Thematische Bibliographien / Years 3 to 6

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Auswahl der wissenschaftlichen Literatur zum Thema „Years 3 to 6“

Autor: Grafiati

Veröffentlicht am 20. März 2025

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Zeitschriftenartikel zum Thema "Years 3 to 6"

Proios, Miltiadis, Vasilios Tsimaras, Maria Sidiropoulou, Despina Arzoglou, Kosmas Christoulas und Theofilos Pillianidis. „Reliability of the DESK 3-6 for 3-Years Old Children“. European Journal of Physical Education and Sport 8, Nr. 2 (05.06.2015): 109–17. http://dx.doi.org/10.13187/ejpe.2015.8.109.

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Ebert, Michael. „Mini-Ballschool for children 3 to 6 years old“. ITF Coaching & Sport Science Review 27, Nr. 78 (31.08.2019): 29–31. http://dx.doi.org/10.52383/itfcoaching.v27i78.91.

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Children are often missing fundamental movement skills and elementary ball skills when they get into the game of tennis. They have not learned to play but they are often specifically trained from the very beginning. Learning is mostly done by practicing with instructions and corrections. The Mini-Ballschool for children 3 to 6 focuses on playing as the elementary form of learning.

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Ciusa, Veronica, Francesca Romana Dimaggio, Chiarella Sforza und Virgilio Ferruccio Ferrario. „Three-Dimensional Palatal Development between 3 and 6 Years“. Angle Orthodontist 77, Nr. 4 (01.07.2007): 602–6. http://dx.doi.org/10.2319/053106-221.

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Abstract Objective: To measure palatal landmarks of healthy nonpatient children aged 3 to 6 years with a normal deciduous dentition and to evaluate palatal shape independent of size. Materials and Methods: Fifty-eight dental casts of children with a normal and complete deciduous dentition were obtained and digitized with a computerized 3D instrument. At all ages, male and female data did not differ (Student's t-test), so the pooled values were considered. Dimensions were compared between ages by analyses of variance. Results: Palatal slope and height increased significantly as a function of age (P < .001). Palatal length did not change with age (average: 23.1 mm). In the frontal plane, the intermolar width increased slightly with age by about 1.8 mm at the second molars, 1.1 mm at the first molars, and 0.9 mm at the canines. Palatal height in the frontal plane did not change in the posterior part of the palate, but decreased anteriorly. The intercanine distance increased by 0.9 mm with age. However, this change did not reach statistical significance. Conclusions: Between 3 and 6 years of age, palatal shape changed and became proportionally higher in both the frontal and sagittal planes.

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Sharma, Manisha. „Maternal Employment and School Performance of Children (3 - 6 years)“. Journal Global Values 12, Nr. 1 (2021): 56–62. http://dx.doi.org/10.31995/jgv.2021.v12i01.008.

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Valcheva, Krasina P., Emilia K. Krivoshiiska-Valcheva, Desislava V. Stateva und Kiril N. Statev. „COMPUTER EYE SYNDROME IN CHILDREN AGED 3 TO 6 YEARS“. Journal of IMAB - Annual Proceeding (Scientific Papers) 22, Nr. 1 (25.03.2016): 1075–77. http://dx.doi.org/10.5272/jimab.2016221.1075.

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Tineshev, Slavi, und Mima Nikolova. „Body diameters in 3 - 6 years old children from Plovdiv“. Glasnik Antropoloskog drustva Srbije, Nr. 48 (2013): 19–28. http://dx.doi.org/10.5937/gads1348019t.

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Dobbins, D. Alan. „Expected reading scores for pupils in Years 3 to 6“. British Journal of Educational Psychology 64, Nr. 3 (November 1994): 491–96. http://dx.doi.org/10.1111/j.2044-8279.1994.tb01120.x.

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Alsolaiman, Mohammad, Peter Cotton und Robert Hawes. „Pancreas Divisum: 3-6 Years Follow-up After Endoscopic Therapy“. Gastrointestinal Endoscopy 59, Nr. 5 (April 2004): P206. http://dx.doi.org/10.1016/s0016-5107(04)00945-9.

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Yabas Kiziloglu, Ozge, Yesim Coskun, Nezaket Ezgi Guven und Okan Toygar. „Macular thickness in children aged 3-6 years born preterm“. Journal of American Association for Pediatric Ophthalmology and Strabismus 24, Nr. 1 (Februar 2020): 12.e1–12.e5. http://dx.doi.org/10.1016/j.jaapos.2019.09.018.

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Michel, Ute, E. Schmidt und U. Batzler. „Results of psychological testing of patients aged 3–6 years“. European Journal of Pediatrics 149, S1 (Januar 1990): 34–38. http://dx.doi.org/10.1007/bf02126297.

