…
Hsiao, Ching-Yuan; Chen, Chi-Mei
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.…
Damhuis, C.M.P.; Segers, P.C.J.; Verhoeven, L.T.W.
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
A kindergarten teacher, two preservice teachers, and a college consultant on educational computer technology designed and developed a 10-day whole-language integrated unit on the theme of Beatrix Potter's "Benjamin Bunny." The project was designed as a demonstration of the potential of integrating the CD-ROM-based version of…
Cole, Roberta; And Others
The 16-unit language and speech improvement handbook for kindergarten and first grade students contains an introductory section which includes a discussion of the child's developmental speech and language characteristics, a sound development chart, a speech and hearing language screening test, the Henja articulation test, and a general outline of…
Hegde, Archana V.; Cassidy, Deborah J.
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…
Griva, Eleni; Sivropoulou, Rena
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…
Gottfried, Michael; Le, Vi-Nhuan; Datar, Ashlesha
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…
Favazza, Paddy C.; Odom, Samuel L.
This study examined the effects of contact, books, and discussions on attitudes of kindergarten-age children (N=46) toward people with disabilities. At posttest, significant gains in acceptance were found only in a high-contact group who participated in a program designed to promote acceptance through storytime at school and home, structured play,…
Full Text Available The purpose of the research is to determine the level of skills of right behavior acquired by the children from the subsidiary kindergarten on the background of their clinical characteristics.48 children with light and medium level of mind insufficiency from the subsidiary kindergarten have been studied. The personal records of the children, enclosing their social status, physical development, neuro-psychological development along with the conclusions made by the medico-pedagogic committee and the characteristic made by a pedagogue and a specialist in defects. Individual talks with children have been carried out as well as observations during the different classes and regimen periods.The analyzes of the results show that the children with light as well as with medium mind insufficiency in the kindergarten acquire three important schools in integrating themselves in society, these of subject practical activity, of collective plays and speech communication. The whole rectify-educational work in the subsidiary kindergarten helps the child to pass through these schools in a way, in accordance with its psycho physical peculiarities.
Branum-Martin, Lee; Mehta, Paras D.; Fletcher, Jack M.; Carlson, Coleen D.; Ortiz, Alba; Carlo, Maria; Francis, David J.
The construct validity of English and Spanish phonological awareness (PA) tasks was examined with a sample of 812 kindergarten children from 71 transitional bilingual education program classrooms located in 3 different types of geographic regions in California and Texas. Tasks of PA, including blending nonwords, segmenting words, and phoneme…
The purposes of this research were to discover the effects of manual (hand) and pedal (foot) movements, tempo, and gender on steady beat accuracy. Participants (N = 119) consisted of male (n = 63) and female (n = 56) kindergarten students randomly divided into two groups, counterbalanced with regard to school, homeroom, and gender. Participants…
The present study, employing the Maslach Burnout Inventory-Educators Survey, aims to compare and explore possible differences to the levels of burnout reported by the two main professional groups working in the early childhood education and care sector in Greece, that is kindergarten teachers and childcare workers. The correlation between the…
Taraškevičius, Ričardas; Zinkutė, Rimantė; Gedminienė, Laura; Stankevičius, Žilvinas
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.
The aim of this study is to analyse how a kindergarten teacher orchestrated a mathematical activity involving a fairy tale. Taking a sociocultural perspective on learning and development, naturally occurring talk-in-interaction has been analysed in order to scrutinise the subtleties of the orchestration. The fairy tale "Goldilocks and the…
Aye, Thanda; Oo, Khin Saw; Khin, Myo Thuzar; Kuramoto-Ahuja, Tsugumi; Maruyama, Hitoshi
[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.
Kopacsi, Rosemarie; Hochwald, Eve
A collaborative project of Bank Street College and the Newark Public Schools, the New Beginnings initiative was designed to bring about progressive restructuring of kindergarten classrooms. This study used a combination of qualitative and quantitative methods to examine the impact of the initiative on curriculum, professional development, and…
Lim, Eun Mee
This study explored how young children interact with their peers in the computer area of a public kindergarten classroom. Children's social interaction, as defined in this study, is the action of giving and taking information that results in children's knowledge construction and cognitive development that can be accomplished through peer-to-peer…
Gamannossi, Beatrice Accorti; Pinto, Giuliana
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…
Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana
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
Jones, Cindy D'On
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…
Heydon, Rachel M.; Wang, Ping
Through a case study of a key Canadian early childhood education program, The Kindergarten Program (Ontario Ministry of Education and Training, 1998a), we explore the relationship between curricular paradigms and early childhood education (ECE) models, and the opportunities that each creates for enacting ethical teaching and learning…
de Jong, Maria T.; Bus, Adriana G.
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…
Aro, Tuija; Laakso, Marja-Leena; Määttä, Sira; Tolvanen, Asko; Poikkeus, Anna-Maija
Purpose: 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. Method: Children with early language profiles representing expressive delay, broad delay (i.e.,…
Hu, Chuanlai; Ye, Dongqing; Li, Yingchun; Huang, Yongling; Li, Li; Gao, Yongqing; Wang, Sufang
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.
Harrist, Amanda W.; Achacoso, Joseph A.; John, Aesha; Pettit, Gregory S.; Bates, John E.; Dodge, Kenneth A.
Research Findings: In this examination of associations between sibling interaction patterns and later social outcomes in single- and 2-parent families, 113 kindergarteners took part in naturalistic observations at home with siblings, classmates participated in sociometric interviews, and teachers completed behavior ratings. Sibling interactions…
Gunnestad, Arve; Mørreaunet, Sissel; Onyango, Silas
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…
Morgan, Paul L.; Farkas, George; Wu, Qiong
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
Valladares, Ann E.; And Others
The document is an intervention curriculum guide designed to facilitate the initial adjustment of disadvantaged Southeastern children to kindergarten or first grade. The major emphasis is on the teaching of language skills in combination with subject matter learning using a language-experience approach. This volume contains Lessons 1-16 of a…
Kramer-Vida, Louisa; Levitt, Roberta; Kelly, Susan P.
Standards can aid educators as they work to produce strong student writers who can create meaningful and skillfully crafted authentic pieces of writing. This once-a-month, yearlong professional development program, conducted during the school day, shifted a district's kindergarten writing program to a writing workshop model that enabled the…
Kentucky State Dept. of Education, Frankfort. Bureau of Education for Exceptional Children.
Project BEST (Building Educational and Social Skills Through Training) seeks to develop social skills in students. As a first step, high-risk kindergarten students attending school in Spencer County, Kentucky, were identified through systematic screening and assessment procedures and a curriculum was developed to meet the individual needs of the…
Pandya, Samta P.
Based on a one-year longitudinal experimental study with 3,782 kindergarten school children across 15 countries, this article examines the association between prayer and happiness. Results show that the post-test scores on the faces scale were higher for the participant group who had taken the prayer lessons vis-à-vis the comparison group.…
Turney, Kristin; Kao, Grace
The school transition model suggests that children's transitions into formal schooling can have lasting and profound implications for their educational careers, though this model is rarely used to understand the outcomes of children of immigrants. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally…
Vadasy, Patricia F.; Sanders, Elizabeth A.
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…
Thijs, Jochem T.; Koomen, Helma M. Y.
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 kindergartners (mean age = 69.7 months) and their…
Xenidou-Dervou, I.; De Smedt, B.; van der Schoot, M.; van Lieshout, E.C.D.M.
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
Vander Hart, Nanho; Fitzpatrick, Paula; Cortesa, Cathryn
The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of students was also evaluated to assess the impact of the instructional practices observed. The…
Puranik, Cynthia S.; AlOtaiba, Stephanie
In this study, we examined the development of beginning writing skills in kindergarten children and the contribution of spelling and handwriting to these writing skills after accounting for early language, literacy, cognitive skills, and student characteristics. Two hundred and forty two children were given a battery of cognitive, oral language,…
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…
Jeff R. Crane
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.
Byers, E. Sandra; Sears, Heather A.; Weaver, Angela D.
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…
Tucker, Stephen I.; Lommatsch, Christina W.; Moyer-Packenham, Patricia S.; Anderson-Pence, Katie L.; Symanzik, Jürgen
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…
Paulson, Lucy Hart; van den Pol, Rick
The "Good Talking Words" program aims to help children develop and demonstrate the social communication skills that are vital to school and life success. It uses an active, direct instructional approach for preschool and kindergarten students that uses language experiences to teach specific, prosocial behaviors that will help children…
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…
Sundararajan, NarayanKripa; Adesope, Olusola; Cavagnetto, Andy
To develop and nurture critical thinking, students must have opportunities to observe and practice critical thinking in the classroom. In this parallel mixed method classroom study, we investigate the role of collaborative concept mapping in the development of kindergarten learners' critical thinking skills of analysis and interpretation over a…
Tecce DeCarlo, Mary Jean; Grant, Allen; Lee, Vera J.; Neuman, Delia
This case study, part of a larger qualitative research project, involved 24 kindergarteners and their teacher in the design, development, and evaluation of a research project built around the I-LEARN model (Neuman, "Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st Century." Springer, New…
de Bilde, Jerissa; Van Damme, Jan; Lamote, Carl; De Fraine, Bieke
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…
Robinson, Esther; Fraser, Barry J.
This study, involving the modification, validation and use of a learning environment questionnaire for both kindergarten students and their parents, is significant because prior learning environment research has normally involved neither parents nor such young students. A questionnaire, which was based on the What Is Happening In this Class? and…
Quigley, Cassie F.
Through the use of narrative enquiry, this paper tells the story of how a kindergarten teacher in an all-girls' school incorporates family and community members' involvement to the construction of the congruent Third Space present in the classroom, and the ways the girls respond to this involvement, thereby providing a successful model for other…
Debruge, E; Salanave, J J
This work is based on the experience of a specialised kindergarten for deaf children suffering from autism or infantile psychosis. It describes the educative, therapeutic and rehabilitation approach necessitated by the children difficulties. The specific modes of communication proposed and the counselling to the parents are also treated.
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.
Ziv, Yair; Golden, Deborah; Goldberg, Tsafrir
Recently, the Israeli Ministry of Education initiated a mandatory nationwide curriculum for Jewish kindergarten children focusing on the study of the Holocaust. This initiative raises general questions regarding the inclusion of sensitive historical issues in curricula for young children. In this article, we use the new Holocaust curriculum as an…
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…
Hegde, Archana V.; Sugita, Chisato; Crane-Mitchell, Linda; Averett, Paige
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…
Bingham, Gary E.; Hall-Kenyon, Kendra M.
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…
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…
Weidner, Mary E; St Louis, Kenneth O; Burgess, Megan E; LeMasters, Staci N
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.
Tippett, Christine D.; Milford, Todd M.
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…
Smith, Latisha L.; Samarakoon, Deepanee
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…
Cheadle, Jacob E.
Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piece-wise growth models regressing children's math and reading achievement…
Reynolds, Brooke M.; Gast, David L.; Luscre, Deanna
The effectiveness of a self-management intervention on social interaction behaviors was evaluated for students with disabilities and social deficits. Four students enrolled in a general education kindergarten classroom were taught to self-monitor social initiations during nonstructured social time via a digital wrist counter. The number of social…
Neitzel, Carin; Alexander, Joyce M.; Johnson, Kathy E.
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:…
Al Saud, Al Johara Fahad
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…
Choi, Kee Young
Although classroom group games have been used to effectively teach mathematics in Korean kindergarten, ethnographic research has revealed some unexpected negative effects of such games on young children due to children's over-competitiveness and the teacher's unskilled group management. This paper proposes some activity plans for group games to…
Lau, Eva Yi Hung; Cheng, Doris Pui Wah
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…
Qi, Xingliang; Zhang, Jing; Liu, Yapeng; Ji, Shuang; Chen, Zheng; Sluiter, Judith K.; Deng, Huihua
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
Rothlein, Liz; And Others
Investigates traditional circle games played in 203 public school kindergartens in 35 states. Results indicate that music/movement and racing games were the major game categories; the most common frequency and duration was three times per week for 20 minutes; and the purposes of the games were to have fun, and to foster social, physical motor, and…
Luchetti, Martina; Sutin, Angelina R
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.
