Relevant bibliographies by topics / Kindergarten children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Kindergarten children'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Kindergarten children"

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Journal, Baghdad Science. "The Role of Home –Made Meals in Meeting the Dietary Requirements For the Kindergarten Children." Baghdad Science Journal 4, no. 1 (March 4, 2007): 63–69. http://dx.doi.org/10.21123/bsj.4.1.63-69.

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This research has been applied on 100 children (age 4 – 6 years) from three kindergartens distributed on basis of 43 children from the college of Education for women kindergarten (A) , 27 children from the governmental Al- Mustafa kindergarten (B) , and 30 children from the private Al – Baraom kindergarten (C) . Details concerning their school meals, already prepared at home , have been analyzed according to their dietary components taken from the tables of the dietary values .The statistical analysis results have shown no significant difference (p< 0.01) in the intake of energy , protein and thiamin between the children of A and C kindergartens while these children have significantly recieved higher amounts of the above nutrients from B children . Similar trend of differences (p < 0.05) among the three kindergartens was reported for calcium , niacin , while no significant difference was observed among the three kindergartens in iron , vit . A, riboflavin and ascorbic acid . The comparison between the average intake recieved by the children of A and C kindergartens and the RDA did not show any significant difference from the standpoint of energy , riboflavin and niacin and also between B kindergarten and the RDA from the standpoint of protein ,riboflavin and niacin . However , the intakes of calcium and vit. A of kindergarten A children were significantly less than RDA and significantly more than RDA for protein , iron , thiamin and ascorbic acid , while the intakes of energy , calcium , iron , vit. A and thiamin by kindergarten B were significantly less than RDA and more ascorbic acid . Kindergarten C children , however , recieved significantly less calcium , iron and vit .A and significantly more protein , thiamin and ascorbic acid than RDA . The percentages of children according to the food groups intake were calculated and no significant differences (p < 0.05) were observed in the intakes of bread and cereals group and milk and its products group between A and C kindergartens children , while B children recieved significantly less amounts than A and C children . Concerning meats and eggs , however , significant differences ( p < 0.05 ) were shown between children intakes of the three kindergartens , so that A recieved more amounts then both B and C and C recieved more than B . In regards of fruits and vegetables group , no significant differences ( p < 0.05 ) were reported between the intakes of B and C kindergartens , while A children recieved significantly more amounts than B and C children .
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de Lima, Cristiana Normalita, Nurlayli Hasanah, Margaretha F. Narahawarin, and Hariani Fitrianti. "The Series Pictures as Media Story to Developing Language Children Ability Group a Kindergarten in Merauke." SHS Web of Conferences 149 (2022): 01045. http://dx.doi.org/10.1051/shsconf/202214901045.

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This research was conducted on 7 Kindergartens in Merauke District, with a total of 200 children as research subjects. A small-scale trial was conducted on 50 children from 2 kindergartens in Merauke, namely Gotong Royong Kindergarten and Tunas Melati Kindergarten. The research method used in this study is research and development, which is a research method to develop or produce a learning product with the following steps: (1) determining potential and problems, (2) gathering information, (3) designing products, (4) design validation, (5) design improvement, (6) small-scale product trials, (7) product revisions, (8) large-scale product trials, (9) product revisions, (10) mass production. The researcher found that the implementation of the serial picture media as a storytelling medium could develop the language skills of the children of group A Kindergarten in Merauke. Maria Goreti Kindergarten, Motherland XI Kindergarten, Pembina State Kindergarten and Kartika VI9 Kindergarten. The researcher found that the implementation of the serial picture media as a storytelling medium could develop the language skills of the children of group A Kindergarten in Merauke.
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Majerčíková, Jana. "Extracurricular Education Diversity in Czech Nursery Schools." Journal of Language and Cultural Education 6, no. 3 (September 1, 2018): 53–71. http://dx.doi.org/10.2478/jolace-2018-0024.