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Dissertationen zum Thema "Years 3 to 6"

Haftenberger, Marjolein, Gabriele Viergutz, Volker Neumeister und Gisela Hetzer. „Total Fluoride Intake and Urinary Excretion in German Children Aged 3–6 Years“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-133245.

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There have only been few investigations comparing total fluoride intake and the fluoride proportion excreted in urine in pre–school children. In addition, the results of available studies are conflicting. Total fluoride intake was assessed in 11 healthy children aged 3–6 years on 2 consecutive days and urinary fluoride excretion was determined. The duplicate–diet approach was used for the assessment of fluoride intake from solid and liquid foods. Fluoride intake from toothbrushing was calculated as the difference between the amount of fluoride in the paste put on the toothbrush and the drinking water (fluoride concentration 0.25 mg/l) used for rinsing vs. the fluoride amounts recovered in the toothpaste spat out and in the rinsing water. Use of fluoridated domestic salt and/or fluoride tablets was recorded. The children’s intake of fluoride from food averaged 202.5±116.2 μg F/day. They swallowed an average amount of 273.9±175.6 μg F/day when brushing their teeth. Daily fluoride ingestion from all sources totalled 930.7±391.5 μg or 53.0±21.4 μg/kg body weight. On average 51.5% of the fluoride ingested was excreted in urine. The wide interindividual variation makes it necessary to evaluate the urinary excretion rate for fluoride in larger study populations with varied fluoride exposure
Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich

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Haftenberger, Marjolein, Gabriele Viergutz, Volker Neumeister und Gisela Hetzer. „Total Fluoride Intake and Urinary Excretion in German Children Aged 3–6 Years“. Karger, 2001. https://tud.qucosa.de/id/qucosa%3A27498.

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There have only been few investigations comparing total fluoride intake and the fluoride proportion excreted in urine in pre–school children. In addition, the results of available studies are conflicting. Total fluoride intake was assessed in 11 healthy children aged 3–6 years on 2 consecutive days and urinary fluoride excretion was determined. The duplicate–diet approach was used for the assessment of fluoride intake from solid and liquid foods. Fluoride intake from toothbrushing was calculated as the difference between the amount of fluoride in the paste put on the toothbrush and the drinking water (fluoride concentration 0.25 mg/l) used for rinsing vs. the fluoride amounts recovered in the toothpaste spat out and in the rinsing water. Use of fluoridated domestic salt and/or fluoride tablets was recorded. The children’s intake of fluoride from food averaged 202.5±116.2 μg F/day. They swallowed an average amount of 273.9±175.6 μg F/day when brushing their teeth. Daily fluoride ingestion from all sources totalled 930.7±391.5 μg or 53.0±21.4 μg/kg body weight. On average 51.5% of the fluoride ingested was excreted in urine. The wide interindividual variation makes it necessary to evaluate the urinary excretion rate for fluoride in larger study populations with varied fluoride exposure.
Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

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Logan, Samuel W. „The relationship between motor proficiency and body composition in children aged 4-6 years“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 132 p, 2008. http://proquest.umi.com/pqdweb?did=1605148271&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Åkerman, Lena, und Mikaela Linder. „Transition Work Between School Years K-3 and 4-6 in Sweden : - The Importance of Teacher Collaboration in the Subject of English“. Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41497.

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This study has a fourfold focus. Firstly, the study aims to fill a gap in research regarding teachers and principals’ perceptions on transition work and collaboration in school years K-3 and 4-6 in the subject of English. Secondly, the study explores how these views affect students' academic achievement in the subject. Thirdly, the gathered data is compared to previous research and Swedish national governing documents and guidelines on the matter. Lastly, the study collected suggestions for improvements with regards to transition work and collaboration based on previous research and our respondents’ views. The basis for the study is data collected from 42 teacher and 10 school principal respondents who answered qualitative and quantitative questions regarding the issue. The findings indicate that teachers and principals' views do not always align regarding transition work. The study shows a great discrepancy in how Swedish schools collaborate around transition, where some Swedish teachers report well-functioning transition work and collaboration and some report the complete opposite. Furthermore, the findings indicate that students' academic performance is affected by the quality of teachers transition and collaboration work. Lastly, the study identifies some key factors that are necessary for well-functioning transition and collaboration work to transpire.
Denna studie har ett fyrfaldigt fokus. Först ämnar den att fylla ett hål i forskning som behandlar lärares och rektorers uppfattningar om övergångsarbete och samarbete mellan skolåren F-3 och 4-6 i Engelskämnet. Sedan utforskar studien hur dessa uppfattningar påverkar elevers akademiska prestationer i ämnet. I tredje hand jämförs den samlade datan med vad tidigare forskning, Svenska styrdokument och riktlinjer säger i frågan. Till sist sammanställer studien förslag på förbättringar på övergångsarbetet och samarbetet baserat på respondenternas bidrag och tidigare forskning. Forskningsunderlaget utgörs av data som samlats från 42 lärare och 10 rektorer som svarat på kvalitativa så väl som kvantitativa frågor om ämnet. Fynden indikerar att lärares och rektorers syn på övergångsarbete inte alltid överensstämmer. Studien visar vidare en grav diskrepans mellan svenska skolor i hur de samarbetar kring elevers övergång mellan låg- och mellanstadiet, där några av lärarna rapporterar ett väl fungerande samarbete och andra det helt motsatta. Fynden indikerar även att elevers akademiska prestationer kan påverkas av kvalitén på lärarnas samarbete och övergångsarbete. Slutligen identifierar studien några nyckelfaktorer som är nödvändiga för att skapa ett väl fungerande övergångsarbete och sammarbete.