Wu, Qi; Qiao, Ling; Yang, Jian; Zhou, Yan; Liu, Qiang
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
Sabanayagam, Charumathi; Shankar, Anoop
Low socioeconomic status (SES) is associated with mortality in several populations. SES measures, such as education and income, may operate through different pathways. However, the independent effect of each measure mutually adjusting for the effect of other SES measures is not clear. The association between poverty-income ratio (PIR) and education and all-cause mortality among 15,646 adults, aged >20 years, who participated in the Third National Health and Nutrition Examination Survey in the USA, was examined. The lower PIR quartiles and less than high school education were positively associated with all-cause mortality in initial models adjusting for the demographic, lifestyle and clinical risk factors. After additional adjustment for education, the lower PIR quartiles were still significantly associated with all-cause mortality. The multivariable odds ratio (OR) [95% confidence interval (CI)] of all-cause mortality comparing the lowest to the highest quartile of PIR was 2.11 (1.52-2.95, p trend education was no longer associated with all-cause mortality [multivariable OR (95% CI) of all-cause mortality comparing less than high school to more than high school education was 1.05 (0.85-1.31, p trend=0.57)]. The results suggest that income may be a stronger predictor of mortality than education, and narrowing the income differentials may reduce the health disparities.
Condon, J.J.; Frayer, D.T.; Broderick, J.J.
UGC galaxies in the declination band +5 to +75 deg were identified by position coincidence with radio sources stronger than 25 mJy on the Green Bank 4.85 GHz sky maps. Candidate identifications were confirmed or rejected with the aid of published aperture-synthesis maps and new 4.86 GHz VLA maps having 15 or 18 arcsec resolution, resulting in a sample of 347 nearby radio galaxies plus five new quasar-galaxy pairs. The radio energy sources in UGC galaxies were classified as starbursts or monsters on the basis of their infrared-radio flux ratios, infrared spectral indices, and radio morphologies. The rms scatter in the logarithmic infrared-radio ratio q is not more than 0.16 for starburst galaxies selected at 4.85 GHz. Radio spectral indices were obtained for nearly all of the UGC galaxies, and S0 galaxies account for a disproportionate share of the compact flat-spectrum (alpha less than 0.5) radio sources. The extended radio jets and lobes produced by monsters are preferentially, but not exclusively, aligned within about 30 deg of the optical minor axes of their host galaxies. The tendency toward minor-axis ejection appears to be independent of radio-source size and is strongest for elliptical galaxies. 230 refs
Zheng, Yong; Chen, Liang; Luo, Cai-Yun; Zhang, Zhen-Hua; Wang, Shi-Ping; Guo, Liang-Dong
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.
Behnke, Michaela; Wewel, Alexandra R; Kirsten, Detlef; Jörres, Rudolf A; Magnussen, Helgo
The 6-min walking (6MWD) and 6-min treadmill distance (6MTD) are often used as measures of exercise performance in patients with COPD. The aim of our study was to assess their relationship to daily activity in the course of an exercise training program. Eighty-eight patients with stable COPD (71m/17f; mean +/- SD age, 60 +/-8 year; FEV1, 43+/-14% pred) were recruited, 66 of whom performed a hospital-based 10-day walking training, whereas 22 were treated as control. On day 16MTD, and on days 8 and 10, 6MTD and 6MWD were determined. In addition, patients used an accelerometer (TriTrac-R3D) to record 24 h-activity, whereby training sessions were excluded. In both groups there was a linear relationship (r > or = 0.84 and P daily activity did not markedly vary with exercise capacity under baseline conditions. Participation in a training program increased activity significantly stronger than predicted from the gain in exercise capacity. This underlines the importance of non-physiological, patient-centered factors associated with training in COPD.
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: email@example.com [VIDO-InterVac, Veterinary Microbiology, Vaccinology and Immunotherapeutics, University of Saskatchewan, Saskatoon, Saskatchewan (Canada)
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.
Hoogeveen, Heleen R; Jolij, Jacob; Ter Horst, Gert J; Lorist, Monicque M
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.
Yan, Xiumin; Wang, Kehong; Song, Lihong; Wang, Xuefeng; Wu, Donghui
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 treatment significantly decreased soil nematodes density, and night-time warming treatment marginally affected the density. The response of bacterivorous nematode and fungivorous nematode to experimental warming showed the same trend with the total density. Redundancy analysis revealed an opposite effect of soil moisture and soil temperature, and the most important of soil moisture and temperature in night-time among the measured environment factors, affecting soil nematode community. Our findings suggested that daily minimum temperature and warming induced drying are most important factors affecting soil nematode community under the current global asymmetric warming.
Weissman, David G; Schriber, Roberta A; Fassbender, Catherine; Atherton, Olivia; Krafft, Cynthia; Robins, Richard W; Hastings, Paul D; Guyer, Amanda E
Early adolescent onset of substance use is a robust predictor of future substance use disorders. We examined the relation between age of substance use initiation and resting state functional connectivity (RSFC) of the core reward processing (nucleus accumbens; NAcc) to cognitive control (prefrontal cortex; PFC) brain networks. Adolescents in a longitudinal study of Mexican-origin youth reported their substance use annually from ages 10 to 16 years. At age 16, 69 adolescents participated in a resting state functional magnetic resonance imaging scan. Seed-based correlational analyses were conducted using regions of interest in bilateral NAcc. The earlier that adolescents initiated substance use, the stronger the connectivity between bilateral NAcc and right dorsolateral PFC, right dorsomedial PFC, right pre-supplementary motor area, right inferior parietal lobule, and left medial temporal gyrus. The regions that demonstrated significant positive linear relationships between the number of adolescent years using substances and connectivity with NAcc are nodes in the right frontoparietal network, which is central to cognitive control. The coupling of reward and cognitive control networks may be a mechanism through which earlier onset of substance use is related to brain function over time, a trajectory that may be implicated in subsequent substance use disorders. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.
de Goeij, Moniek C M; Bruggink, Jan-Willem; Otten, Ferdy; Kunst, Anton E
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.
Full Text Available Background: Aggression is a kind of behavior that causes damage or harm to others. The prevalence of aggression is 8–20% in 3–6 years old children. The present study aimed to assess the effect of training kindergarten teachers regarding reinforcement behavior therapy on preschoolers’ aggression. Methods: In this cluster randomized control trial, 14 out of 35 kindergarten and preschool centers of Mohr city, Iran, were chosen using random cluster sampling and then randomly assigned to an intervention and a control group. All 370 kindergarten and preschool children in 14 kindergarten were assessed by preschoolers’ aggression questionnaire and 60 children who obtained a minimum aggression score of 117.48 for girls and 125.77 for boys were randomly selected. The teachers in the intervention group participated in 4 educational sessions on behavior therapy and then practiced this technique under the supervision of the researcher for two months. Preschoolers’ aggression questionnaire was computed in both intervention and control groups before and after a two-month period. Results: The results demonstrated a significant statistical difference in the total aggression score (P=0.01, verbal (P=0.02 and physical (P=0.01 aggression subscales scores in the intervention group in comparison to the control group after the intervention. But the scores of relational aggression (P=0.09 and impulsive anger (P=0.08 subscales were not statistically different in the intervention group compared to the controls. Conclusion: This study highlighted the importance of teaching reinforcement behavior therapy by kindergarten teachers in decreasing verbal and physical aggression in preschoolers.
An An Andari
Full Text Available 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 B-2 as experimental group. Based on the data analysis the result of post test then was tested by normalitas test and Mann-Whitney test with assumption the data which is not distributed normally had a significant value 0000. That significant value is lesser than 005 therefore Ho is rejected. It means that there is significant difference in math logic ability between the children who study math using block medium and the children who do not using the medium. This research is recommended for 1 kindergarten teacher to understand and increase the knowledge particularly in utilising media chosing method increasing the quality of study and facilitating the students learning in kindergarten 2 Manager of teacher education program for education of young children programs as a suggestion either the material or substance to formulate the learning material which had an effect on learning quality 3 the researcher then make a contribution in increasing the knowledge about the benefit of using block as medium learning due to learning quality which integreated with another learning field in kindergarten.
Yin, Shian; Su, Yixiang; Liu, Qipei; Zhang, Maoyu
In order to highlight nutrients of potential concern on deficiency for the age groups under study, the dietary status of preschool children were studied in the kindergartens of Beijing, Shanghai, Guangzhou, Chengdu, Changsha and Dalian in 1998-1999. All the children who regularly attended the kindergarten, who were in the age range of 3-6 year old and generally health were considered eligible for enrollment in this study. The final results included a total of 1170 children, with 583 boys and 587 girls. Food weighing method was used in consecutive three-day dietary survey by recording breakfast, lunch and afternoon refreshments in kindergarten. Questionnaire form was applied to record the other food consumption outside of the kindergarten. Nutrient intakes of per child were calculated according to the Chinese Food composition Table. The average energy, protein, iron, selenium, vitamin A, vitamin E, thiamin, riboflavin, and nicotinic acid intakes were adequate in each group. The dietary energy provided by fat was near to the high marginal (30%), which indicated that more fat intake should be avoided in these children. The ratio of energy provided by each meal per day was lower in the breakfast and higher in the dinner and foods consumed at home. The average ratio of calcium to phosphorus for 3-6 years was 0.63. A deficiency of calcium is rather common, and the intake of calcium accounted for only 61.6% of the recommended nutrient intake(RNI). Salt intake was relatively higher than that of adequate intake recommended by Chinese Nutritional Society. The zinc intake reached 62.9% of RNIs. Vitamin C intakes from each age of groups did not meet their RNI. The present study indicates that the deficiencies of some trace nutrients in the diets for preschool children in day-care kindergartens is probably related to that the body weight and height of preschool children have not achieved a "satisfactory" level.
Horváthy, Dénes B; Vácz, Gabriella; Szabó, Tamás; Szigyártó, Imola C; Toró, Ildikó; Vámos, Boglárka; Hornyák, István; Renner, Károly; Klára, Tamás; Szabó, Bence T; Dobó-Nagy, Csaba; Doros, Attila; Lacza, Zsombor
Blood serum fractions are hotly debated adjuvants in bone replacement therapies. In the present experiment, we coated demineralized bone matrices (DBM) with serum albumin and investigated stem cell attachment in vitro and bone formation in a rat calvaria defect model. In the in vitro experiments, we observed that significantly more cells adhere to the serum albumin coated DBMs at every time point. In vivo bone formation with albumin coated and uncoated DBM was monitored biweekly by computed tomography until 11 weeks postoperatively while empty defects served as controls. By the seventh week, the bone defect in the albumin group was almost completely closed (remaining defect 3.0 ± 2.3%), while uncoated DBM and unfilled control groups still had significant defects (uncoated: 40.2 ± 9.1%, control: 52.4 ± 8.9%). Higher density values were also observed in the albumin coated DBM group. In addition, the serum albumin enhanced group showed significantly higher volume of newly formed bone in the microCT analysis and produced significantly higher breaking force and stiffness compared to the uncoated grafts (peak breaking force: uncoated: 15.7 ± 4 N, albumin 46.1 ± 11 N). In conclusion, this investigation shows that implanting serum albumin coated DBM significantly reduces healing period in nonhealing defects and results in mechanically stronger bone. These results also support the idea that serum albumin coating provides a convenient milieu for stem cell function, and a much improved bone grafting success can be achieved without the use of exogenous stem cells. © 2015 Wiley Periodicals, Inc.
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.