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Abstract This empirical study contributes towards a better understanding of the educational reality in kindergartens. It explores the after-school activities and interests of Czech nursery schools (NS) children. The topic focuses on the disharmony and subsequent fine-tuning of interests of both the family and the kindergarten, set against the background of parents’ requirements and the kindergarten’s reaction to them. The goal is to shed light on how kindergartens reflect parents’ requirements pertaining to their children’s extracurricular activities, the kindergarten’s perception and interpretation of this situation, and what sort of approach is used for implementation. The research and survey method used is content analysis. Fifteen kindergarten teacher thematic reports, 3,000-5,000 words each, and forty inspection reports, the results of Czech kindergarten inspections, were analyzed. The analytical techniques of Grounded Theory - open and axial coding - were used in the processing of the source materials. The results of the analysis set in a paradigm model depict the state of administration and relationships between variables, which determine after-school activities in kindergartens. It was demonstrated that kindergartens select various approaches when negotiating a solution to extracurricular activities. The educational reality then includes kindergartens that do organize after-school activities as well as those that do not. Kindergartens which do offer after-school activities, however, differ in the degree of acceptance of such programs in terms of need for child development and how they perceive the benefits of such an above-standard approach towards their customers.
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Mohamed, Nurul Azmawati, Nuurain Amirah Mohd Razi, Habibah Faroque, Aisyah Ar-Redha Che Amir Farid, Mohd Dzulkhairi Mohd Rani, and Ilina Isahak. "Hand Hygiene Awareness Among Childcare Providers." Asian Journal of Medicine and Biomedicine 4, no. 2 (October 20, 2020): 17–21. http://dx.doi.org/10.37231/ajmb.2020.4.2.357.

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Teachers in kindergarten play important role in educating correct hygiene practices to children. This study was conducted to assess the knowledge, practice and perceived barrier of hand hygiene among kindergarten’s teachers. Teachers from two kindergartens were recruited non randomly for a semi-structured face-to-face interview. The open-ended question comprised of questions on what, how and why to do hand hygiene, including what were perceived to impede and facilitate hand hygiene and monitoring process. Eight teachers agreed to participate. Four had attended courses related to hand hygiene and infections. None of them were able to demonstrate proper steps of hand hygiene. Most teachers suggested health promotion and campaigns to promote hand hygiene practices. Respondents believed that too much work hindered them from practicing hand hygiene. Hand hygiene knowledge was inadequate. Measures should be taken to ensure kindergarten teachers and caretakers are adequately trained and competent in providing safe environment to children under their care. Keywords: hand hygiene, teachers, kindergarten, childcare provider
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Liao, Jiaqiang, Shaoping Yang, Wei Xia, Anna Peng, Jinzhu Zhao, Yuanyuan Li, Yimin Zhang, et al. "Associations of exposure to green space with problem behaviours in preschool-aged children." International Journal of Epidemiology 49, no. 3 (November 29, 2019): 944–53. http://dx.doi.org/10.1093/ije/dyz243.

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Abstract Background Limited evidence is available regarding the association of green-space exposure with childhood behavioural development. This study aimed to investigate the associations of exposure to green space with multiple syndromes of behavioural development in preschool children. Methods This cross-sectional study was conducted in Wuhan, China from April 2016 to June 2018. We recruited a sample of 6039 children aged 5–6 years from 17 kindergartens located in five urban districts of the city. We measured the greenness using average Normalized Difference Vegetation Index (NDVI) within a circular buffer area of 100 metres surrounding the central point of residences and kindergartens. We calculated the residence–kindergarten-weighted greenness by assuming that children spent 16 hours per day at home and 8 hours at kindergarten. The problem behaviours of children were evaluated at kindergarten using the Childhood Behavioral Checklist (CBCL) and standardized into problem behavioural T scores. Linear mixed-effect models and linear-regression models were used to estimate the associations. Results We observed decreases in problem behaviours associated with kindergarten and residence–kindergarten-weighted surrounding greenness in preschool children. For example, a one-interquartile range increase in kindergarten and residence–kindergarten-weighted NDVI was associated with decreased T scores for total behaviour by −0.61 [95% confidence interval (CI): −1.09, −0.13) and −0.49 (95% CI −0.85, −0.12), anxiety and depression by −0.65 (95% CI: −1.13, −0.17) and −0.46 (95% CI: −0.82, −0.10), aggressive behaviour by −0.53 (95% CI: −1.01, −0.05) and −0.38 (95% CI: −0.75, −0.02) and hyperactivity and attention deficit by −0.54 (95% CI: −1.01, −0.07) and −0.48 (95% CI: −0.83, −0.12), respectively. Stratified analyses indicated that the associations of green-space exposure with problem behaviours were stronger in boys than in girls. Conclusions Children attending kindergartens with higher levels of surrounding green space exhibited better behavioural development. The mechanisms underlying these associations should be explored further.
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Hana H. Al-Fulfuly and Hala B. Al-Foqara. "The Role of Learning Corners in Developing Multiple Developmental Intelligences for Kindergarten Children from Their Mothers' Point of View." International Journal for Talent Development 11, no. 21 (February 2, 2021): 123–42. http://dx.doi.org/10.20428/ijtd.11.21.6.