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Phillips, Magdalen. „Do video conferencing and supportive interactive whiteboard tasks provide a positive modern language learning experience for pupils in years 2, 3, and 6?“ Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492084.

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Chung, Siu-fung, und 鍾少鳳. „An epidemiological study on the living environment, passive smoking and respiratory health of a cohort of children aged 3-6 years in HongKong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B29967843.

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Otieno, Rose Bujehela. „New clothing size charts for 3 to 6 years old female nursery schoolchildren in the Nairobi province of Kenya : implications for marketing strategy“. Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284750.

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Melker, Camilla. „Undervisningens fokus för hållbar utveckling : ”Lärare i förskoleklass upp till årskurs 3”“. Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67541.

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Syftet med studien är att ta reda på vad lärare fokuserar på vid undervisning för hållbar utveckling i No-ämnena för förskoleklass upp till årskurs 3. Avsikten är att ta reda på hur de intervjuade lärarna tolkar hållbar utveckling i läroplanen och om de undervisar för att få med de tre dimensionerna; ekologisk, social och ekonomisk hållbarhet, samt vilka svårigheter och möjligheter lärare ser med undervisning för hållbar utveckling i No-ämnena. Undersökningens resultat har framkommit utifrån semistrukturerade intervjuer av lärare som undervisar i dessa årskurser. Resultatet visar att nästan samtliga lärare i studien undervisar för hållbar utveckling, samtidigt som de får med de tre dimensionerna; ekologisk, social och ekonomisk i undervisningen. Det är bara en lärare i studien som mestadels undervisar utifrån den ekologiska hållbarheten. Den största svårigheten som framkom var att själva begreppet hållbar utveckling är för komplext för de yngre eleverna att förstå och den största möjligheten handlade om ämnesövergripande undervisning och praktiska aktiviteter, eftersom de yngre eleverna lättare förstår på det sättet.
The purpose of the study was to find out what teachers focus on when teaching for sustainable development in science for pre-school class up to third grade. I used semi-structured interviews to find out how teachers interpret sustainable development in the curriculum, if they teach to bring the three dimensions; ecological, social and economic sustainability together, and how they faced the difficulties and opportunities related to sustainable development education in science. The result showed that almost all of the teachers in the study teach for sustainable development, whilst at the same time with the three dimensions; ecological, social and economic in teaching. There was only one teacher in the study who mostly taught on the basis of ecological sustainability. The main difficulty that emerged was that the very concept of sustainable development was too complex for the younger students to understand and the main possibility was about interdisciplinary education and practical activities, because the younger students more easily understand that way.

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Chen, Wen-Yen. „Students aged 3-6 years with special educational needs working in second language environments : exploring the transferability of pedagogical approaches from England to Taiwan“. Thesis, University of Northampton, 2017. http://nectar.northampton.ac.uk/9414/.