Garcia-Vicencio, S; Coudeyre, E; Kluka, V; Cardenoux, C; Jegu, A-G; Fourot, A-V; Ratel, S; Martin, V
Young obese youth are generally stronger than lean youth. This has been linked to the loading effect of excess body mass, acting as a training stimulus comparable to strength training. Whether this triggers specific adaptations of the muscle architecture (MA) and voluntary activation (VA) that could account for the higher strength of obese subjects remains unknown. MA characteristics (that is, pennation angle (PA), fascicle length (FL) and muscle thickness (MT)) and muscle size (that is, anatomical cross-sectional area (ACSA)) of the knee extensor (KE) and plantar flexor (PF) muscles were evaluated in 12 obese and 12 non-obese adolescent girls (12-15 years). Maximal isometric torque and VA of the KE and PF muscles were also assessed. Results revealed higher PA (Pmuscles in obese girls. Moreover, obese individuals produced a higher absolute torque than their lean counterparts on the KE (224.6±39.5 vs 135.7±32.7 N m, respectively; Pmuscles (73.3±16.5 vs 44.5±6.2 N m; Pmuscles (r=0.45-0.55, P<0.05-0.01). MVC was also correlated with VA (KE: r=0.44, P<0.05; PF: r=0.65, P<0.001) and segmental lean mass (KE: r=0.48, P<0.05; PF: r=0.57, P<0.01). This study highlighted favorable muscular and nervous adaptations to obesity that account for the higher strength of obese youth. The excess of body mass supported during daily activities could act as a chronic training stimulus responsible for these adaptations.
Sparks, Lauren A; Trentacosta, Christopher J; Owusu, Erika; McLear, Caitlin; Smith-Darden, Joanne
Secure attachment relationships have been linked to social competence in at-risk children. In the current study, we examined the role of parent secure base scripts in predicting at-risk kindergarteners' social competence. Parent representations of secure attachment were hypothesized to mediate the relationship between lower family cumulative risk and children's social competence. Participants included 106 kindergarteners and their primary caregivers recruited from three urban charter schools serving low-income families as a part of a longitudinal study. Lower levels of cumulative risk predicted greater secure attachment representations in parents, and scores on the secure base script assessment predicted children's social competence. An indirect relationship between lower cumulative risk and kindergarteners' social competence via parent secure base script scores was also supported. Parent script-based representations of the attachment relationship appear to be an important link between lower levels of cumulative risk and low-income kindergarteners' social competence. Implications of these findings for future interventions are discussed.
Full Text Available Recent changes in the Ontario curricular expectations for teaching and learning have led the author to re-examine some of her teaching practices, particularly in oral language learning. In this article, the author explores what learning through talk looks like, sounds like and feels like from the kindergarten teacher’s perspective. By inquiring into her own practice, drawing from the literature on classroom talk in the early years, and critically reflecting on vignettes of classroom talk as well as a teaching journal, the author as kindergarten teacher challenges her own assumptions about talk to gain a deeper understanding of its role in a kindergarten classroom. The vignettes, reflective writing and teaching journal act as signposts that map a growing understanding of talk as a tool for learning. These stories help to ground the discussion about talk in practice as well as theory, and provide insights into the challenges and opportunities of using talk for learning in kindergarten.
Peisner-Feinberg, Ellen; Schaaf, Jennifer; Hildebrandt, Lisa; LaForett, Dore
The North Carolina Pre-Kindergarten Program (NC Pre-K) is a state-funded initiative for at-risk 4-year-olds, designed to provide a high quality, classroom-based educational program during the year prior to kindergarten entry. Children are eligible for NC Pre-K based on age, family income (at or below 75% of state median income), and other risk…
Liu, Dengyuan; Rao, Yunshuang; Yuan, Jun; Chen, Yao; Zhao, Yong
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 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. PMID:29597273
Ito, Tsuyoshi; Imai, Hiroshi; Avis, David
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
Discusses the importance of parents' helping children to read from birth and notes the most crucial and enjoyable way is reading aloud to children. Presents six basic skills that parents can help new readers to use: getting help from pictures; remembering; sounding out the letters; expecting what comes next; writing; and making sense of content.…
Husson, J. M.; Peters, S. E.; Livny, M.; Ross, I.
Recent developments in machine reading and learning approaches to text and data mining hold considerable promise for accelerating the pace and quality of literature-based data synthesis, but these advances have outpaced even basic levels of access to the published literature. For many geoscience domains, particularly those based on physical samples and field-based descriptions, this limitation is significant. Here we describe a general infrastructure to support published literature-based machine reading and learning approaches to information integration and knowledge base creation. This infrastructure supports rate-controlled automated fetching of original documents, along with full bibliographic citation metadata, from remote servers, the secure storage of original documents, and the utilization of considerable high-throughput computing resources for the pre-processing of these documents by optical character recognition, natural language parsing, and other document annotation and parsing software tools. New tools and versions of existing tools can be automatically deployed against original documents when they are made available. The products of these tools (text/XML files) are managed by MongoDB and are available for use in data extraction applications. Basic search and discovery functionality is provided by ElasticSearch, which is used to identify documents of potential relevance to a given data extraction task. Relevant files derived from the original documents are then combined into basic starting points for application building; these starting points are kept up-to-date as new relevant documents are incorporated into the digital library. Currently, our digital library stores contains more than 360K documents supplied by Elsevier and the USGS and we are actively seeking additional content providers. By focusing on building a dependable infrastructure to support the retrieval, storage, and pre-processing of published content, we are establishing a foundation for complex, and continually improving, information integration and data extraction applications. We have developed one such application, which we present as an example, and invite new collaborations to develop other such applications.
Full Text Available In the project Methods and Models in the Education of Preschool Children in Kindergartens conducted at the Faculty of Teacher Education in Zagreb, we were interested in practitioners’ and kindergarten teacher students’ opinions, motivation, satisfaction, expectations and attitudes with regard to their work. Two open-ended questions regarding the role of the kindergarten teacher in children’s lives, were set as a separate mini-questionnaire. For the purposes of this particular study, practitioners (N=69 and first-year university kindergarten teacher students (N=65 had to complete two sentences: “Children are like...because ...” and “Kindergarten teachers are like... because...”. Their responses werecontent analysed and then compared. Analysis shows that both studentsand kindergarten teachers perceive children in a very positive way andevaluate their job as highly valuable. They also highly value their role in children’s lives (as another parent, teacher, helper, model, safe haven, etc.. The most significant difference between practising teachers and students is their perception of working conditions, where students show a more idealistic approach.
Caniato, Riccardo N; Alvarenga, Marlies E; Stich, Heribert L; Jansen, Holger; Baune, Berhard T
The relative risks and benefits of children attending kindergarten or pre-school remain uncertain and controversial. We used data from the Bavarian Pre-School Morbidity Survey (BPMS) to look at the prevalence of developmental impairments in pre-school children entering primary school and to assess if these were correlated with the duration of kindergarten attendance. We collected data from all school beginners in the district of Dingolfing, Bavaria from 2004 to 2007 (n = 4,005) and utilised a retrospective cross-sectional study design to review the information. The children were assessed for motor, cognitive, language and psychosocial impairments using a standardized medical assessment. Point prevalence of impairments of speech, cognition, motor functioning and psychosocial functioning were compared by chi(2)-test for the variable of time spent in kindergarten. We detected a high incidence of impairments, with boys showing higher rates than girls in all the areas assessed. Longer length of time spent in kindergarten was associated with reduced rates of motor, cognitive and psychosocial impairments. There was no clear correlation between length of kindergarten attendance and speech disorders. Kindergarten attendance may have a positive effect on a number of domains of development including motor, cognitive and psychosocial development, but no significant effect on speech impairments. Implications for public health policies are discussed.
Liu, Zhijun; Wang, Guanghai; Geng, Li; Luo, Junna; Li, Ningxiu; Owens, Judith
This study aimed to characterize sleep patterns and disturbances among Chinese urban kindergarten children and examine potentially associated factors. Caregivers of 513 children (47.96% male) aged 3-6 years (mean age = 4.46, SD = 0.9) completed the Children's Sleep Habits Questionnaire (CSHQ) and the Strengths and Difficulties Questionnaire (SDQ). Almost 80% (78.8%) of the children scored above the original CSHQ cutoff point for global sleep disturbance. Regression analysis indicated that child's age, and the presence of emotional problems, hyperactivity and peer problems, cosleeping, and interparental inconsistency of attitudes toward child rearing accounted for significant variance in the CSHQ total score (R(2) = 22%). These findings indicate that there is an apparently high prevalence of sleep disturbances in Chinese urban kindergarten children; and sleep disturbances are associated with both child-related and parenting practice variables.
Verhoeven, Ludo; van Leeuwe, Jan; Irausquin, Rosemarie; Segers, Eliane
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 was related to the emergence of letter knowledge and word decoding. Confirmatory factor analysis evidenced five domains related to lexical quality, i.e., vocabulary, phonological coding, phonological awareness, lexical retrieval and phonological working memory. Structural equation modeling showed that the development of letter knowledge during the year could be predicted from children's phonological awareness and lexical retrieval, and the emergence of word decoding from their phonological awareness and letter knowledge. It is concluded that it is primarily the accessibility of phonological representations in the mental lexicon that predicts the emergence of literacy in kindergarten.
Claessens, Amy; Dowsett, Chantelle
Despite widespread interest in children's adjustment problems, existing research does not provide conclusive evidence regarding the direction of the associations of achievement with classroom attention problems and disruptive behavior over the course of elementary school. Using a nationally representative sample of 16,260 kindergarteners, this study examined the temporal sequence of achievement, classroom attention problems, and disruptive behavior, focusing on how changes in skills and problems unfold across key periods between kindergarten and fifth grade. Results indicate that improvements in attention during the earliest years of schooling predict achievement gains through third grade. However, changes in disruptive behavior do not predict subsequent changes in achievement. Evidence linking changes in achievement to changes in classroom attention problems and disruptive behavior was less consistent. These findings point to the need to develop and examine early interventions that can improve attention skills as a mechanism for improving children's academic trajectories in elementary school. © The Author(s) 2014.
Kozlowska, B.; Kordiak, M.; Wysocka, M.
Based on the average results of the long term measurement, the effective dose per year which children in kindergartens may absorb was calculated to lie between 0.08 mSv and 1.4 mSv. In a few buildings in Katowice where the plastic detectors were exposed for a year, i.e. much longer than in other cities, the estimated effective doses are much lower than in the buildings where the exposure lasted two months in spring. It was assumed that children stay in the kindergartens 10 hours per day, which may be overestimation of the average time. Analysis of the data shows that Upper Silesia can be a region of potential radon risk because of its specific geological structure and intensive coal mining. It should be noted that high radon levels are not due to enhanced natural radioactivity of coal or the neighboring rocks. (P.A.)
Full Text Available Ilmu pengetahuan dan teknologi yang akan di transfer kepada guru-guru PAUD Nurul Ilmi?é?á ?é?áSemarang adalah pelatihan bagaimana menerapkan pembelajaran English for Math untuk anak usia dini dan dengan materi Mathematics: What your Child Wil be Workig on in Kindergarten, Pembelajaran Matematika untuk Anak Usia Dini, Pembelajaran Bilingual untuk Anak Usia Dini, dan English Math for Early Childhood Education. Dengan adanya IbM English Math for Kindergarten Students?é?á?é?á sebagai game edukasi sekaligus?é?á ?é?áteaching aids maka diharapkan akan memberikan kontribusi bagi guru-guru PAUD untuk lebih mengembangkan ide-ide kreatif dalam mengajar sehingga suasana pembelajaran lebih menyenangkan selain juga memupuk kreatifitas dan mengembangkan potensi serta semangat belajar anak usia dini. ?é?á Kata kunci: English for Math, Pembelajaran, Anak Usia Dini.