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This study aimed to identifying the role of learning in developing multiple developmental intelligences for Kindergarten children from their mothers' point of view. The study sample consisted of (160) mothers who were distributed into two groups: the first group consisted of (80) mothers of children attending kindergartens with learning corners, and the second group consisted of (80) mothers of children attending traditional kindergartens. To achieve the study objectives, the descriptive method was used and a questionnaire for assessing learning corners and multiple developmental intelligences scale (MIDAS) were used. The study results showed that multiple developmental intelligences among the children attending kindergartens with learning corners were high, while multiple developmental intelligences among the children attending traditional kindergartens were medium. The results also showed that there are statistically significant differences in the total score and in the sub-scores for each of the multiple developmental intelligences between the children attending kindergartens with learning corners and those attending traditional kindergartens in favor of the children attending kindergartens with learning corners. The study recommended that concerned authorities should include learning corners in the classroom as they develop multiple intelligences. Keyword: multiple developmental intelligences, learning corners, kindergarten’s children
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Hana H. Al-Fulfuly and Hala B. Al-Foqara. "The Role of Learning Corners in Developing Multiple Developmental Intelligences for Kindergarten Children from Their Mothers' Point of View." International Journal for Talent Development 11, no. 2 (February 2, 2021): 123–42. http://dx.doi.org/10.20428/ijtd.v11i2.1720.

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This study aimed to identifying the role of learning in developing multiple developmental intelligences for Kindergarten children from their mothers' point of view. The study sample consisted of (160) mothers who were distributed into two groups: the first group consisted of (80) mothers of children attending kindergartens with learning corners, and the second group consisted of (80) mothers of children attending traditional kindergartens. To achieve the study objectives, the descriptive method was used and a questionnaire for assessing learning corners and multiple developmental intelligences scale (MIDAS) were used. The study results showed that multiple developmental intelligences among the children attending kindergartens with learning corners were high, while multiple developmental intelligences among the children attending traditional kindergartens were medium. The results also showed that there are statistically significant differences in the total score and in the sub-scores for each of the multiple developmental intelligences between the children attending kindergartens with learning corners and those attending traditional kindergartens in favor of the children attending kindergartens with learning corners. The study recommended that concerned authorities should include learning corners in the classroom as they develop multiple intelligences. Keyword: multiple developmental intelligences, learning corners, kindergarten’s children
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Zorab, Hemin Mohammad, and Niyan Namiq Sabir. "Social interaction and its relationship to Psychological Adjustment among Kindergarten children from the Perspective of Kindergarten teachers." Halabja University Journal 7, no. 3 (September 30, 2022): 190–217. http://dx.doi.org/10.32410/huj-10428.

