Thematische Bibliographien / Pre-school children

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Auswahl der wissenschaftlichen Literatur zum Thema „Pre-school children“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Pre-school children"

Morkveniene, Judita. „Rights of pre-school children in Lithuania“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 1 (26.08.2017): 08–13. http://dx.doi.org/10.18844/prosoc.v4i1.2045.

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Vaydullayevna, Olimova Xurshida. „METHODS AND TECHNIQUES OF TEACHING PRE-SCHOOL CHILDREN“. CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, Nr. 05 (01.05.2022): 21–25. http://dx.doi.org/10.37547/philological-crjps-03-05-05.

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Aliyevnv, Jumayeva Malika. „Pre-school education for children“. ACADEMICIA: An International Multidisciplinary Research Journal 12, Nr. 4 (2022): 129–34. http://dx.doi.org/10.5958/2249-7137.2022.00255.5.

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Phillips, Frankie. „Nutrition and pre-school children“. Nutrition Bulletin 29, Nr. 1 (März 2004): 64–66. http://dx.doi.org/10.1111/j.1467-3010.2003.00377.x.

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Beguiristáin, José Luis, und Pablo Díaz-de-Rada. „Spondylolisthesis in pre-school children“. Journal of Pediatric Orthopaedics B 13, Nr. 4 (Juli 2004): 225–30. http://dx.doi.org/10.1097/01.bpb.0000125764.93285.d8.

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Prasanna, Lakshmi, und Gadham Jayaram. „VITAMIN D STATUS AMONG PRE-SCHOOL CHILDREN IN RURAL ANDHRAPRADESH“. International Journal of Integrative Medical Sciences 5, Nr. 7 (20.08.2018): 709–13. http://dx.doi.org/10.16965/ijims.2018.129.

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Мардарова, И. К. „Технология проектной деятельности детей дошкольного возраста в условиях доу“. Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, Nr. 1 (März 2021): 37–45. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p37-45.

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The article deals with notions "technology of project" and "project activities". Features of the organization of project activities of pre-school children are described in it: project types were analyzed, an indicative plan for the organization of children's project activities in the context of pre-school institutions was presented, and the stages of children's work on a collective project and the criteria for evaluating the results of their project activities were presented.

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Belinova, Natalia V. „Discourse Approach to Creating Educational Situations for Pre-school Age Children“. International Journal of Psychosocial Rehabilitation 24, Nr. 4 (30.04.2020): 6243–52. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020434.

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Odetunde, Dr Odutola Israel, Dr Adesina Olalekan Semiu Aderibigbe, Dr Ngozi Rosemary Njeze, Dr Kingley Ihedioha Achigbu, Dr Josephat Maduabuchi Chinawa, Dr Oluwatoyin arinola Odetunde und Prof Henrietta Uche Okafor. „Renal Sonographic Findings in Nigerian Pre- School Children with Asymptomatic Proteinuria“. Indian Journal of Applied Research 4, Nr. 7 (01.10.2011): 1–4. http://dx.doi.org/10.15373/2249555x/july2014/193.

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Gudonis, Vytautas. „School maturity of pre-school age visually impaired children“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (24.07.2015): 33. http://dx.doi.org/10.17770/sie2014vol3.695.

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The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary; they explain notions of active vocabulary with difficulty. Results of school maturity of pre-school age visually impaired children proved significance of pre-school education institutions in visually impaired children’s preparation for school. It has been found that when surveying children of pre-school groups twice, in September and May, as well as preparing and using psychologists’ recommendations for pedagogues and parents, the level of pupils’ school maturity increases.

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Dissertationen zum Thema "Pre-school children"

Trees, Sue. „Pre-school children s experience of place“. Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.

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The experience of place has been the subject of attention by researchers from a variety of disciplines. However, despite a growing interest in the geographies of children there have been very few empirical studies investigating pre-school children’s experience of place. To address this issue, this thesis seeks to gather understandings of this phenomenon that may inform educational research. This study investigates the individual experiences of place of 12 pre-school children in 3 locations - Durham City, England; Drumlithie a village in Aberdeenshire, Scotland, and Fraserburgh a town also in Aberdeenshire. The empirical work is set within an interpretive approach that is sensitive to the competencies of the children and which is in line with the author's philosophical assumptions. The strategies employed to generate data include an affective activity, research conversations, walking expeditions with cameras, semi-structured interviews and artwork. The theoretical framework for this research is based on an extensive inter-disciplinary review of the literature and is informed by ecological and developmental psychology theories and recent concepts of childhood. It assumes a holistic approach to understanding the complex, multifaceted concept of place as experienced by pre-school children who are themselves viewed as active learners and experts in their own lives. The analysis suggests that the pre-school children in this research experience place on highly personal and individual bases. It appears that the children employ the strategy of breaking a place down into component parts and use these components to structure their understandings. A tentative model is devised to show the workings of this process. The implications of the findings are discussed in relation to current understandings of pre-school children's learning, and suggestions are made for further research.