Jiang, Cheng-Gong; Li, Shui-Ming
In order to understand pinworm infection of kindergarten children in Jurong City, Jiangsu Province, a total of 1 088 children were sampled for the survey from September 2011 to October 2012. The cellophane tape swab technique was used to examine pinworm eggs. The infection rate of pinworm was 1.1% (12/1 088). The rate in boys and girls was 1.3% (7/551) and 0.9% (5/537), respectively. Higher infection rate was in the senior class (1.4%, 5/370), and no significant difference was found with gender, as well as among different classes (P > 0.05). Evidently, pinworm prevalence is at a low level in the kindergarten children of Jurong.
Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam
Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.
In this study, kindergarten teachers perform the early childhood education conference quoting TEM(Trajectory Equifinality Model) in order to share the emotion, and kindergarten teachers clarify the process of sharing the emotion based on the language data to examine the meaning. Specifically, the methods of new early childhood education conference are shown to kindergarten teachers and the language data in the early childhood education conference performed is analyzed by focusing on sharing o...
Work deals with the development of creativity of children in nursery school, explains what creativity is defined in terms of creative thinking, creative action, imagination, fantasy and motivation. Characterizes creative teachers, methods of developing creativity and its ontogenetic development. In his work has also talking about fairy tales and their use in kindergarten. Justifies the importance of developing creativity in children and mention the possibility of interconnection of all elemen...
Thijs, Jochem T.; Koomen, Helma M.Y.
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 kindergartners (mean age = 69.7 months) and their 40 regular teachers. Children were selected to approach a normal distribution of social inhibition. Children and teachers were filmed during a dyad...
Kilger, Magdalena; Range, Ursula; Vogelberg, Christian
Anaphylaxis is a severe, life-threatening situation. However, little is known about real-life anaphylactic management in children, especially in kindergarten and school settings, where a large number of anaphylaxes take place. Parents, school teachers and child-care providers of 86 primary schools and kindergartens in the city of Dresden, Germany, received questionnaires to report their experience with anaphylaxis in children. The main foci of interest were symptoms, allergens, sites of occurrence, acute treatment and emergency sets. Out of 6352 returned questionnaires, 87 cases of anaphylaxis were identified. Prevalence was calculated at 1.5%. Average age of the patients was 7 years, 58% were boys. The majority of reactions occurred at home (67%/58 children). Fourty seven percent (41 children) had recurrent episodes of anaphylaxis. Eighty two percent (71 children) showed cutaneous symptoms, 40% (35 children) respiratory symptoms, 29% (25 children) gastrointestinal symptoms, and 3.4% (3 children) cardiovascular symptoms. Fourty seven percent were classified as mild reactions. Foods were the most common cause (60%/52 cases). Out of these 52, tree-nuts (23%/12 cases) and peanuts (16%/8 cases) were the most frequent triggers. Sixty percent (52 cases) of reactions were treated by a physician, 35% (30 cases) were treated by non-medical professionals only. Fifty one percent (44 children) received antihistamines, 37% (32 children) corticosteroids, 1% (1 child) intramuscular adrenaline. Sixty one percent of children (53 cases) received an emergency kit. Content were corticosteroids (70%/37 cases) and antihistamines (62%/33 cases). Adrenaline auto-injectors were prescribed to 26% (14 cases). Concerning school and kindergarten-staff, 13% of the child-care providers had no knowledge about the emergency kit's content, compared to 34% of teachers. This study might support the impression of severe under-treatment of anaphylactic children in the use of adrenaline and prescription
Maryam Pazuki; Majid Hajifaraji; Morvarid Nikoosokhan; Anahita Houshyarrad; Taghi Pourebrahim; Bahram Rashidkhani
Background and Objectives: This study was designed to investigate the association between parental behavior and the dietary intake of Tehranian preschool children aged 2-6 years. Materials and Methods: In a cross-sectional study conducted on 310 children aged 2-6 years from the kindergartens of 22 districts of Tehran, a qualitative validated 85-item food frequency questionnaire was completed by interviewing with their parents. Also the effect of parental behavior on the children’s dietary ...
Mikkelsen, Mai Bjørnskov; Mehlsen, Mimi Yung; Lyby, Marlene Skovgaard
A sample of older and younger adults rated affective pictures according to valence, arousal and emotion category (happiness, sadness and disgust). Results indicate that older age is associated with a stronger linear association between ratings of arousal and valence. Further, the strength...... of the association vary according to emotion category....
Full Text Available In order to achieve national development goals in the field of children health, the government is committed to enhancing the growth and development of children through the “Early Stimulation, Detection and Intervention for Growth and Development of Children (ESDIGDC” Program. Efforts to improve the health status of children is very important, because in addition to being the target of health development, it also becomes an indicator of the health status of children is to prepare children to achieve optimal growth and development . This study aimed to analyze the influence of organizational commitment on the performance of kindergarten teacher in implementation of ESDIGDC Program. The subjects of this cross sectional study were 68 kindergarten teacher at Panekan Sub District, Magetan District, East Java Province, Indonesia. Data were collected through questionnaires and then analyzed using linear regression. The results showed that p-value = 0.001 (significant, so it could be concluded that there was the influence of organizational commitment on the performance of kindergarten teacher in implementation of ESDIGDC.
Malleus, Elina; Kikas, Eve; Marken, Tiivi
The purpose of this research was to explore children's understandings of everyday, synthetic and scientific concepts to enable a description of how abstract, verbally taught material relates to previous experience-based knowledge and the consistency of understanding about cloud formation. This study examined the conceptual understandings of cloud formation and rain in kindergarten (age 5-7), second (age 8-9) and fourth (age 10-11) grade children, who were questioned on the basis of structured interview technique. In order to represent consistency in children's answers, three different types of clouds were introduced (a cirrus cloud, a cumulus cloud, and a rain cloud). Our results indicate that children in different age groups gave a similarly high amount of synthetic answers, which suggests the need for teachers to understand the formation process of different misconceptions to better support the learning process. Even children in kindergarten may have conceptions that represent different elements of scientific understanding and misconceptions cannot be considered age-specific. Synthetic understanding was also shown to be more consistent (not depending on cloud type) suggesting that gaining scientific understanding requires the reorganisation of existing concepts, that is time-consuming. Our results also show that the appearance of the cloud influences children's answers more in kindergarten where they mostly related rain cloud formation with water. An ability to create abstract connections between different concepts should also be supported at school as a part of learning new scientific information in order to better understand weather-related processes.
Dumitrescu, A.; Milu, C.; Gheorghe, R.; Vaupotic, J.; Stegnar, P.
A pilot study on indoor radon and gamma dose rates in schools and kindergartens (totalling one hundred buildings) in the Bucharest metropolitan area was performed jointly by the Institute of Public Health, Bucharest, Romania, and the J. Stefan Institute, Ljubljana, Slovenia. Because the geological structure of subsoil over the whole Bucharest area is uniform (a loess platform), the criteria for selecting a kindergarten or a school to be monitored were the age of the building and the building materials. Indoor radon concentrations were measured by a single one-month exposure of radon monitoring device based on etched track detectors in December 2000. Data show a lognormal distribution within the concentration range of 43/477 Bq/m 3 . An arithmetic mean of 146 Bq/m 3 and a geometric mean of 128 Bq/m 3 were obtained. Concomitant with indoor radon levels gamma dose rates were also measured, using thermoluminescent dosimeters. Values ranged from 54 to 100 μSv mo -1 , with a mean value of 74 μSv mo -1 . Having only a single average indoor radon concentration for a winter month, it is not possible to comment on our results, applying the ICRP Publication 65 methodology for indoor radon action level for the general public. Nevertheless, they give a preliminary picture of indoor radon and gamma dose rate levels in schools and kindergartens in Bucharest, and constitute a solid basis on which to design and perform a nation-wide radon survey programme.(author)
Full Text Available The importance of healthy diet from the earliest age as well as its influence on human health is indisputable. Unbalanced diet in childhood can, along with unhealthy lifestyle (stress, smoking, physical inactivity, cause a number of diseases at a later age. Two week menus in 26 kindergartens from continental and coastal Croatia have been analysed, taking into consideration the type of kindergarten (public, private, or religious. The aim of this research is to determine the quality of the offer regarding the intake of milk and dairy products, which, regarding their bioavailability, represent a major source of calcium, an essential nutrient in the intensive growth phase of children and young people. Using basic statistics, significant differences were not determined neither in the regional offer of milk and dairy products in the different types of kindergartens nor in the content of calcium and phosphorus. Milk and dairy products were adequately represented in the weekly offer in both regions under observation, and the average offer contained 9.7±1.5 servings. Average content of calcium in daily menues is 714.5±235.9 mg, which is in agreement with dietary reference intake recommendations (300-800 mg and Croatian recommendations (400-700 mg. Use of fuzzy logic in creating new daily menus, by combining the existing offers enabled significant enlargement of the set of nutritionally acceptable menus as well as a greater diversity of meals.
Full Text Available The present study was designed to analyse the personality structure of children aged one to seven, as perceived by their kindergarten teachers. In addition, gender differences were examined to determine whether kindergarten teachers perceived the personality characteristics of toddler and pre-school girls differently than those of boys. 508 randomly-selected Slovenian children were assessed by their kindergarten teachers using adapted Flemish Big-Five Bipolar Rating Scales. Four-factor structures that explained more than two-thirds of the variance emerged for teachers' personality ratings of children in each of the three age groups: toddlers, three- to five-year-olds and five- to seven-year-olds. However, five of the twenty-five scales, four of them referring to the Conscientiousness dimension, did not appear to be relevant when assessing individual differences in the toddlerhood. Intellect/Openness, as observed for the toddler sample, and the combined Conscientiousness-Intellect/Openness factor, extracted for each of the two older age groups, accounted for the greatest part of the variance. Extroversion was obtained as a second factor in each of the three age groups, while Emotional Stability showed relatively less stability across these groups. Agreeableness was clearly differentiated only in the oldest age group, emerging there for the first time as an independent factor. A few gender differences were found to be significant within the two groups of pre-school children, with girls consistently being rated higher in terms of Conscientiousness-Intellect/Openness.
Foster, Matthew E; Anthony, Jason L; Clements, Doug H; Sarama, Julie H
This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R(2) values = .49 and .32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (ΔR(2) = .05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (ΔR(2) = .14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small. Copyright © 2015 Elsevier Inc. All rights reserved.
Im, Kiho; Raschle, Nora Maria; Smith, Sara Ashley; Ellen Grant, P; Gaab, Nadine
Developmental dyslexia (DD) is highly heritable and previous studies observed reduced cortical volume, white matter integrity, and functional alterations in left posterior brain regions in individuals with DD. The primary sulcal pattern has been hypothesized to relate to optimal organization and connections of cortical functional areas. It is determined during prenatal development and may reflect early, genetically influenced, brain development. We characterize the sulcal pattern using graph-based pattern analysis and investigate whether sulcal patterns in parieto-temporal and occipito-temporal regions are atypical in elementary school-age children with DD and pre-readers/beginning readers (preschoolers/kindergarteners) with a familial risk (elementary school-age children: n [males/females], age range = 17/11, 84-155 months; preschoolers/kindergarteners: 16/15, 59-84 months). The pattern of sulcal basin area in left parieto-temporal and occipito-temporal regions was significantly atypical (more sulcal basins of smaller size) in children with DD and further correlated with reduced reading performance on single- and nonword reading measures. A significantly atypical sulcal area pattern was also confirmed in younger preschoolers/kindergarteners with a familial risk of DD. Our results provide further support for atypical early brain development in DD and suggest that DD may originate from altered organization or connections of cortical areas in the left posterior regions. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: firstname.lastname@example.org.