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This research aims to Identify the relationship between social interaction with Psychological adjustment among the children of the kindergarten from the teacher's Perspective and to know the level of social interaction and mental adjustment among children in kindergartens According to these variables (gender ,age, number of children, child sequencing, parent’s education level) This research used associative method research society is kindergarten children and kindergarten teachers in the center of Halabja Government. The research Sample is 400 kindergarten children, The research tool is the measure of (social interaction and psychological adjustment) of kindergarten children from the teacher’s Perceptive which was created by the researchers, among the most important statistical tools used (person's correlation with Person, Spearman, Alpha Cronbach , T- test is one example and two examples, the statistical equation of discrimination, One away ANOVA, Colmogrov-Sminroo). One of the most important result of the research was that the level of Social interaction and psychological adjustment among kindergarten children does not differ according to the variables (age, number of children, child sequencing, Father's educational level), but it does differ according to the variable (gender , mother's educational level).and it was also found that the social interaction and mental adjustment among children in kindergarten from kindergarten teachers perspective to have a weak positive correlation
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Zilka, Gila Cohen. "Biodanza and the Implementation of the Principle of Biocentric Education in Kindergartens." Review of European Studies 14, no. 4 (October 30, 2022): 26. http://dx.doi.org/10.5539/res.v14n4p26.

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This study examined the introduction of biodanza to kindergartens together with the implementation of the principle of biocentric education, with emphasis on affectivity, to create an affectionate climate and to encourage meaningful interactions between children, and between the kindergarten staff and the children. The research question was: How would introducing biodanza and implementing biocentric education in kindergartens achieve these objectives? This was a qualitative study. The data were collected in Israel in the years 2017-2019. The study findings show that biodanza in kindergartens allowed for situations that required children to deal with emotional and social aspects of their interactions. As a result, positivity resonance in the kindergarten intensified greatly, and the atmosphere became more and more affectionate, accepting, and sharing, and positive gestures increased substantially. Communication between the kindergarten staff and the children underwent a change and became considerably more affectionate, compared to what it had been at the beginning of the process.
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Specht, Ina Olmer, Sofus Christian Larsen, Jeanett Friis Rohde, Jane Nautrup Østergaard, and Berit Lilienthal Heitmann. "Comparison of Motor Difficulties Measured in the First Year of School among Children Who Attended Rural Outdoor or Urban Conventional Kindergartens." International Journal of Environmental Research and Public Health 19, no. 21 (October 29, 2022): 14158. http://dx.doi.org/10.3390/ijerph192114158.

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Background: Kindergartens can potentially contribute substantially to the daily level of physical activity and development of motor skills and might be an ideal setting for improving these as a public health initiative. We aimed to examine whether children from rural outdoor kindergartens had a lower risk of motor difficulties than children from urban conventional kindergartens. Methods: Motor test results were measured during the first school year by school health nurses using a six-item test of gross- and fine motor skills (jumping, handle a writing tool, cutting with a scissor following a line, one-leg stand on each leg, throwing and grabbing). Register-based information was available on potential confounding factors. Results: We included 901 children from outdoor kindergartens and 993 from conventional kindergartens with a mean (SD) age of 6.5 years (0.4). The children from the two types of kindergarten differed according to demographic information, with outdoor kindergarten children more often being from more affluent families (long maternal education level: 47.5% vs. 31.0%, p < 0.0001) and fewer girls attending the outdoor kindergartens (42.7% vs. 49.5%, p = 0.003). In the adjusted models, we found no evidence of differences in the risk of motor difficulties between children attending either type of kindergarten (OR: 0.95, 95%CI: 0.71;1.27, p = 0.72). Conclusion: Our results do not support outdoor kindergartens as a potential intervention to improve motor abilities among children. Randomized controlled trials are needed to confirm these findings.
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Dissertations / Theses on the topic "Kindergarten children"

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Chan, Wing-che Kennis. "Kindergarten : a new mode of education for children /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949366.

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Sebura, Pamela L. "Transitioning to kindergarten a multi-perspective /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/753.

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Yeung, Veronica Hoi-Yee. "Effects of read-alouds on kindergarten children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23563.pdf.

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Ferrer, Damian Llopis. "Technology support for teaching music to kindergarten children." Thesis, University of Manchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509681.

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Chan, Wing-che Kennis, and 陳詠芝. "Kindergarten: a new mode of education for children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985099.

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Riddle-O'Connor, Kerry. "Inclusion kindergarten: A pilot program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/749.

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Kelk, Michele J. "Preventive early interventions for at-risk children in kindergarten /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074413.

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Clouston, Dorothy Ruth. "Computer programming and kindergarten children in two learning environments." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28596.