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Wessels, Angela. „The parental role in pre-school children“. Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3806.

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Fallahzadeh, Pardis. „Goal-directed Imitation In Pre-school And Elementary School Children“. Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613884/index.pdf.

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Imitation is a fundamental way of acquiring knowledge in human development. In their theory of goal-directed imitation (GOADI), Wohlschlä
ger et al. (2003) divide the representation of observed movements into hierarchically organized aspects the highest of which is usually the goal. In a face-to-face imitation task young children usually copy the (spatial) goal of the body movement in terms of perceptual mirror symmetry rather than match them conceptually onto their own body, as adults do. We refer to these imitation schemes as &ldquo
mirroring&rdquo
and &ldquo
matching&rdquo
respectively. In the present study, we investigate the effects of age and perspective of the child with respect to the experimenter (0°
, 90°
, 180°
) in two imitation tasks, a hand-to-ear and a cup-grasping task. Moreover, we evaluate the developmental changes in the imitative behavior of children from a dynamical systems perspective. Children were supposed to imitate the movements of the experimenter. Tasks were conducted on 4.5- to 11-year-old Iranian pre-school and elementary school children (81 female, 84 male). Imitation scores for the spatial goal were analyzed in terms of mirroring or matching. Imitation schemes varied according to age and perspective in both tasks. Overall, older children&rsquo
s imitations of movements were more adult-like as established by an adult Iranian control group than those of the younger ones. They rather matched than mirrored observed movements. In the 180°
and 90°
conditions the mirroring scheme was predominant, but in 0°
matching was predominant. GOADI was confirmed
however it was qualified by the child'
s perspective on the experimenter. Children&rsquo
s imitations showed a non-linear shift from perceptually-based mirroring to conceptually-based matching of observed movements onto their own body. This shift happens between 6 and 8-9 years of age. The amount of matching depends not only on age but also on control parameters such as spatial perspective, task demands, and exposure.

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Payne, J. A. „Nutrient intake and growth in pre-school children“. Thesis, University of Edinburgh, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.660468.

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It is widely recognised that our knowledge of the nutrient intake of pre-school children aged 2-5 years and of their nutritional requirements for growth, is poor. Consequently, opinion is divided on whether modified diets, aimed primarily at the prevention of future adult diseases, adequately support growth in pre-school children. Between May 1988 and April 1990 the nutrient intake and growth of 153 pre-school children from Edinburgh, aged 2-5 years, was assessed. 54 children repeated the study after an interval of 12 months to give a total of 207 assessments. Nutrient intake was determined by the 7 day weighed inventory method. Anthropometric measurements included height, weight and skinfold thicknesses. Supplementary information and social details are recorded by questionnaire. The data was grouped and analysed by age and gender of the children, and also by socioeconomic group. For each group of children a low mean energy intake of 80-85% of the current UK Estimated Average Requirement of energy was found (Department of Health 1991). The intake of other nutrients ranged widely, with group mean intakes at or above values of Recommended Nutrient Intakes, except for the intake of vitamin D which was very low and of iron in 2 year old children which was also low. The % of energy from fat, sugar, starch and dextrin varied considerably but no correlations were found with energy intake. Thus low fat or high sugar diets did not affect the average daily intake of energy. Such diets, however, did significantly affect the quality of the diet in terms of mineral and vitamin intakes per 1000 kilocalories. Also, highly significant correlations were found between intake of nutrients during the first and second survey of children studied twice.

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Rollins, Nigel C. „Nutritional disorders and interactions Tanzanian pre-school children“. Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318953.

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Campbell, Joan. „Parent orientated sex education for pre-school children“. Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52393.