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This study aims to compare pedagogical strategies adopted in Taiwan and England for children aged 3-6 years using languages additional to their home languages, some of whom have a diagnosis of special educational needs and disability (SEND), in order to identify any pedagogical strategies used in English early childhood settings that might also be employed usefully in Taiwanese early childhood settings. In its action research cycle, the study goes on to investigate the potential for transferability of such strategies from early childhood settings in England to early childhood settings in Taiwan. A study focused on issues concerning the experiences of ‘New-inhabitants’ is new in Taiwan, since this demographic has emerged and increased significantly in the past twenty years. ‘New-inhabitant’ children in Taiwan tend to be more likely than their peers to have a diagnosis of Special Educational Needs, which may be attributable to the high percentage of their fathers with physical disabilities or intellectual impairments. Equally, many of their mothers are from countries other than Taiwan and their first language is not Chinese so that these children tend to present with language and communication delay in Chinese. Taiwanese early childhood teachers have reported that they find it difficult to teach ‘New-inhabitant’ children and an emerging issue has been the increasing need for teachers in Taiwan to adapt their traditional teaching methods to make early education in Taiwan accessible to ‘New-inhabitant’ children. Conversely, teachers in England have been teaching children with English as Additional Language (EAL) and Special Educational Needs (SEN) for many years so pedagogic practice in these areas is relatively well established in England. This action research study has been an opportunity to compare pedagogic strategies employed by teachers in both England and Taiwan and to investigate if – and how - strategies from English settings might be transferable to Taiwanese settings. In the study, the methods included semi-structured interviews with teachers and observations of pedagogic practice in early years settings; observation data comprised photographs, videos and field notes, while interviews elicited teachers’ voices, revealing information as well as their thinking and beliefs. In the interviews, teachers discussed the learning environments and activities they had created, specific strategies for children with EAL or SEN, and shared their opinions about cooperation with schools and Local Authorities. Findings reveal similarities and differences in the pedagogic strategies employed by teachers in early childhood settings in England and Taiwan. They indicate that it was possible to transfer some pedagogic strategies from English settings to Taiwanese settings supporting children with Special Educational Needs and Chinese as an Additional Language. However, the study found this transferability to be limited and strongly affected by the need to adapt resources to make them culturally appropriate for the children in Taiwan. The findings provide insights into the real world practices of early childhood teachers in England and Taiwan, enabling other teachers to learn from their work so that they might use these experiences to inform their early childhood provision.

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Chung, Siu-fung. „An epidemiological study on the living environment, passive smoking and respiratory health of a cohort of children aged 3-6 years in Hong Kong /“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17506360.

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Bücher zum Thema "Years 3 to 6"

Richard Scarry. Words and counting 3-6 Years. London: Dean, 1994.

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1954-, Odom Deb, Hrsg. Writing through the tween years: Supporting writers, grades 3-6. Portland, Me: Stenhouse Publishers, 2004.

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Authority, Qualifications and Curriculum. Assessment and reporting arrangements: Key stage 2 : years 3 to 6. London: QCA, 1999.

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Bricker, Diane. AEPS Family Report, 3-6 Years. Brookes Publishing, 1996.

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Chemical Industry Press Pub. Date :2010-06-01. benevolent innocence (3 to 6 years old). Chemical Industry Press Pub. Date :2010-06-01, 2010.

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Pickton, Lindsay, und Christine Chen. Pinpoint English: Comprehension Years 3-6 Pack. Pearson Education, Limited, 2018.

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Coloring Book for Kids 3- 6 Years. Independently Published, 2021.

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Montague-Smith, Ann. Number Frames - Years 3-6/P3-6 Teacher's Resource Book. Nelson Thornes (Publishers) Ltd, 2000.

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Coloring Book for Kids: Age 3-6 Years. Independently Published, 2021.

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M, Sandeep. Colouring Book for 3 to 6 Years Children. Independently Published, 2022.

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Buchteile zum Thema "Years 3 to 6"

Sandling, Molly, und Kimberley L. Chandler. „The Kennedy Years“. In Exploring America in the 1960s Grades 6-8, 21–32. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235071-3.

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Hahn, Klaus, Sibylle Fischer und Isky Gordon. „Age 5–6 Years“. In Atlas of Bone Scintigraphy in the Developing Paediatric Skeleton, 89–102. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-84945-9_8.

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Hahn, Klaus, Sibylle Fischer und Isky Gordon. „Age 6–7 Years“. In Atlas of Bone Scintigraphy in the Developing Paediatric Skeleton, 103–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-84945-9_9.

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Sharma, Ajay, Helen Cockerill und Lucy Sanctuary. „Age 4 to 6 weeks“. In Mary Sheridan's From Birth to Five Years, 7–15. 5. Aufl. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003057154-3.

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Digby, Rebecca, und Sarah Earle. „Planning for science and technology in the Early Years setting“. In Teaching Science and Technology in the Early Years (3–7), 95–113. Third edition. | New York : Routledge, 2019. | “First edition published by David Fulton Publishers 2003”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429464812-6.

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Keereman, Filip, und Karl Pichelmann. „Comments on Chapters 5 and 6“. In Five Years of an Enlarged EU, 115–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12516-4_7.

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Wilcox, Alison. „Dragon Ridge Mountain“. In Descriptosaurus Punctuation in Action Years 4–6, 7–10. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003190509-3.

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Besharat, Mohammad Ali. „Client #6 (Female, 27 Years Old, Married)“. In University of Tehran Science and Humanities Series, 47–53. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27717-7_8.

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Jones, Hester. „Thomas Gordon Hake, Memoirs of Eighty Years (London: Richard Bentley & Sons, 1892)“. In Lives of Victorian Literary Figures, Part II, Volume 3, 83–102. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003512998-6.

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Emmett, Ross B. „An Argument Proving that the South-Sea Company Are able to make a Dividend of 38 per cent for 12 years“. In Great Bubbles, vol 3, 103–9. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003550815-6.