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This study examined the appropriateness of introducing computer programming to kindergarten children. Three issues were explored in the research: 1. the programming capabilities of kindergarten children using a single keystroke program 2. suitable teaching techniques and learning environments for introducing programming 3. the benefits of programming at the kindergarten level. The subjects for the study were 40 kindergarten students from a surburban community in British Columbia, Canada. All students used the single keystroke program, DELTA DRAWING. Two teaching techniques were used—a structured method and a guided discovery method. Quantitative data were collected by administering five skills tests (skills relating to programming) as pretests and postests to both groups. A programming posttest was also given. Qualitative data were obtained by recording detailed observation reports for each of the 22 lessons (11 for each group), conducting an interview with each child at the end of the study and distributing a parent questionnaire. It can be concluded that it is appropriate to introduce computer programming to kindergarten students. The children in this study showed they are capable of programming. All students mastered some programming commands to instruct the "turtle" to move on the screen. DELTA DRAWING was determined to be a suitable means to introduce programming to kindergarten children. A combination of a structured teaching method and a guided discovery method is recommended for introducing a single keystroke program. It was observed that students in a guided discovery learning environment are more enthusiastic and motivated than students in a structured environment. Students need time to explore and make discoveries, but some structure is necessary to teach specific commands and procedures which may otherwise not be discovered. Social interaction should be encouraged while children use the computer, however most kindergarten children prefer to work on their own computer. There was no significant difference between the two groups on all but one of the five skills tests for both the pretests and the posttests. On the Programming Test the two groups did not perform significantly different. It can also be concluded that learning to program promotes cognitive development in certain areas. On all but one of the five skills test both the Structured Group and the Guided Discovery Group scored significantly better on the posttest than on the pretest. Lesson observation reports, student interviews and responses on parent questionnaires suggested that the computer experience was positive and rewarding for the kindergarten students.
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RIVERA, ANNA LYDIA FISHER. "THE EFFECT OF HALF-DAY AND FULL-DAY SCHEDULES ON THE ACADEMIC ACHIEVEMENT OF KINDERGARTEN CHILDREN." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/184201.

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The purpose of the study was to determine whether a significant difference existed in the academic achievement of students as a function of attending half-day or full-day kindergartens. The hypothesis was students in full-day kindergartens will demonstrate more growth in academic achievement than students in half-day kindergartens as measured by the Head Start Measurements Battery (HSMB) in seven areas: language, math, nature/science, perception, reading, social development, and overall score. One hundred subjects were randomly selected from 158 qualified subjects that attended four Chapter 1 schools in a public school district in Southern Arizona. Four half-day and five full-day kindergartens participated. Five classes implemented a bilingual curriculum, one a Spanish curriculum, and three an English curriculum. Eventually, 74 subjects were pretested in November 1984 and posttested in May 1985. The majority of the subjects were Hispanics. Based on the literature review, the need to assess children in English/Spanish/bilingually, the need for an individually administered test of a manipulative nature, and the need for a psychometrically sound instrument, the Fall 1984 version of the Head Start Measures Battery was selected. It assesses the three-to-six-year-old child's cognitive development. The research design used was a quasi-experimental approach: the non-equivalent control group design. The independent variables were the schedules and the dependent variables were the seven areas measured by the HSMB. Mean gain scores were calculated in each of the seven areas. A t-test was used to analyze the data. The results indicated that there was a statistically significant difference (p<.05) between the mean gain scores of the half-day and full-day kindergartens (in favor of the full-day kindergartens) in language, math, and reading. The evidence failed to indicate a statistically significant difference in nature/science, perception, social development, and overall scores. In conclusion, the findings suggested that there was greater academic achievement in languages, math, and reading for full-day than for half-day kindergarten students. The findings failed to provide evidence of a difference in the academic achievement of half-day and full-day kindergarten students in nature/science, perception, social development, and overall scores.
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Asawarachan, Tanawan. "The Disney Influence on Kindergarten Girls' Body Image." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271773/.