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Thesis (M Social Work)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The aim of the study was to present guidelines for the composition of a parent orientated sex education programme for pre-school children. An exploratory study was undertaken to describe and investigate the nature and extent of parental sex education to pre-school children. The investigation was done by first exploring existing research literature and describing it. The empirical study was based upon both the literature study and mothers' opinions on sex education. Pre-school children are disproportionately !ll0re likely to be sexually abused with devastating consequences which result in behavioural and emotional problems throughout their lives. The ultimate responsibility of prevention of child sexual abuse should be with the parent. However, two problems persist. Firstly, parents are often the perpetrators and therefore it is not justified to leave the responsibility solely to the parents. Secondly, parents who want to teach their children prevention strategies often lack the skills and knowledge. Therefore, the concept of a prevention structure in which the child can live and find support should be put into practice by the school. Prevention strategies should include sex education, a neutral home environment and a safe environment for disclosure of sexual abuse. This prevention structure should include the teacher, the social worker and the parent. These three components should support each other to implement an atmosphere of prevention and healthy sexual development. Linking and inter-dependence are important because there is always a possibility that one of the participants may be corrupt. Social workers should provide an effective basis for a personal safety programme to parents which should be supported and facilitated by schools. Training parents to become sex educators encourages better parent-child communication, builds the family support network, and has an impact on the ability of the family to deal more positively with sexual concerns. This does not only result in the prevention of sexual abuse but also contributes to the healthy sexual functioning, development and understanding of the sexuality of pre-school children. Through parent orientated sex education, parents can also dispel sexual myths and misinformation that their preschool children gain from peers and other sources. Despite the increasing public awareness devoted to sexual abuse and the advantage of sex education, a formal prevention education structure has not yet been implemented for pre-school children in South Africa. The first objective of this study was to describe and investigate the extent of parental sex education presented to pre-school children. The second objective was to investigate the acceptability of a sex education programme for pre-school children. The third objective was to describe the physical and sexual boundaries existing in the home environments of parents of pre-school children and finally to determine the sexual behaviours of pre-school children, which parents regard as acceptable. The main conclusions, based on the findings of the study, indicated that parents were in favour of sex education for pre-school children and that they require more information which would empower them to sex educate their pre-school children at home. They were also in favour of a classroom-based sex education programme. In conclusion it is recommended that a sex education programme is to be implemented at pre-schools for parents of pre-school children, as well as a classroom based sex education and a personal safety programme for pre-school children.
AFRIKAANSE OPSOMMING: Die doel van die navorsing is om moontlike riglyne vir 'n ouer-georiënteerde seksopvoedingsprogram vir pre-primêre kinders saam te stel. 'n Verkennende studie is onderneem om die omvang en aard van ouer-georiënteerde seksopvoeding vir pre-primêre kinders te ondersoek. Verder is bestaande navorsingsliteratuur bestudeer en beskryf. Die empiriese ondersoek wat daarop volg, is gebaseer op sowel die literatuurstudie as moeders se menings oor seksvoorligting. Pre-primêre kinders het 'n groter kans om seksueel gemolesteer te word wat kan lei tot die ervaring van emosionele- en gedragsprobleme, met vernietigende gevolge vir die res van hul lewens. Die uiteindelike verantwoordelikheid om die kind teen molestering te beskerm, berus by die ouers. Dit skep egter twee probleme. Ten eerste is die ouer dikwels self die oortreder en daarom kan die verantwoordelikheid nie uitsluitlik by die ouer berus nie. Tweedens, is die ouers wat wel seksopvoeding aan hul kinders wil bied, dikwels weens 'n gebrek aan kennis en vaardighede, onbevoeg om dit te doen. Dit is daarom die skool se verantwoordelikheid om 'n voorkomende struktuur te skep waarin die kind kan leef en ondersteuning kan vind. 'n Voorkomende strategie moet seksvoorligting, 'n neutrale leefruimte sowel as 'n veilige omgewing vir die bekendmaking van seksuele molestering insluit. Hierdie voorkomende struktuur moet die onderwyser, die maatskaplike werker en die ouer betrek. Hierdie drie komponente moet mekaar ondersteun om "n atmosfeer van voorkoming en gesonde seksuele ontwikkeling te implimenteer. Aangesien die integriteit van die partye nie gewaarborg kan word nie, is noue skakeling en interafhanklikheid van die drie komponente belangrik. Maatskaplike werkers behoort "n effektiewe persoonlike veiligheidsprogram, wat deur die skool ondersteun en gefasiliteer word, aan die ouers te voorsien. Ouers as seksvoorligters bevorder die kommunikasie tussen ouer en kind, verstewig die ondersteuningsnetwerk van die gesin en ontwikkel die vermoë om seksuele aangeleenthede openlik te hanteer. Gevolglik word seksuele molestering voorkom en gesonde seksuele funksionering bevorder. Die ouer verkry ook insig in die seksuele ontwikkeling van die pre-primêre kind. Deur middel van ouer-georiënteerde seksvoorliging, kan ouers mites en verkeerde inligting, wat dikwels deur die portuurgroep oorgedra word, regstel. Ten spyte van die toenemende mediadekking en bewuswording van die voordeel van seksopvoeding, is daar nog geen formele opvoedkundige voorkomende veiligheidsprogram in Suid-Afrika geïmplementeer nie. Die eerste doelwit van die studie was om die omvang en aard van pre-primêre kinders se seksuele opvoeding te ondersoek. Die tweede doelwit was om ouers se aanvaarding van seksvoorligting van pre-primêre kinders te ondersoek; die derde doelwit was om die fisiese en seksuele grense in die huislike omgewing te ondersoek en laastens, om aanvaarbare seksuele gedrag van pre-primêre kinders te ondersoek. Daar word tot die gevolgtrekking gekom dat ouers wel ten gunste is van ouergeoriënteerde seksvoorligting vir pre-primêre kinders en dat hulle die behoefte het aan leiding om dit te doen. Die ouers is ook ten gunste van die aanbieding van seksvoorligting in die klaskamer. Daar word aanbeveel dat 'n veiligheidsprogram, wat 'n ouer-georiënteerde seksvoorligtingsprogram vir ouers van pre-primêre kinders, sowel as seksvoorligting in die klas behels, in skole geïmplimenteer moet word.