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Konferenzberichte zum Thema "Years 3 to 6"

Ding, Yuantao, Zhengtao Wang, Peizhong Yang und Suiran Yu. „Design and Experiment of a Compact Intelligent Mobile Rehabilitation Exoskeleton Robot for Children with Cerebral Palsy Aged 3 to 6 Years“. In 2024 17th International Convention on Rehabilitation Engineering and Assistive Technology (i-CREATe), 1–6. IEEE, 2024. https://doi.org/10.1109/i-create62067.2024.10776117.

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Lundgaard-Nielsen, Mathilde, Robert Bennike Herzog, Susan Warming, Martin Wyman Rathcke, Stig Peter Magnusson und Michael Rindom Krogsgaard. „6 Children´s physical function one year and three years after an anterior cruciate ligament reconstruction“. In #Sportskongres 2024, 1–3 February, Copenhagen, Denmark. BMJ Publishing Group Ltd, 2024. http://dx.doi.org/10.1136/bmjsem-2024-sportskongres2024.6.

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Lopez, Charvel, und Cristina Solano. „Optics workshops designed to preschool children (age 3 to 6 years)“. In SPIE Optical Engineering + Applications, herausgegeben von G. Groot Gregory. SPIE, 2016. http://dx.doi.org/10.1117/12.2238755.

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Serre, T., L. Lalys, C. Brunet, C. Bartoli, A. Christia-Lotter und G. Leonetti. „3 and 6 Years Old Child Anthropometry and Comparison with Crash Dummies“. In 2006 Digital Human Modeling for Design and Engineering Conference. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2006. http://dx.doi.org/10.4271/2006-01-2354.

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Andayani, Qurnia. „Four Forms of Social Support for 3-6 Years Old Child’s Caregivers“. In The 2nd International Symposium of Public Health. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007518205890595.

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HOWARD, DM, JAS ANGUS und GF WELCH. „SINGING PITCHING ACCURACY FROM YEARS 3 TO 6 IN A PRIMARY SCHOOL“. In Autumn Conference 1994. Institute of Acoustics, 2024. http://dx.doi.org/10.25144/20305.

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Schumacher, Dietmar. „Surface geochemical exploration after 85 years: What has been accomplished and what more must be done“. In International Conference and Exhibition, Barcelona, Spain, 3-6 April 2016. Society of Exploration Geophysicists and American Association of Petroleum Geologists, 2016. http://dx.doi.org/10.1190/ice2016-6522983.1.

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Zhang, Lei, und Chee-yong Kim. „A Study on Children's Choice Preference of 3-6 Years Old for Intelligent Development Games“. In 2020 8th International Conference on Orange Technology (ICOT). IEEE, 2020. http://dx.doi.org/10.1109/icot51877.2020.9468747.

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Liuhong, Zang, und Rao Huan. „The Comparative Analysis on the Corporeity Supervision Results of Kids from 3-6 Years Old“. In 2011 International Conference on Future Computer Science and Education (ICFCSE). IEEE, 2011. http://dx.doi.org/10.1109/icfcse.2011.113.

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Lagonikaki, Maria. „Influence of manual preference on the line-bisection performance in 3-6 years old children“. In 8th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2022. http://dx.doi.org/10.32591/coas.e-conf.08.18199l.

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One hundred and seventy-eight children (range 3,4 – 6,7 years old), who were classified as either right-handed, left-handed, or mixed-handed, performed line-bisection task twice – with the left and the right hand, respectively. The results showed that at the group level, all three handedness groups demonstrated a leftward bias when bisect with the left hand and a rightward bias when bisect with the right hand, but to varying degrees, with the right-handed group exhibiting significantly the biggest leftward error with the left hand and the smallest rightward error with the right hand. In addition, although the highest percentage of children in all three handedness groups showed symmetrical neglect, the incidence of right pseudoneglect was significantly higher in the right-handed group and vice versa – the incidence of left neglect was higher in the two non-right-handed groups. The pattern of the results suggested less lateralized visual spatial attention in left-handed 3,4 – 6,7 years old than in right-handed their peers.

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Berichte der Organisationen zum Thema "Years 3 to 6"

Pradelli, Juan Jose, Kishmar Lorde, Kimberly Waithe, Allan Wright, Dillon Clarke, Jeetendra Khadan, Juan Pedro Schmid und Mark D. Wenner. Caribbean Region Quarterly Bulletin: Volume 6: Issue 3: September 2017. Inter-American Development Bank, September 2017. http://dx.doi.org/10.18235/0008153.