Gerhardts, A; Henze, S V; Bockmühl, D; Höfer, D
Children in community bodies like kindergartens are predisposed to suffer from impetigo. To consider important measures for infection prevention, direct and indirect transmission routes of pathogens must be revealed. Therefore, we studied the role of skin and fabrics in the spread of the impetigo pathogen Staphylococcus aureus and the strain Streptococcus equi (surrogate to Streptococcus pyogenes) in order to assess infection transfer in realistic scenarios. The transmission of test strains was studied with standardized fabric-skin models using a technical artificial skin and fabrics of different fiber types commonly occurring in German kindergartens. In synthetic pus, both test strains persisted on artificial skin and fabrics for at least 4 h. Friction enhanced transfer, depending on the fiber type or fabric construction. In a skin-to-skin setup, the total transfer was higher than via fabrics and no decrease in the transmission rates from donor to recipients could be observed after successive direct skin contacts. Children in kindergartens may be at risk of transmission for impetigo pathogens, especially via direct skin contact, but also by the joint use of fabrics, like towels or handicraft materials. Fabric-skin models used in this study enable further insight into the transmission factors for skin infections on the basis of a practical approach.
Jill A. Nye
Full Text Available Background: This study was designed to explore the perceived needs of kindergarten teachers as well as the supports they require in preparing children for success in the area of handwriting. Methods: A phenomenological research design was used and nine kindergarten teachers employed at four elementary schools in a school district in Illinois participated in the study. Semi-structured interviews were completed to discuss the perceptions of teachers related to challenges they face and the supports they require in promoting the occupational task of handwriting among the children in their classrooms. Results: The results from this pilot study revealed that overall the teachers felt that the lack of a curriculum and formalized training impacted their teaching practices related to handwriting instruction. Conclusion: The teachers stated that gaps in their knowledge base relating to developmental progression, the ability to assist struggling students, an awareness of strategies to use, and the IEP process contributed to their challenges in teaching handwriting to kindergarten students.
Loughlin-Presnal, John E; Bierman, Karen L
This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, M age =4.45years, SD=0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child's academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Working memory (WM) as a central cognitive construct is a fundamental prerequisite for learning and provides a marker of developmental disorders. It has received considerable attention in recent years. Here, multivariate regression analyses using generalized linear models were conducted to determine predictor variables for phonological and visuospatial WM. The phonological WM was investigated by repetition of non-words (subtest PGN of the German SETK 3-5) and number recall (K-ABC-subtest), the visuospatial WM by the imitation of a sequence hand movements (K-ABC-subtest hand movements). The estimation of intelligence was operationalized by the performance in the K-ABC-scale "Simultaneous Processing". Kindergarten kids (N = 169; 49 % boys; 51 % girls), mostly with migration background and German as second language (mean age: 45.9; SD 6.2; min 36, max 61 months). They visited the kindergarten at the time of testing for 9.9 (SD 6.9) months, on average and had an average intelligence. Independent variables were chronological age, gender, kindergarten attendance until the test examination, intelligence, migration background. Both phonological and visuospatial working WM performance were on average not reduced. Chronological age and simultaneous processing were found to be significant predictors for the performance in all WM tests. In the age from 36 to 61 months both working memory systems can be described as a congenital, maturity-dependent and rather gender non-specific mechanism. © Georg Thieme Verlag KG Stuttgart · New York.
Full Text Available The paper focuses on the importance of in-depth research (in particular, employing an algorithm developed by M.Yu. Kondratyev for defining integral status of an individual on child-child interpersonal relationship in kindergarten groups. Although relationships with significant adults are by all means essential for preschool children, interpersonal relation- ships on the child-child level to a great extent shape the content of the social situation of development in general. Still, when it comes to revealing status and role position of the child in the structure of interpersonal relationships within the kindergarten group, there’s the challenge of defining informal intragroup structure of power in contact community (due to the age specifics. The paper suggests how this challenge may be addressed and provides a version of the technique suitable for preschoolers that helps overcome age restrictions implied by the original technique. Also, the paper reports on the outcomes of approbation of this version which proved its heuristic nature. For instance, the outcomes show a high degree of correlation between the results of kindergarten group members ranking in accordance with their influence upon peers carried out by teachers working in these groups.
Domínguez Aurrecoechea, B; Fernández Francés, M; Ordóñez Alonso, M Á; López Vilar, P; Pérez Candás, J I; Merino Ramos, L; Aladro Antuña, A; Fernández López, F J; Pérez López, A M
Parents often ask paediatricians for advice about the best way to care for their children. There are discrepancies in the literature on this subject. The objective of this study is to evaluate the influence of attending kindergartens on the risk of acute infections and the use of health care resources in children less than 24 months. A prospective longitudinal study was conducted on two cohorts of children 0-24 months (born between 1 January and 30 September 2010), who were grouped according to whether they attended kindergarten or not, and were usually seen in 33 pediatric clinics of the Principality of Asturias Public Health Service. A total of 975 children were studied, of whom 43.7% attended a kindergarten at 24 months. Attending kindergarten increases the risk of pneumonia by 131%, recurrent wheezing by 69%, bronchitis by 57%, and otitis media by 64%. Early exposure to kindergarten increases the risk of pneumonia from 2.31 to 2.81, and the mean emergency room visits from 1 to 2.3. The mean antibiotic cycle is 1.7 in children who do not go to kindergarten, 3.4 if started within the first 6 months, and 2 if they start at 18 months. Day-care attendance is a risk factor of infectious diseases that increases if attending kindergartens from an early age. Copyright © 2014 Asociación Española de Pediatría. Published by Elsevier España, S.L.U. All rights reserved.
The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By
Janus, Magdalena; Labonté, Chantal; Kirkpatrick, Ryan; Davies, Scott; Duku, Eric
This study addressed the implications of experiencing early speech-language pathologies (SLPs) in kindergarten on special education needs (SEN) and academic outcomes in grade three. Early Development Instrument (EDI) kindergarten data on development and the presence or absence of SLPs were matched with grade three school-system standardised tests of reading, writing and maths, and SEN classification in Ontario, Canada for 59 015 students. Children were classified as having a Persistent speech language pathology (SLP), Remittent SLP, Latent SEN or as a typically developing Control. Even though 72.3% of children's SLPs remitted by grade three, kindergarten SLPs conveyed higher likelihood of having an SEN, and of lower achievement levels in grade three. The degree of impact varied between Persistent and Remittent groups. Children in the Latent group had lower scores in kindergarten on all five EDI domains than Control children. These population level results provide strong evidence to indicate that all children who present with an SLP in kindergarten face further academic challenges, even if their SLP resolves over time. Findings have implications for early intervention and treatment for children with early SLPs.
Winter, Julia; Jablonski-Momeni, Anahita; Ladda, Annett; Pieper, Klaus
In one region of Germany, a group of children took part in regular fluoride gel applications during primary school following intensified prevention in kindergarten. This observational study aimed to ascertain whether the dental health of primary school children can be improved by introducing a group prevention program based on applications of fluoride gel. The subjects were distributed among six groups with varying preventive measures in kindergarten and at school. The basis for determining caries experience and calculating the caries increment consisted of dental findings gathered in the second and fourth grade. While second graders without professionally supported daily toothbrushing in kindergarten exhibited an average d 3 -6 mft of 2.17, in those who had enjoyed intensive dental prevention, the corresponding value was 19% lower (d 3-6 mft = 1.74). The caries increment was significantly lower mainly among children who had received the maximum of group prevention (intensive prevention in kindergarten and gel program at school). The results show that intensified preventive programs in kindergartens and schools, based mainly on supervised toothbrushing, have a positive effect on the dental health of primary school children. Such programs are efficient in reducing caries experience especially in socially deprived areas.
Sansolios, Sanne; Mikkelsen, Bent Egberg
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, using an identical guide. Children are skilled in taking advantage of the space and facilities available for physical activity; girls need more support than boys to initiate physical activity; children are happy with the facilities and the toys available in the kindergarten. Teachers feel an increasing 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 about: they quickly lose their focus and concentration. The new methodology of videotaping gives the researcher the chance to interpret facial expressions to capture movement, talk and actions, and to make a distinction among children, as they tend to interrupt each other. However, this method contains a weakness, if used alone, by the fact that the shooting is only a reflection of what the video camera has recorded.
Mascareño, Mayra; Doolaard, Simone; Bosker, Roel J.
A successful transition from kindergarten to 1st grade requires a positive combination of multiple dimensions of child competence. Using latent class analysis, we simultaneously examined the academic skills, work attitude, and social/behavioral competence of a large sample of Dutch kindergarten
De Haan, Annika K E; Elbers, Ed; Leseman, Paul P M
The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool (n = 8) and kindergarten (n = 8) classrooms revealed that
de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M.
The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed in…
Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Tabach, Michal; Barkai, Ruthi
This article reports on young children's self-efficacy beliefs and their corresponding performance of mathematical and nonmathematical tasks typically encountered in kindergarten. Participants included 132 kindergarten children aged 5-6 years old. Among the participants, 69 children were identified by the social welfare department as being abused…
Werfel, Krystal L.; Douglas, Michael; Ackal, Leigh
This case report details a year-long phonological awareness (PA) intervention for pre-kindergarten children with hearing loss (CHL) who use listening and spoken language. All children wore cochlear implants and/or hearing aids. Intervention occurred for 15 min/day, 4 days per week across the pre-kindergarten school year and was delivered by…
Bingham, Gary E.; Culatta, Barbara; Hall-Kenyon, Kendra M.
This study examined teachers' implementation of an early literacy intervention, Systematic and Engaging Early Literacy (SEEL), on kindergarten children's development of early literacy skills. One hundred forty-nine kindergarten children (102 treatment) across six classrooms participated in this study. Results reveal that children who received SEEL…
This article examines an experimental kindergarten programme "Work in the Kindergarten: An Australian Programme based on the Life and Customs of the Australian Black" developed by Martha Simpson in early twentieth-century Australia. Here Simpson adapted international Revisionist Froebelian approaches to cultural epoch theory and nature…
Błaszczyk, Ewa; Rogula-Kozłowska, Wioletta; Klejnowski, Krzysztof; Kubiesa, Piotr; Fulara, Izabela; Mielżyńska-Švach, Danuta
More than 80% of people living in urban areas who monitor air pollution are exposed to air quality levels that exceed limits defined by the World Health Organization (WHO). Although all regions of the world are affected, populations in low-income cities are the most impacted. According to average annual levels of fine particulate matter (PM2.5, ambient particles with aerodynamic diameter of 2.5 μm or less) presented in the urban air quality database issued by WHO in 2016, as many as 33 Polish cities are among the 50 most polluted cities in the European Union (EU), with Silesian cities topping the list. The aim of this study was to characterize the indoor air quality in Silesian kindergartens based on the concentrations of gaseous compounds (SO 2 , NO 2 ), PM2.5, and the sum of 15 PM2.5-bound polycyclic aromatic hydrocarbons (PAHs), including PM2.5-bound benzo(a)pyrene (BaP), as well as the mutagenic activity of PM2.5 organic extracts in Salmonella assay (strains: TA98, YG1024). The assessment of the indoor air quality was performed taking into consideration the pollution of the atmospheric air (outdoor). I/O ratios (indoor/outdoor concentration) for each investigated parameter were also calculated. Twenty-four-hour samples of PM2.5, SO 2 , and NO 2 were collected during spring in two sites in southern Poland (Silesia), representing urban and rural areas. Indoor samples were taken in naturally ventilated kindergartens. At the same time, in the vicinity of the kindergarten buildings, the collection of outdoor samples of PM2.5, SO 2 , and NO 2 was carried out. The content of BaP and the sum of 15 studied PAHs was determined in each 24-h sample of PM2.5 (indoor and outdoor). In the urban site, statistically lower concentrations of SO 2 and NO 2 were detected indoors compared to outdoors, whereas in the rural site, such a relationship was observed only for NO 2 . No statistically significant differences in the concentrations of PM2.5, PM2.5-bound BaP, and Σ15 PAHs
David D. Paige
Full Text Available This study measures letter naming, phonological awareness, and spelling knowledge in 2,100 kindergarten students attending 63 schools within a large, urban school district. Students were assessed across December, February, and May of the kindergarten year. Results found that, by May, 71.8% of students had attained full letter naming knowledge. Phonological awareness emerged more slowly with 48% of students able to reliably segment and blend phonemes in words. Spelling development, a measure of phonics knowledge, found that, by May, 71.8% of students were in the partial-alphabetic phase. A series of regression analyses revealed that by the end of kindergarten both letter naming and phonological awareness were significant predictors of spelling knowledge (b = .332 and .518 for LK and PA, resp., explaining 52.7% of the variance.