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Ewing, Patricia A., und n/a. „Developmental profiles of mucosal immunity in pre-school children“. University of Canberra. Human & Biomedical Sciences, 2000. http://erl.canberra.edu.au./public/adt-AUC20060707.154930.

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Previous studies of the ontogeny of the mucosal immune system have shown a significant increase in salivary Immunoglobulin A levels occurring at about five years of age. This study has monitored a group of 3 and 4 year old children during one year of attendance at Pre-School to examine whether such an increase could be linked to increased antigenic exposure associated with moving into a school like environment. Saliva samples were collected at regular intervals and analysed for immunoglobulin and total protein levels. Daily health records were maintained for each child, and a detailed social and medical history was collected for each child at the beginning of the study. The elevated mucosal immune response observed in previous studies involving children in day care centres and attending school was not seen in this study. No significant difference was observed between children who had previously attended Pre-School or child care centres and those who were attending for the first time. However, a marked seasonal increase in mean salivary IgA during the winter months was observed and this increase correlated with an increase in respiratory infections. Hence, in studies of developmental aspects of mucosal immune response it is essential that modifiers such as season and infection be recorded.

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Colver, Allan Froggatt. „Evaluation of the health surveillance of pre-school children“. Thesis, University of Newcastle Upon Tyne, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334834.

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Carroll, Julia M. „The development of phonological awareness in pre-school children“. Thesis, University of York, 2001. http://etheses.whiterose.ac.uk/9761/.

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Bryce, Carol. „Feeding pre-school children : negotiating good motherhood through food“. Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/65094/.

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Food retains a central importance in family life, which extends beyond its nutritional necessity. Through in-depth interviews with 39 mothers of pre-school children, this study focuses on how mothers negotiate the complex and competing priorities of feeding their children. Mothers are expected to feed their children, according to expert definitions of appropriate nutrition, whilst taking account of individual food preferences and structural constraints. The ways that feeding children intersects with the construction of ‘good’ mother or how mothers negotiate external information and advice on feeding their children has not been the focus of much research. This research considers these issues at a time when government policy remains focused on health, lifestyles and obesity. This study shows that mothers feel the responsibility of motherhood strongly whilst accepting their accountability. It also shows that feeding children is one of the main concerns of mothers of young children and one that occupies a great deal of time. By talking to mothers of different ages and living in different social circumstances, this study shows that all mothers accept the links between food and health and all take account of these links as they look to their children’s future health. All mothers seek external sources of information and advice but sources differ with mothers’ age and social class. Expertise is found not to be the preserve of those with formal qualifications as mothers talked of how expertise is negotiated. Mothers therefore work hard to negotiate their own versions of good motherhood through their food decision-making. By focusing on the aspects of feeding children that are considered the most important at any given time, mothers are able to negotiate their own sense of good motherhood.

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Bücher zum Thema "Pre-school children"

Ashai, Yasmeen. Behaviour problems in pre school children. Srinagar: Kashmir Book Trust, 2009.