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All countries in the Caribbean face fiscal challenges. On the one hand, the countries that depend on tourism – Jamaica, Barbados, and The Bahamas – are at different stages of dealing with the tailwinds from the 2009 global financial crisis. All are making adjustments, with Jamaica ahead because it started aggressive fiscal consolidation in 2013. On the other hand, the commodity-exporting countries of Suriname and Trinidad and Tobago, which were relatively unscathed by the global financial crisis, have been strongly affected by the fall in international commodity prices in the last three years, especially oil. Guyana is an outlier, with strong growth supported by elevated gold prices. The introductory section summarizes fiscal challenges facing the region. As in the country sections that follow, we explore issues related to debt, revenue, and expenditure, then conclude with policy recommendations.

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Zhang, Guanghong, Jun Jiang und Chao Qu. Comparative Efficacy of 50 Interventions for Myopia Prevention and Control in Children: a Systematic Review and Network Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0079.

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Review question / Objective: The purpose of this study was to analyze and compare the efficacy of different interventions for myopia prevention and control in children. Eligibility criteria: Inclusion Criteria(1) Subjects aged 6 to 18 years old; (2) The language of the literature is limited to Chinese and English; (3) No restrictions are made on the ethnicity, course and refractive status of the subjects; (4) Interventions to delay the progression of myopia in children; (5) Outcomes: mean annual change in axial length and spherical equivalent; (6) The follow-up time is at least 1 year, and the longest follow-up years are taken for those greater than 1 year; (7) RCTs.Exclusion Criteria(1) Repeated publication, no full text found; (2) Review, experience, case report, conference, meta-analysis; (3) Failure to provide data suitable for meta-analysis; (4) Subjects aged < 6 years old or > 18 years old at the time of trial participation; (5) Non-randomized controlled trials.

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Ha, Wei, und Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, September 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.

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Van Der Zant, Tamara, Katherine Dix und Toby Carslake. Evaluation of the Smiling Mind Primary School Program 2023. Australian Council for Educational Research, Juni 2024. http://dx.doi.org/10.37517/978-1-74286-745-8.

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In its various forms, the Smiling Mind Primary School Program (the Program) has been delivered in Australian schools since 2016. The Program is a mindfulness-based social and emotional learning (SEL) program designed for primary school students in Years 1 to 6. It aims to support the mental wellbeing and emotional resilience of students. The Program offers an online, digital, curriculum, delivered by trained classroom educators, that incorporates practices and techniques to help students develop skills for managing stress, building resilience, and enhancing their overall mental health. The Program was delivered to 733 schools in 2023, and due to the ongoing implementation of the Program across multiple years, the study draws comparisons across different cohorts – including new and continuing schools. The evaluation is based on 2,654 surveys completed by educators, and 8,981 surveys completed by students in years 3 to 6. Results indicate that most students and educators reported positive sentiment toward the Program, with educators and students identifying a range of improvements to student wellbeing. Students who showed greater enjoyment of the program, or took elements of the program home, yielded significantly higher wellbeing outcomes than comparative students. In addition, students reporting the greatest wellbeing benefits, also believed their educator effectively communicated the Program's purpose, delivered it enthusiastically, and fostered strong student bonds. The implications surrounding the relationship between program engagement, and educator delivery were discussed, including methodological considerations for future program evaluation.

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Goyal, Shikha, Freny R. Karjodkar, Kaustubh Sansare und Ankita Verma. Efficacy of Autologous Blood Injections in Treatment of Chronic Recurrent TMJ Dislocation Based on its Severity: A Prospective Study. International Journal of Surgery, März 2024. http://dx.doi.org/10.60122/j.ijs.2024.10.04.

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Aim: To study the efficacy of autologous blood injections in treatment of chronic recurrent TMJ dislocation based on the severity of the condition. Method and Material: Total 26 patients with complain of chronic recurrent bilateral TMJ dislocation were included in the study. The patients were grouped into three groups based on the frequency of episodes of TMJ dislocation: Group 1 (7 patients) included patients with minimum one episode of TMJ dislocation each day, Group 2 (5 patients) included patients with minimum of 2 episodes of TMJ dislocation each week and Group 3 (14 patients) included patients with minimum of 2 episodes in last 6 months. In each joint, 2ml of autologous blood was injected in superior joint space and 0.5 ml was injected into the peri capsular area. Post injection patients were followed for the period ranging from 6 months to the 2 years. Patients were assessed for frequency of episodes of TMJ dislocation and inter-incisal opening (IO) before the start of the treatment and during the follow up visit. Results: On long term follow up (1 to 2 years) 2 patients in Group 1 showed recurrence of TMJ dislocation. However, none of the patients from Group 2 and 3 showed recurrence of the condition. It was analyzed that success of the ABI was found to be inversely proportional to the frequency of the episodes during the pre -injection phase. Conclusion: ABI is the safe, conservative, cost effective, non- invasive and simpler treatment approach for the TMJ dislocation, however the treatment outcome is better with the patients experiencing less frequent episodes.