Bettencourt, Amie F; Gross, Deborah; Ho, Grace; Perrin, Nancy
Social, emotional, and behavioral skills are foundational to learning and long-term success. However, poverty and exposure to adverse childhood experiences reduce the chances of children entering kindergarten socially-behaviorally ready to learn. This study examined the unique impact of 5-year-old children (N = 11,412) entering kindergarten not socially-behaviorally ready on three costly school outcomes by fourth grade in Baltimore City Public Schools: being retained in grade, receiving services and supports through an IEP or 504 plan, and being suspended/expelled. Controlling for all other types of school readiness, students not identified as socially-behaviorally ready for kindergarten were more likely to experience all three school outcomes. Findings underscore the importance of early prevention and intervention strategies targeting parents and social-behavioral readiness skills during the first 5 years of life.
Hassinger-Das, Brenna; Jordan, Nancy C; Glutting, Joseph; Irwin, Casey; Dyson, Nancy
Domain-general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that both attention problems and executive functioning were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance, whereas executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. Copyright © 2013 Elsevier Inc. All rights reserved.
Fojtikova, I.; Navratilova Rovenska, K.
Due to the large number of subsidies for energy-saving reconstructions granted, and expecting a strong influence of reconstruction on the radon level in building, the long-term measurements of radon concentration are offered free of charge to kindergartens in the Czech Republic. Classrooms and playrooms where the radon levels exceeded the reference value for kindergartens, which is 400 Bq m -3 , are monitored continuously for at least a week to obtain the average activity concentration of radon when children are present. Some of the kindergartens were previously measured in the 1990's. These earlier measurements have provided an opportunity to compare the results. This paper presents some lessons learned from radon diagnosis carried out in particular cases and an analysis of the influence of reconstruction work on the radon level in the buildings. (authors)
Muthmainnah, K.; Aryanti, T.; Ardiansyah, A.
The integrated kindergarten and elementary school is a public educational facility used for early age and elementary education. Designated for children at 4-12 years of age, the design should meet the standards and requirements, while considering children’s needs in their development phase. This paper discusses the design of an integrated kindergarten and elementary school using the playful theme. Design was explored using LEGO and UNO-STACKO to create spaces that accommodate material exploration for children. The design takes the play concept as a medium of child’s learning in order to improve their ability and awareness of the surrounding environment. The design translates the playful theme into imaginary dimension, constructive-deconstructive shapes, and glide circulations concept. The spatial pattern is applied by considering children’s behavior in the designated ages to trigger their creativity improvement. The design is expected to serve as a model of an integrated kindergarten and elementary school architecture.
Full Text Available Background: Microbiological contamination of the air and the acquisition of the antibiotic resistance by pathogenic bacteria is a growing phenomenon that has a substantial impact on the quality of our health. This problem applies mainly to public areas where we spend a large part of our lives. This study was focused on the microbiological analysis of the air in some kindergartens and antibiotic resistance of bacteria of the Stephylococcus spp. genus. The identification of the isolated mould fungi has been also made. Material and Methods: Air samples were collected from classrooms in the seasonal cycle in the mornings and afternoons using 2 methods, sedimentation and impact. Air samples collected outside the kindergartens served as controls. Air quality assessments were based on the groups of indicator microorganisms, according to Polish standards. The susceptibility of isolated staphylococci was assessed with the disc-diffusion method, using 8 different classes of antibiotics, in line with the recommendations of the European Committee on Antimicrobial Susceptibility Testing (EUCAST. Results: The analyses show that, regardless of the method, the total number of heterothropic bacteria and staphylococci in the air of the analyzed kindergartens exceeded the allowable limits. There was no air pollution with the fungal infection. Based on the antibiogram, it was found that Staphylococcus spp. strains showed the highest sensitivity to chloramphenicol and the lowest to penicillin and gentamicin. Among the fungi moulds of the genus Cladosporium predominated. Conclusions: The results of the analyses highlight the need for regular health checks and further research to help identify biological factors that may significantly affect the quality of health of people living in public spaces. Med Pr 2015;66(1:49–56
GABRIELA ALINA TĂMAȘ
Full Text Available We have analyzed 21 drawings on the topic "My house" as drawn by 18 pre-school children attending a kindergarten in the town of Dej, Cluj County, Romania. I carried out the research during the 2013-2014 school year, analyzing the houses drawn by 4/5-year-old, 5/6-year-old, and 6/7-year-old children, considering these drawings as spatial representations. I also analyzed the same drawings of the houses from a psychological perspective.
GABRIELA ALINA TĂMAȘ
We have analyzed 21 drawings on the topic "My house" as drawn by 18 pre-school children attending a kindergarten in the town of Dej, Cluj County, Romania. I carried out the research during the 2013-2014 school year, analyzing the houses drawn by 4/5-year-old, 5/6-year-old, and 6/7-year-old children, considering these drawings as spatial representations. I also analyzed the same drawings of the houses from a psychological perspective.
Cheung, Felix; Lucas, Richard E
Previous research has shown that having rich neighbors is associated with reduced levels of subjective well-being, an effect that is likely due to social comparison. The current study examined the role of income inequality as a moderator of this relative income effect. Multilevel analyses were conducted on a sample of more than 1.7 million people from 2,425 counties in the United States. Results showed that higher income inequality was associated with stronger relative income effects. In other words, people were more strongly influenced by the income of their neighbors when income inequality was high. (c) 2016 APA, all rights reserved).
Cheung, Felix; Lucas, Richard E.
Previous research has shown that having rich neighbors is associated with reduced levels of subjective well-being, an effect that is likely due to social comparison. The current study examined the role of income inequality as a moderator of this relative income effect. Multilevel analyses were conducted on a sample of over 1.7 million people from 2,425 counties in the United States. Results showed that higher income inequality was associated with stronger relative income effects. In other words, people were more strongly influenced by the income of their neighbors when income inequality was high. PMID:26191957
Geetha B. Ramani
Full Text Available Ensuring that kindergarten children have a solid foundation in early numerical knowledge is of critical importance for later mathematical achievement. In this study, we targeted improving the numerical knowledge of kindergarteners (n = 81 from primarily low-income backgrounds using two approaches: one targeting their conceptual knowledge, specifically, their understanding of numerical magnitudes; and the other targeting their underlying cognitive system, specifically, their working memory. Both interventions involved playing game-like activities on tablet computers over the course of several sessions. As predicted, both interventions improved children’s numerical magnitude knowledge as compared to a no-contact control group, suggesting that both domain-specific and domain-general interventions facilitate mathematical learning. Individual differences in effort during the working memory game, but not the number knowledge training game predicted children’s improvements in number line estimation. The results demonstrate the potential of using a rapidly growing technology in early childhood classrooms to promote young children’s numerical knowledge.
Stepanova, M I; Kuchma, V R
In the article there are considered current requirements for the design of the architectural environment of preschool institutions. These requirements provide conditions ofpreservation and promotion of health ofpreschool children. Among them are: the association of rooms according to a functional purpose; division of children collectives according to the age; rational placement of main rooms for the prevention ofpenetration of noise and pollution; ensuring convenientfunctional connections between different premises and group rooms and the parcel ofpreschool institutions; optimal solution of the light mode; rational air and thermal mode. There are made proposals for the expansion of the list of hygienic principles of the design of buildings of kindergartens: provision of conditions for realization of physical activity of children, the safe use of electronic educational equipment, and the creation of the barrier-free environment. There was established the insufficiency of areas of group rooms for the realization of voluntary motor activity of children in modern kindergartens and the need of the revision of the standard of the area of the group room per one child.
Sun, Guangyi; Li, Zhonggen; Bi, Xiangyang; Chen, Yupeng; Lu, Shuangfang; Yuan, Xin
Mercury (Hg) contamination in urban area is a hot issue in environmental research. In this study, the distribution, sources and health risk of Hg in dust from 69 kindergartens in Wuhan, China, were investigated. In comparison with most other cities, the concentrations of total mercury (THg) and methylmercury (MeHg) were significantly elevated, ranging from 0.15 to 10.59 mg kg-1 and from 0.64 to 3.88 μg kg-1, respectively. Among the five different urban areas, the educational area had the highest concentrations of THg and MeHg. The GIS mapping was used to identify the hot-spot areas and assess the potential pollution sources of Hg. The emissions of coal-power plants and coking plants were the main sources of THg in the dust, whereas the contributions of municipal solid waste (MSW) landfills and iron and steel smelting related industries were not significant. However, the emission of MSW landfills was considered to be an important source of MeHg in the studied area. The result of health risk assessment indicated that there was a high adverse health effect of the kindergarten dust in terms of Hg contamination on the children living in the educational area (Hazard index (HI) = 6.89).
Kiel, Elizabeth J; Buss, Kristin A
Two recent advances in the study of fearful temperament (behavioral inhibition) include the validation of dysregulated fear as a temperamental construct that more specifically predicts later social withdrawal and anxiety, and the use of conceptual and statistical models that place parenting as a mechanism of development from temperament to these outcomes. The current study further advances these areas by examining whether protective parenting mediated the relation between dysregulated fear in toddlerhood and social withdrawal in kindergarten. Participants included 93 toddlers and their mothers, who engaged in laboratory tasks assessing traditional fearful temperament, dysregulated fear, and protective parenting. When children reached kindergarten, they returned to the laboratory for a multimethod assessment of social withdrawal. Results confirmed the hypothesis that dysregulated fear predicted social withdrawal through protective parenting, and this occurred above and beyond the effect of traditional fearful temperament. These findings bolster support for the use of dysregulated fear as a temperamental construct related to, but perhaps more discerning of risk than traditionally measured fearful temperament/behavioral inhibition and highlight the importance of transactional influences between the individual and the caregiving environment in the development of social withdrawal.
Willoughby, Michael T; Magnus, Brooke; Vernon-Feagans, Lynne; Blair, Clancy B
Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project ( N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen's ds = 0.9-2.7; odds ratios = 9.8-23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen's ds = 0.2-2.4; odds ratios = 3.9-5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.
Guided by Stodden et al's conceptual model, the main purpose of the study was to examine the relation between fundamental motor skills (FMS; locomotor and objective control skills), different intensity levels of physical activity (light PA [LPA], moderate-to-vigorous PA [MVPA], and vigorous PA[VPA]), and sedentary behavior (SB) in socioeconomically disadvantaged kindergarteners. A prospective design was used in this study and the data were collected across the 2013-2014 academic school year. Participants were 256 (129 boys; 127 girls; Mage = 5.37, SD = 0.48) kindergarteners recruited from three public schools in the southern United States. Results found that FMS were significantly related to LPA, MVPA, VPA, and SB. Regression analyses indicate that locomotor skills explained significant variance for LPA (6.4%; p < .01), MVPA (7.9%; p < .001), and VPA (5.3%; p < .01) after controlling for weight status. Mediational analysis supports the significant indirect effect of MVPA on the relation between FMS and SB (95% CI: [-0.019, -0.006]). Adequate FMS development during early childhood may result in participating in more varied physical activities, thus leading to lower risk of obesity-related behaviors.