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Ashai, Yasmeen. Behaviour problems in pre school children. Srinagar: Kashmir Book Trust, 2009.

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Hitch, Anna. Sleep problems in pre-school children. [Cardiff]: Teamcare Valleys, 1993.

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Tarkowski, Zbigniew. Reseach on stuttering in pre-school and school children. Zielona Góra: Uniwersytet Zielonogórski, 2009.

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Raising children bilingually: The pre-school years. Clevedon, Avon, England: Multilingual Matters, 1987.

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Centre for Studies on Integration in Education. Integrating pre-school children with special needs. London: Spastics Society, Centre for Studies on Integration in Education, 1986.

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Buttriss, Judy. Nutrition of infants and pre-school children. London: National Dairy Council, 1995.

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Language development in the pre-school years. Cambridge [Cambridgeshire]: Cambridge University Press, 1985.

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author, Dederichs Anne S., Hrsg. Determining self-preservation capability in pre-school children. New York: Springer, 2013.

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Taciuc, Anca, und Anne S. Dederichs. Determining Self-Preservation Capability in Pre-School Children. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1080-9.

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Buchteile zum Thema "Pre-school children"

Przyrembel, Hildegard. „2.6 Toddlers, Pre-School and School Children“. In Pediatric Nutrition in Practice, 110–13. Basel: KARGER, 2008. http://dx.doi.org/10.1159/000155446.

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Howe, David. „Interventions with Pre-School and School-Age Children“. In Child Abuse and Neglect, 234–60. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80239-1_14.

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Ara, Farat, und Calla Thompson. „Intervention with Bilingual Pre-School Children“. In Working with Bilingual Language Disability, 132–53. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-2855-9_9.

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Davies, Bronwyn. „The Accomplishment of Genderedness in Pre-School Children“. In Children and their Primary Schools, 42–57. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315863672-4.

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Ingham, R., Christina Schelletter und Indra Sinka. „Argument Structure Preferences in Pre-School and School-Age Children*“. In New Directions In Language Development And Disorders, 129–37. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4157-8_13.

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Iwamura, Susan Grohs. „The Hiding Game“. In The Verbal Games of Pre-School Children, 136–68. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003327929-7.

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Iwamura, Susan Grohs. „The you Say Routine“. In The Verbal Games of Pre-School Children, 114–35. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003327929-6.

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Iwamura, Susan Grohs. „Antonym Games“. In The Verbal Games of Pre-School Children, 106–13. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003327929-5.

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Iwamura, Susan Grohs. „Introduction“. In The Verbal Games of Pre-School Children, 17–29. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003327929-1.

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Iwamura, Susan Grohs. „Collection and Analysis of Data“. In The Verbal Games of Pre-School Children, 30–55. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003327929-2.

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Konferenzberichte zum Thema "Pre-school children"

Vankova, Katerina. „SOCIAL SKILLS OF PRE-SCHOOL CHILDREN“. In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2365.

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Tri Wahyu Retno, Ningsih, Endang Purwaningsih und Dwi Nitisari. „Lexicon Acquisition on Pre-School Children“. In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.67.

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Aboltina, Liga. „Pre-School Teachers’ Understanding about Children's Self-Directed Learning“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.

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Tubele, Sarmite. „Prevention of Learning Disabilities in Pre-school Children“. In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.36.

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The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these children will be diagnosed with lasting learning disabilities by reaching school age, and that can lead to a number of hardships for the pupils. Lessening or resolving these hardships will require a lot more effort to not inflict damage on the child’s self-confidence and future life quality. The aim of the study is to determine the knowledge of teachers about children with mixed developmental disabilities, their difficulties, and possibilities of recognizing early signs of problems. Methodology: the research was carried out using literature review and questionnaire for pre-school teachers. Results were not surprising – many teachers are not aware of mixed developmental disabilities; these disabilities are diagnosed alongside speech and language problems, and the number of these is increasing. The results are significant, and it is a possibility for speech therapists and special education teachers to create a curriculum for teachers to deal with these children to lessen problems.

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Havlaskova, Tatiana, Zuzana Homanova und Daniel Tran. „Developing Computational Thinking in Pre-School Children“. In 2019 17th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2019. http://dx.doi.org/10.1109/iceta48886.2019.9040113.

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Stloukalová, Brigita, Tomáš Roztočil und Adam Křehký. „SWIMMING SKILLS AND PRE-SCHOOL AGES CHILDREN“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0719.