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Saldanha, Ian J., Gaelen P. Adam, Ghid Kanaan, Michael L. Zahradnik, Dale W. Steele, Valery A. Danilack, Alex Friedman Peahl, Kenneth K. Chen, Alison M. Stuebe und Ethan M. Balk. Postpartum Care up to 1 Year After Pregnancy: A Systematic Review and Meta-Analysis. Agency for Healthcare Research and Quality (AHRQ), Juni 2023. http://dx.doi.org/10.23970/ahrqepccer261.

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Objectives. This systematic review assesses postpartum care for individuals up to 1 year after pregnancy. We addressed two Key Questions (KQs) related to the comparative effectiveness and harms of: (1) alternative strategies for postpartum healthcare delivery and (2) extension of postpartum health insurance coverage. Data sources and review methods. We searched Medline®, Embase®, Cochrane CENTRAL, CINAHL®, and ClinicalTrials.gov from inception to November 16, 2022, to identify comparative studies in the United States and Canada (for KQ 1) and in the United States (for KQ 2). We extracted study data into the Systematic Review Data Repository Plus (SRDR+; https://srdrplus.ahrq.gov). We assessed the risk of bias and evaluated the strength of evidence (SoE) using standard methods. The protocol was registered in PROSPERO (registration number CRD42022309756). Results. We included 50 randomized controlled trials (RCTs) and 14 nonrandomized comparative studies (NRCSs) for KQ 1 and 28 NRCSs for KQ 2. Risk of bias was moderate to high for most RCTs and all NRCSs. KQ 1: Regarding where healthcare is provided, for general postpartum care (6 studies), whether the visit is at home/by telephone or at the clinic may not impact depression or anxiety symptoms (low SoE). For breastfeeding care (8 studies), whether the initial visit is at home or at the pediatric clinic may not impact depression symptoms up to 6 months postpartum, anxiety symptoms up to 2 months, hospital readmission up to 3 months (summary relative risk [RR] 1.38, 95% confidence interval [CI] 0.90 to 2.13; 4 studies), or other unplanned care utilization up to 2 months (low SoE, all outcomes). Regarding how care is provided, for general postpartum care (4 studies), integration of care (i.e., care provided by multiple types of providers) may not impact depression symptoms or substance use up to 1 year (low SoE). Regarding when care is provided, for contraceptive care (9 studies), compared with later contraception, earlier contraception start is probably associated with comparable continued IUD use at 3 and 6 months but greater implant use at 6 months (summary RR 1.36, 95% CI 1.13 to 1.64; 2 RCTs) (moderate SoE). Regarding who provides care, for breastfeeding care (19 studies), compared with no peer support, peer support is probably associated with higher rates of any breastfeeding at 1 month (summary effect size [ES] 1.13, 95% CI 1.03 to 1.24; 4 studies) and 3 to 6 months (summary ES 1.22, 95% CI 1.06 to 1.41; 4 studies) and of exclusive breastfeeding at 1 month (summary ES 1.10, 95% CI 1.02 to 1.19; 6 studies) but probably yields comparable rates of exclusive breastfeeding at 3 months and nonexclusive breastfeeding at 1 and 3 months (all moderate SoE). Compared with no lactation consultant, breastfeeding care by a lactation consultant is probably associated with higher rates of any breastfeeding at 6 months (summary ES 1.43, 95% CI 1.07 to 1.91; 3 studies) but not at 1 month or 3 months (all moderate SoE). Lactation consultant care may not be associated with rates of exclusive breastfeeding at 1 or 3 months (moderate SoE). Regarding coordination/management of care, provision of reminders for testing is probably associated with greater adherence to oral glucose tolerance testing up to 1 year postpartum but not random glucose testing or hemoglobin A1c testing (moderate SoE). Regarding use of information or communication technology (IT; 8 studies), IT use for breastfeeding care is probably associated with comparable rates of any breastfeeding at 3 months and 6 months and of exclusive breastfeeding at 3 months (all moderate SoE). Because of sparse evidence, inconsistent results, and/or the lack of reporting of prioritized outcomes, no conclusions related to interventions targeting healthcare providers are feasible (4 studies). KQ 2: Regarding health insurance (28 studies), more comprehensive health insurance is probably associated with greater attendance at postpartum visits (moderate SoE) and may be associated with fewer preventable readmissions and emergency room visits (low SoE). Conclusion. Most studies included in this systematic review enrolled predominantly healthy postpartum individuals. Researchers should therefore design studies that, either entirely or in part, enroll individuals at high risk of postpartum complications due to chronic conditions, pregnancy-related conditions, or incident or newly diagnosed conditions. New high-quality research is needed, especially for interventions targeting healthcare providers and the impact of more comprehensive or extended health insurance on postpartum health. Patient-reported outcomes, such as quality of life, should also be reported. Researchers should report separate data for various population subgroups, which could help close gaps in health outcomes among the races of postpartum individuals in the United States.