Lawrence, Elizabeth; Mollborn, Stefanie
Enrollment into unequal schools at the start of formal education is an important mechanism for the reproduction of racial/ethnic educational inequalities. We examine whether there are racial/ethnic differences in school enrollment options at kindergarten, the start of schooling. We use nationally representative data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to model whether parents seek information about their child's school before enrolling, whether parents move to a location so that a child can attend a certain school, or whether parents enroll their child in a school other than the assigned public school. Results indicate that enrollment patterns differ greatly across race/ethnicity. Whereas Black families are the most likely to seek information on a school's performance, White families are the most likely to use the elite option of choosing their residential location to access a particular school. These differences persist when controlling for socioeconomic status and sociogeographic location. Kindergarten enrollment patterns preserve the advantages of White families, perpetuating racial/ethnic disparities through multiple institutions and contributing to intergenerational processes of social stratification. Research should continue to examine specific educational consequences of housing inequities and residential segregation.
Full Text Available How does a preschool child learn? What knowledge should he gain? What type of fundamental knowledge does he need? How can professional workers in the kindergarten help children acquire the knowledge they need to start learning? Searching for answers to these and similar questions is a lifelong task, involving our daily pedagogical thinking and creating. According to Bečaj (2006, education is always future oriented, that is why it is very important to prepare young generations for a world which is presently only taking shape and can not be predicted. In the increasingly complex and unpredictable situations the modern kindergarten needs a pedagogue who helps children to acquire the essential knowledge and skills they will need in the future. They need a professionally qualified and considerate pedagogue; one who is conscious of the fact that today's knowledge will be obsolete tomorrow. Empirical learning and education play a very important role in this process, as learning is today understood as interpretation of the experience, the experience being the essence of learning.
The research departed from an issue found regarding the number sense of kindergarten children and as a solution to this problem, the research proposes the use of creative mathematical games in the teaching and learning. Departing from the issue and the offered solution, the following problems are about Children’s ability of number sense before and after the implementation of creative mathematical games; the forms of creative mathematical games in improving children’s number sense; the implementation of creative mathematical games in improving children’s number sense; and the factors possibly affecting the implementation of creative mathematical games. This study use action research method. The data were collected through observation, interview, and documentation and then qualitatively analysed using thematic analysis technique. The findings show that children respond positively to the creative mathematical games. They demonstrate fairly high enthusiasm and are able to understand number as well as its meaning in various ways. Children’s number sense has also improved in terms of one-on-one correspondence and mentioning and comparing many objects. The factors possibly affecting the implementation of these creative mathematical games are the media and the stages of teaching and learning that should be in accordance with the level of kindergarten children’s number sense.
Gina L. Harrison, Keira C. Ogle & Megan Keilty
Full Text Available The contribution of linguistic, reading, and transcription processes to writing in kindergarten English as a second language (ESL children and their native-English speaking peers (EL1 were examined. ESL and EL1 performed similarly on one of the two measures of phonological awareness (PA and on measures of early reading, spelling, and writing. EL1 outperformed ESL on a pseudoword repetition task and on the English vocabulary and syntactic knowledge tasks. ESL outperformed EL1 on a writing fluency measure. Correlation and hierarchical regression results varied as a function of the writing tasks (procedural or generative and language status. Across language groups, writing tasks that captured children's developing graphophonemic knowledge were associated with a breadth of cognitive, linguistic, and early literacy skills. PA, reading, and transcription skills, but not oral vocabulary and syntactic knowledge contributed the most variance to writing irrespective of language status. The results suggest that parallel component skills and processes underlie ESL and EL1 children's early writing when formal literacy instruction begins in kindergarten even though ESL children are developing English oral and literacy proficiency simultaneously.
Kiel, Elizabeth J.; Buss, Kristin A.
Two recent advances in the study of fearful temperament (behavioral inhibition) include the validation of dysregulated fear as a temperamental construct that more specifically predicts later social withdrawal and anxiety, and the use of conceptual and statistical models that place parenting as a mechanism of development from temperament to these outcomes. The current study further advances these areas by examining whether protective parenting mediated the relation between dysregulated fear in toddlerhood and social withdrawal in kindergarten. Participants included 93 toddlers and their mothers, who engaged in laboratory tasks assessing traditional fearful temperament, dysregulated fear, and protective parenting. When children reached kindergarten, they returned to the laboratory for a multimethod assessment of social withdrawal. Results confirmed the hypothesis that dysregulated fear predicted social withdrawal through protective parenting, and this occurred above and beyond the effect of traditional fearful temperament. These findings bolster support for the use of dysregulated fear as a temperamental construct related to, but perhaps more discerning of risk than traditionally measured fearful temperament/behavioral inhibition and highlight the importance of transactional influences between the individual and the caregiving environment in the development of social withdrawal. PMID:25242893
Chang, Shang-Jen; Yang, Stephen S D
To evaluate the inter-observer and intra-observer agreement on the interpretation of uroflowmetry curves of children. Healthy kindergarten children were enrolled for evaluation of uroflowmetry. Uroflowmetry curves were classified as bell-shaped, tower, plateau, staccato and interrupted. Only the bell-shaped curves were regarded as normal. Two urodynamists evaluated the curves independently after reviewing the definitions of the different types of uroflowmetry curve. The senior urodynamist evaluated the curves twice 3 months apart. The final conclusion was made when consensus was reached. Agreement among observers was analyzed using kappa statistics. Of 190 uroflowmetry curves eligible for analysis, the intra-observer agreement in interpreting each type of curve and interpreting normalcy vs abnormality was good (kappa=0.71 and 0.68, respectively). Very good inter-observer agreement (kappa=0.81) on normalcy and good inter-observer agreement (kappa=0.73) on types of uroflowmetry were observed. Poor inter-observer agreement existed on the classification of specific types of abnormal uroflowmetry curves (kappa=0.07). Uroflowmetry is a good screening tool for normalcy of kindergarten children, while not a good tool to define the specific types of abnormal uroflowmetry.
Bush, Nicole R; Obradović, Jelena; Adler, Nancy; Boyce, W Thomas
Using an ethnically diverse longitudinal sample of 338 kindergarten children, this study examined the effects of cumulative contextual stressors on children's developing hypothalamic-pituitary-adrenocortical (HPA) axis regulation as an early life indicator of allostatic load. Chronic HPA axis regulation was assessed using cumulative, multiday measures of cortisol in both the fall and spring seasons of the kindergarten year. Hierarchical linear regression analyses revealed that contextual stressors related to ethnic minority status, socioeconomic status, and family adversity each uniquely predicted children's daily HPA activity and that some of those associations were curvilinear in conformation. Results showed that the quadratic, U-shaped influences of family socioeconomic status and family adversity operate in different directions to predict children's HPA axis regulation. Results further suggested that these associations differ for White and ethnic minority children. In total, this study revealed that early childhood experiences contribute to shifts in one of the principal neurobiological systems thought to generate allostatic load, confirming the importance of early prevention and intervention efforts. Moreover, findings suggested that analyses of allostatic load and developmental theories accounting for its accrual would benefit from an inclusion of curvilinear associations in tested predictive models.
Full Text Available This paper extends recent investigations into risk contagion effects on stock markets to the Vietnamese stock market. Daily data spanning October 9, 2006 to May 3, 2012 are sourced to empirically validate the contagion effects between stock markets in Vietnam, and China, Japan, Singapore, and the US. To facilitate the validation of contagion effects with market-related coefficients, this paper constructs a bivariate EGARCH model of dynamic conditional correlation coefficients. Using the correlation contagion test and Dungey et al.’s (2005 contagion test, we find contagion effects between the Vietnamese and four other stock markets, namely Japan, Singapore, China, and the US. Second, we show that the Japanese stock market causes stronger contagion risk in the Vietnamese stock market compared to the stock markets of China, Singapore, and the US. Finally, we show that the Chinese and US stock markets cause weaker contagion effects in the Vietnamese stock market because of stronger interdependence effects between the former two markets.
Hanss, Daniel; Mentzoni, Rune A; Griffiths, Mark D; Pallesen, Ståle
Although there is a general lack of empirical evidence that advertising influences gambling participation, the regulation of gambling advertising is hotly debated among academic researchers, treatment specialists, lobby groups, regulators, and policymakers. This study contributes to the ongoing debate by investigating perceived impacts of gambling advertising in a sample of gamblers drawn from the general population in Norway (n = 6,034). Three dimensions of advertising impacts were identified, representing perceived impacts on (a) gambling-related attitudes, interest, and behavior ("involvement"); (b) knowledge about gambling options and providers ("knowledge"); and (c) the degree to which people are aware of gambling advertising ("awareness"). Overall, impacts were strongest for the knowledge dimension, and, for all 3 dimensions, the impact increased with level of advertising exposure. Those identified as problem gamblers in the sample (n = 57) reported advertising impacts concerning involvement more than recreational gamblers, and this finding was not attributable to differences in advertising exposure. Additionally, younger gamblers reported stronger impacts on involvement and knowledge but were less likely to agree that they were aware of gambling advertising than older gamblers. Male gamblers were more likely than female gamblers to report stronger impacts on both involvement and knowledge. These findings are discussed with regard to existing research on gambling advertising as well as their implications for future research and policy-making. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
Alimardani, Maryam; Nishio, Shuichi; Ishiguro, Hiroshi
Body ownership illusions provide evidence that our sense of self is not coherent and can be extended to non-body objects. Studying about these illusions gives us practical tools to understand the brain mechanisms that underlie body recognition and the experience of self. We previously introduced an illusion of body ownership transfer (BOT) for operators of a very humanlike robot. This sensation of owning the robot's body was confirmed when operators controlled the robot either by performing the desired motion with their body (motion-control) or by employing a brain-computer interface (BCI) that translated motor imagery commands to robot movement (BCI-control). The interesting observation during BCI-control was that the illusion could be induced even with a noticeable delay in the BCI system. Temporal discrepancy has always shown critical weakening effects on body ownership illusions. However the delay-robustness of BOT during BCI-control raised a question about the interaction between the proprioceptive inputs and delayed visual feedback in agency-driven illusions. In this work, we compared the intensity of BOT illusion for operators in two conditions; motion-control and BCI-control. Our results revealed a significantly stronger BOT illusion for the case of BCI-control. This finding highlights BCI's potential in inducing stronger agency-driven illusions by building a direct communication between the brain and controlled body, and therefore removing awareness from the subject's own body.
Fox, Candace; Gallimore, Ronald
This study examines the effects of preschool attendance on school achievement. The achievement test scores of 50 children in two classes of the Kamehameha Early Education Program (KEEP) who had attended preschool were compared to those of their classmates who had not attended preschool. Measures of kindergarten achievement used were the Wechsler…
Buldu, Mehmet; Shaban, Mohamed S.
This study portrayed a picture of kindergarten through 3rd-grade teachers who teach visual arts, their perceptions of the value of visual arts, their visual arts teaching practices, visual arts experiences provided to young learners in school, and major factors and/or influences that affect their teaching of visual arts. The sample for this study…
Orsati, Fernanda Tebexreni
Discursive practices enacted by educators in kindergarten create a blueprint for how the educational trajectories of students with disabilities get constructed. In this two-year ethnographic case study, I critically examine educators' relationships with students considered to present challenging behaviors in one classroom located in a…
Liu, Duo; Chung, Kevin K. H.; McBride, Catherine
The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety-nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES…
Shields, Katherine A.; Cook, Kyle DeMeo; Greller, Sara
As a growing number of states require kindergarten entry assessments, more state and district administrators are becoming interested in how their peers use these assessments around the country. Given this interest, state administrators participating in Regional Educational Laboratory Northeast & Islands Early Childhood Education Research…
Fayez, Merfat; Sabah, Saed A.; Rudwan, Enaam Abu
This study explored both the school- and home-based involvement practices of parents of children attending kindergarten in the city of Zarqa, Jordan. The study also examined the effect of some selected parental demographic variables (i.e. socioeconomic levels and levels of education) on parent involvement and the relationship between kindergarten…
The purpose of this quantitative, descriptive, survey research was to examine pre-Kindergarten- Grade 8 teacher's perceptions regarding their preparedness, propensity, and felt value of using Facebook and Twitter for parent-teacher communication. The 38 participants completed the Teacher Presurvey, followed by an online instructional intervention,…
Suhonen, Eira; Sajaniemi, Nina K.; Alijoki, Alisa; Nislin, Mari A.