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Bendová, Petra, und Zuzana Provazníková. „PHONOLOGICAL AWARENESS OF PRE-SCHOOL AND YOUNGER SCHOOL AGE CHILDREN“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1218.

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Zhang, H. Y. „An Educational Flash Game for Pre-School Children“. In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.244.

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Klim-Klimaszewska, Anna. „THE UNDERSTANDING OF FRIENDSHIP IN PRE-SCHOOL CHILDREN“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0535.

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„Mobile Devices and Parenting [Extended Abstract]“. In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.

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Berichte der Organisationen zum Thema "Pre-school children"

Zakharova L.M., Zakharova V.S. Physical Activity Influence on Cognitive Development of Late Pre-School Age Children. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, September 2017. http://dx.doi.org/10.14526/03_2017_244.

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Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo und Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, Januar 2022. http://dx.doi.org/10.18235/0003920.

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The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.

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Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), Februar 2021. http://dx.doi.org/10.19088/k4d.2021.024.

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The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: children and all school staff must be educated with regards to hand hygiene; hand hygiene stations must be provided at entrances and exits; hand washing must be frequent and requires sufficient water and soap; school buses should have hand hygiene measures in place; and the school environment must be disinfected daily. Environmental, or nudge-based, cues are recommended to support behaviour change in children based on pre-COVID-19 evidence. Examples include colourful footprints leading to a handwashing facility, images of eyes above handwashing facilities, embedding toys in soap, and putting pictures of germs on surfaces.

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de Simone, Francesco, Camila Mejia, Jose Martinez-Carrasco, Santiago M. Perez-Vincent und Harold Villalba. Mitigating Coercive Parenting through Home Visitations: The Impacts of a Parenting Program Targeted at Vulnerable Communities in Jamaica. Inter-American Development Bank, Oktober 2022. http://dx.doi.org/10.18235/0004501.

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Family violence is a critical development challenge in low- and middle-income countries (LMICs), carrying high health, social, and economic costs and increasing the risk of perpetuating the cycle of violence across generations. Parenting programs have improved parenting practices in high-income countries. However, evidence for LMICs is sparse. This study evaluates an intervention to reduce coercive parenting implemented by the Ministry of National Security of Jamaica, which targeted caregivers of children aged 6 to 15 in vulnerable communities in the country. Treated caregivers were visited by a parental trainer for six months and invited to three sessions of a group training workshop during that period. We conducted a randomized controlled trial (RCT) to evaluate the interventions impact. Using data from a follow-up survey completed six months after the intervention, we find robust evidence of reduced coercive parenting practices among treated caregivers compared to the control group. The improvement is due to a reduction in the reported likelihood of caregivers yelling and beating their children for misbehaving. The effect is greater for caregivers with higher pre-intervention levels of coercive parenting. The results provide evidence that parenting interventions can effectively reduce coercive parenting among caregivers of school-aged children in highly violent middle-income settings.

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McGee, Steven, Randi Mcgee-Tekula und Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, März 2022. http://dx.doi.org/10.51420/conf.2022.1.

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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hurricane Hugo. Research was guided by the following research question: How does engagement in the science of disturbance ecology impact students’ understanding of and appreciation for ecosystems dynamics? Students completed pre and post assessment understanding of ecosystems dynamics and rated the teacher implementation using the Inquiry-Based Science Teaching survey. Based on a paired t-test, students statistically increased their performance from pretest to posttest with an effect size of 0.22. At the teacher level, the Inquiry-Based Instruction score was a statistically significant predictor of the posttest performance. In other words, these results provide evidence that engaging students in the practices of ecology predicted increased understanding of population dynamics.

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Schipper, Youdi, Isaac Mbiti und Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).

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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie und Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.

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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.

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Motor function development estimation among pre-school children. Rinat M. Gimazov, Olesya A. Abdurakhmanova, Artem V. Rembeza, Lubov A. Panko, Juni 2019. http://dx.doi.org/10.14526/2070-4798-2019-14-2-103-109.

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The methodology development of quickness improvement among senior pre-school children with mental retardation in terms of inclusive education. Victor V. Andreev, Aleksandr V. Fominykh, Stanislav V. Put, September 2019. http://dx.doi.org/10.14526/2070-4798-2019-14-2-5-8.

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In Conversation… Professor Helen Minnis discusses attachment. ACAMH, Januar 2019. http://dx.doi.org/10.13056/acamh.6216.

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Professor Minnis discusses her current innovative research with the BeST? Study, which aims to find out what is the best service for young abused and neglected pre-school children coming into foster care.

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