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K. B. Campbell. Post-Closure Inspection Report for Corrective Action Unit 427: Area 3 Septic Waste Systems 2 and 6 Tonopah Test Range, Nevada, Calendar Year 2001. Office of Scientific and Technical Information (OSTI), Januar 2002. http://dx.doi.org/10.2172/797304.

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Vakhlova, Irina, Irina Zaikova, Alexey Kiyaev und Yulia Ibragimova. Electronic educational resource (EOR) "Module. Diabetes mellitus in children". SIB-Expertise, Januar 2024. http://dx.doi.org/10.12731/er0781.29012024.

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Diabetes mellitus occupies a leading place in the pathology of the endocrine system in children and adolescents and remains one of the most urgent health problems in most countries. In the last decade, the annual incidence of type 1 diabetes in children has shown a significant increase both in Russia and around the world. According to the International Diabetes Federation (IDF), it is increasing by 3% per year. In addition, in all European countries there is a "phenomenon of rejuvenation of diabetes" - an increase in the proportion of children who first fell ill with type 1 diabetes at a younger age: 25-30% up to 4 years of age; up to 80% - from 6 months to 9 years. The annual incidence of type 1 diabetes in children (0-14 years old) in the Sverdlovsk region over the past decade (2006-2017) has almost doubled: from 12.2 cases per 100 thousand children in 2006 to 23 ,7 in 2017 and occupies one of the leading places in the Russian Federation in this indicator. More than 200 children with type 1 diabetes are diagnosed per year, of which about 75% of children who become ill for the first time are under the age of 9 years. Type 1 diabetes is characterized by complete insulin dependence, severe course, early formation of specific complications that lead to a decrease in the quality and life expectancy. Unfortunately, in more than 70% of cases, DM is diagnosed at the stage of ketoacidosis, which requires urgent measures. The main reason for the late diagnosis of this disease is the lack of "diabetic alertness" among pediatricians and AFP physicians. The foregoing obliges a wide range of doctors, including pediatricians, to know the clinical and laboratory criteria for diagnosis, modern methods of monitoring and managing diabetes, possible complications and outcomes of the disease, and be able to provide emergency care. Timely diagnosis, self-monitoring, regular monitoring, prevention of complications is an opportunity to improve the quality of life of patients with diabetes.

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Dix, Katherine, Tamara Van Der Zant, Toby Carslake, Rachel Felgate und Syeda Kashfee Ahmed. Smiling Mind Evaluation 2021-2022: Effectiveness of the Smiling Mind Primary School program. Australian Council for Educational Research, Oktober 2023. http://dx.doi.org/10.37517/978-1-74286-744-1.

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In Australia, there has been a growing recognition of the importance of mental wellbeing and emotional resilience in students’ overall development. In response, the Smiling Mind Primary School Program was designed as a mindfulness-based social and emotional learning program for primary students in Years 1 to 6. This report presents a large-scale evaluation conducted independently by the Australian Council for Educational Research (ACER) of the Smiling Mind Primary School Program. The program was delivered in 461 primary schools in regional, rural, and disadvantaged communities across Australia. The evaluation covers the period from program launch in Term 1 2021, and finishes with data collected at the end of 2022. The evaluation uses a quasi-experimental design and draws on 1,864 surveys completed by school staff, and 3,319 surveys completed by students in years 3 to 6. Findings indicated high degrees of acceptability, engagement and satisfaction among schools, with particularly positive effects on the wellbeing outcomes of Mindful Champions. Greater student engagement and approval of the program correlated with clearer wellbeing improvements, such as those extending the content beyond the classroom. Most students reported benefits in at least one aspect of wellbeing skills development. However, further research is needed to fully understand the program's impact. The Smiling Mind Primary Classroom program is a promising tool for promoting a balanced educational environment, especially for younger students in regional, rural, or disadvantaged communities across Australia.

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Tavella, Pilar, und Andrew Powell. Revelation of Expectations in Latin America (REVELA): Issue 25: October, 2012. Inter-American Development Bank, Oktober 2012. http://dx.doi.org/10.18235/0008080.

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The September surveys of expectations for inflation and growth conducted by Central Banks in the region show mixed results with stable expectations for average growth and inflation across the eight countries. Growth expectations rose for Chile (to 5. 0%), Mexico (to 3. 9%) and Peru (to 6. 0%) but continued to fall in Brazil to 1. 6% and in Paraguay to -0. 5% for the current year. Inflation expectations fell in Guatemala, Paraguay and Peru and rose in Brazil, Chile and Mexico and particularly in Uruguay.

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