We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress…
Shultz, Jeffrey; Florio, Susan
In addition to learning academic content, school children learn to become socially competent members of the classroom community. This study uses microethnographic techniques to discover and describe important aspects of the social competence acquired by kindergarten and first-grade children. (Author/RLV)
This study strived to determine the effectiveness of the AR phonics program relative to the effectiveness of the scripted phonics program for developing the letter identification, sound verbalization, and blending abilities of kindergarten students considered at-risk based on state assessments. The researcher was interested in pretest and posttest…
Pyle, Angela; Poliszczuk, Daniel; Danniels, Erica
Kindergarten teachers face the challenge of balancing traditional developmental programming and contemporary academic standards. In classrooms following a play-based learning framework, academic content such as literacy is to be taught within children's play. However, educators have reported conceptual and practical challenges with integrating…
This paper reports a study investigating pre-service kindergarten teachers' confidence levels and perceptions regarding their singing skills, and the impact of a music methods course on these self-perceptions. The course incorporated singing instruction in 24 lectures and two 10-minute private singing tutorials at the beginning and middle of the…
Hu, Bi Ying; Quebec Fuentes, Sarah; Ma, Jingjing; Ye, Feiwei; Roberts, Sherron Killingsworth
In China, the "2001 Kindergarten Education Guidelines (Trial)", or "New Outline", delineates what constitutes high-quality, developmentally appropriate practices in all early childhood education curriculum domains, including mathematics. The "New Outline" is known for advocating a child-centered, play-based approach…
Gable, Sara; Krull, Jennifer L.; Chang, Yiting
The current study examines the social and behavioral development of school-age children with different histories of overweight onset. Eight thousand children from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) participated. Three groups of children were identified for analysis: (1) those who were persistently overweight from…
This study discusses different types of food risks and different strategies of risk handling as conceived by mothers of kindergarten children in Russia. The research includes an analysis of Internet forum discussions and semi-structured interviews; it mainly used data from well-educated,
This study examined the effects of a music methods course offered at a Cypriot university on the singing skills of 33 female preservice kindergarten teachers. To systematically measure and analyze student progress, the research design was both experimental and descriptive. As an applied study which was carried out "in situ," the normal…
Watts, Sheldon O.; Pinero, Domingo J.; Alter, Mark M.; Lancaster, Kristie J.
Objective: To assess the extent to which nutrition education is implemented in selected counties in New York State elementary schools (kindergarten through fifth grade) and explore how nutrition knowledge is presented in the classroom and what factors support it. Design: Cross-sectional, self-administered survey. Setting: New York State elementary…
Chung, Kevin Kien Hoa; Lam, Chun Bun; Cheung, Ka Chun
This cross-sectional study examined the associations of visuomotor integration and executive functioning with Chinese word reading and writing in kindergarten children. A total of 369 Chinese children (mean age = 57.99 months; 55% of them were girls) from Hong Kong, China, completed tasks on visuomotor integration, executive functioning, and…
Roseman, Mary G.; Riddell, Martha C.; Haynes, Jessica N.
Objective: To review the literature, identifying proposed recommendations for school-based nutrition interventions, and evaluate kindergarten through 12th grade school-based nutrition interventions conducted from 2000-2008. Design: Proposed recommendations from school-based intervention reviews were developed and used in conducting a content…
Oerbeck, Beate; Johansen, Jorunn; Lundahl, Kathe; Kristensen, Hanne
The aim was to examine the outcome of a multimodal treatment for selective mutism (SM). Seven children, aged three-five years, who were referred for SM were included. The treatment started at home and was continued at kindergarten for a maximum of six months, with predefined treatment goals in terms of speaking levels, from I ("Speaks to the therapist in a separate room with a parent present") through to VI ("Speaks in all kindergarten settings without the therapist present"). The outcome measures were the teacher-reported School Speech Questionnaire (SSQ) and the treatment goal obtained (I-VI) six months after the onset of treatment, and the SSQ and Clinical Global Impression Scale (CGI) at one-year follow-up. Six children spoke in all kindergarten settings (VI) after a mean of 14 weeks treatment. One child, with more extensive neuro-developmental delay, spoke in some settings only (V). The mean SSQ score was 0.59 (SD = 0.51) at baseline compared with 2.68 (SD = 0.35) at the six-month evaluation and 2.26 (SD = 0.93) at one-year follow-up. The mean CGI score at baseline was 4.43 (SD = 0.79) compared with 1.14 (SD = 0.38) at follow-up. Home- and kindergarten-based treatment appears to be promising.
Chou, Pao-Nan; Chang, Chi-Cheng; Chen, Mei-Yin
Compared to other academic disciplines, interactive white board (IWB) research in early childhood education is still in its infancy. To add more knowledge base regarding the instructional effectiveness of IWB for young children, this study aimed to investigate educational phenomenon of using an IWB to teach visual art to kindergarten students. The…
Oshiro, Aiko; Pihl, Agneta; Peterson, Louise; Pramling, Niklas
How children understand the psychology of a story (i.e., the intentions and experiences of its characters) is pivotal to comprehending its point. In this study we investigate empirically how 5-year-old children in a Japanese kindergarten manage mental state verbs and adjectives when collaboratively retelling a tale heard. The tale, an example of a…
Piche, Genevieve; Fitzpatrick, Caroline; Pagani, Linda S.
Identifying early precursors of body mass index (BMI) and sports participation represents an important concern from a public health perspective and can inform the development of preventive interventions. This article examines whether kindergarten child self-regulation, as measured by classroom engagement and behavioral regulation, predicts healthy…
Gürbüz, Eda; Kiran, Binnaz
In this study, 5-6-year-old children who attend to kindergarten were researched if there is a difference in their level of social skills according to their mothers' attitudes, their gender, mother's employment status, the number of the children in the family, and to the caretaker. The study group was formed of 354 children who attend to…
Morgan, Paul L.; Li, Hui; Cook, Michael; Farkas, George; Hillemeier, Marianne M.; Lin, Yu-chu
We sought to identify which kindergarten children are simultaneously at risk of moderate or severe symptomatology in both attention-deficit/hyperactivity disorder (ADHD) and conduct disorder (CD) as adolescents. These risk factor estimates have not been previously available. We conducted multinomial logistic regression analyses of multiinformant…
DeVries, Rheta; And Others
This study examined the interactions between teachers and children in three kindergarten classrooms. Programs used in the classrooms were: a direct-instruction (DI) program, representing a cultural transmission paradigm; a contructivist program (CON), representing the cognitive-developmental paradigm; and an eclectic program (ECL), combining…
Gower, Amy L.; Lingras, Katherine A.; Mathieson, Lindsay C.; Kawabata, Yoshito; Crick, Nicki R.
Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how…
Vangsnes, Vigdis; Gram Okland, Nils Tore; Krumsvik, Rune
This article focuses on the didactical implications when commercial educational computer games are used in Norwegian kindergartens by analysing the dramaturgy and the didactics of one particular game and the game in use in a pedagogical context. Our justification for analysing the game by using dramaturgic theory is that we consider the game to be…
Johnson, Robert E., Jr.
This research study investigated the at-home literacy behaviors and experiences of young children before and during their kindergarten year. Research has shown that the frequency and quality of at-home literacy experiences can either hinder or hamper children as their formal schooling begins (Fletcher, Cross, Tanney, Schneider, & Finch, 2008;…
Quirk, Matthew; Grimm, Ryan; Furlong, Michael J.; Nylund-Gibson, Karen; Swami, Sruthi
This study utilized latent class analysis (LCA) to identify 5 discernible profiles of Latino children's (N = 1,253) social-emotional, physical, and cognitive school readiness at the time of kindergarten entry. In addition, a growth mixture modeling (GMM) approach was used to identify 3 unique literacy achievement trajectories, across Grades 2-5,…
Vanderloo, Leigh M.; Tucker, Patricia
Objective: To compare physical activity and sedentary time among young children whose schools adhere to traditional (i.e. three outdoor playtimes = 70 minutes) versus balanced day (i.e. two outdoor playtimes = ~55 minutes) schedules in Ontario full-day kindergarten classrooms. Design: The project was part of a larger, 2-year cross-sectional study.…
This research examined the extent to which 2.5- to 5-year-old children in three Kindergarten classrooms in Thessaloniki, Greece could be taught about the use of classroom space and equipment. The study combined the theoretical perspectives of Piaget, Vygotsky, Bruner, and Frangos with the views of theater director Peter Brook. Mixed-age groups of…
Evans, Mary Ann; Bell, Michelle; Shaw, Deborah; Moretti, Shelley; Page, Jodi
In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and…
Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M.
Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers'…
Winterbottom, Christian; Piasta, Shayne B.
Accreditation is a widely accepted indicator of quality in early education and includes many of the components cited in broad conceptualizations of quality. The purpose of this study was to examine whether kindergarten readiness rates differed between Florida child care facilities that were and were not accredited by any relevant national…
Darcy, Eloisa; Sarette, Sarah; Boghigian, Anna; Martin, Marley
Providing the support that children need to build self-regulation skills has come to the forefront for educators today. This study investigated how kindergarten students (N=19) improved their self-regulation skills through direct instruction and effective scaffolding techniques. Selfregulated instruction was adapted to behavior activities for…
Rekalidou, Galini; Petrogiannis, Konstantinos
This paper reports on preschool children's social relationships developed in urban and rural kindergarten classes in Greece. We investigated the selection and rejection criteria children use and examined potential criteria differences as a function of a number of socio-demographic variables (children's age group, gender, parental job status,…
Han, Jinjoo; O'Connor, Erin E.; McCormick, Meghan P.; McClowry, Sandee G.
Research Findings: Home-based involvement--defined as the actions parents take to promote children's learning outside of school--is often the most efficient way for low-income parents to be involved with their children's education. However, there is limited research examining the factors predicting home-based involvement at kindergarten entry for…
Tan, Tony Xing; Kim, Eun Sook; Baggerly, Jennifer; Mahoney, E Emily; Rice, Jessica
In this study, we went beyond adoption status to examine the associations between postadoption parental involvement and children's reading and math performance from kindergarten to first grade. Secondary data on a sample of adopted children and nonadopted children were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 to 1999 (ECLS-K). Weighted data on the children's reading performance were available for 13,900 children (181 were adopted); weighted data on the children's math performance were available for 14,128 children (184 were adopted). Descriptive data showed no group difference in reading scores at all 3 Waves but adopted children scored lower than nonadopted children in math at Wave 2 (Spring of kindergarten) and Wave 3 (Spring of first grade). However, controlling for 6 covariates, latent growth modeling showed that adoption status was unrelated to Wave 1 reading and math scores or subsequent growth rate. Rather, parents' beliefs on skills needed to succeed in kindergarten were a significant predictor of reading and math performance at Wave 1 and subsequent growth rates, and parents' educational expectation was a significant predictor of growth rate in reading and math. Our findings highlight the importance of parental involvement in adopted children's learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Wilson, Anna J.; Dehaene, Stanislas; Dubois, Ophelie; Fayol, Michel
"The Number Race" is an adaptive game designed to improve number sense. We tested its effectiveness using a cross-over design in 53 low socioeconomic status kindergarteners in France. Children showed improvements in tasks traditionally used to assess number sense (numerical comparison of digits and words). However, there was no…
Villalonga-Olives, E.; Kiese-Himmel, C.; Witte, C.; Almansa, J.; Dusilova, I.; Hacker, K.; von Steinbuechel, N.
Objectives: To assess the psychometric properties of the German self-reported version of the Kiddy-KINDL that measures Health Related Quality of Life (HRQoL) in 3 to 5 year old kindergarten children. Study design: The population of the study comprised baseline data of a longitudinal study whose main