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Media is now a part of the early childhood world. In many countries, including industrialized and developing countries, children spend more time consuming various kinds of media. The impact of media on children's perception of their body images has been and continues to be a concern of parents and early childhood professionals. This research examined the influence of Disney movies on Thai kindergarten girls' body images and self-esteem. Thai kindergarten girls completed three measures of body self-image: the Body Figure Preference Scale, the Body Esteem Scale, and the Self-Esteem Scale. The girl participants were randomly assigned to two groups: focused on a female theme (FFT) and focused on a non-human theme (FNT). The experimental group viewed "female" Disney movie themes, while the control group viewed "animal" Disney movie themes. Girls in the experimental group expressed greater body image dissatisfaction scores after watching Disney movies, which was an expected finding. Results from the present study suggest that girls in both groups become concerned about their body esteem after video exposure. However, there was no significant difference in self-esteem between girls in FFT and FNT. In summary, the findings of this study support the belief that Disney movies influence young girls' perceptions of their body image, and they have an awareness of their body size. It can be concluded that Disney movies have an influence on Thai girls' body image dissatisfaction and body esteem. The results also indicated that Thai girls are not totally aware of the influence of Disney media on their self-esteem. Understanding how Disney movies, in particular, and other media, in general, influence young children, especially girls, can encourage parents and educators to identify risk factors associated with children's body image dissatisfaction and low self-esteem.
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Books on the topic "Kindergarten children"

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Robin, Burton Marilee, Merer Laura, Dieterichs Shelley, and Boyer Robin, eds. Kindergarten scholar. Grand Haven, MI: School Zone Pub. Co., 2000.

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Spodek, Bernard. What can kindergarten teach children about reading? [Urbana, IL]: University of Illinois at Urbana-Champaign, 1987.

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Peck, Johanne T. Kindergarten policies: What is best for children? Washington, D.C: National Association for the Education of Young Children, 1988.

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Plourde, Lynn. CLAS kindergarten. Tucson, Ariz: Communication Skill Builders, 1995.

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Elementary Teachers' Federation of Ontario. Kindergarten matters: The importance of kindergarten in the development of young children. Toronto, Ont: Elementary Teachers' Federation of Ontario, 2001.

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Wo zai Meiguo jiao you er: Mei shi you jiao shi lu = Teaching children in America. Zhengzhou Shi: He nan ren min chu ban she, 2002.

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Mikljaeva, N. V. Bilingual children in the kindergarten. Book on Demand Ltd., 2018.

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Books, Golden. Kindergarten Skills. Golden Books, 2000.

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Publishing, School Specialty. Spectrum Writing, Kindergarten. Spectrum, 2006.

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Spectrum Phonics, Kindergarten. Spectrum, 2006.

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Book chapters on the topic "Kindergarten children"

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Garraway, Renee L. "Transitioning to Kindergarten." In Transitioning Children with Disabilities, 113–28. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6_8.

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Meng, Wanqiu, and Min He. "Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China." In International Perspectives on Early Childhood Education and Development, 95–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_6.

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AbstractCompared with Norwegian kindergartens that emphasize how outdoor activity benefits young children’s integrated development, Chinese kindergartens reluctantly encourage children to go outside for long time. A county named Anji in South China’s Zhejiang province has started to change this approach to outdoor play. Kindergartens there provide outdoor equipment to support children’s outdoor activities for longer periods of time. This approach is called Anji Play and has been recommended by Chinese Ministry of Education for all of the country. It has also attracted ECE experts overseas. In this chapter, we describe and analyse children’s outdoor play in an Anji setting and in a Norwegian kindergarten from the perspective of the utilisation and design of kindergarten outdoor space. The study takes an ethnographic approach. We collected photo observations, anecdotal recording and interviews from one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and concerns of Norwegian and Anji play from multiple perspectives to understand children’s cultural formation in the two cultural contexts. We found the cultural values and traditions influence how outdoor play is performed and there are clear links between culture and children’s cultural formation.
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Gooden, Caroline, and Beth Rous. "Effective Transitions to Kindergarten for Children with Disabilities." In Kindergarten Transition and Readiness, 141–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90200-5_6.

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Brison, Karen J. "Hierarchy and Friendship among Kindergarten Children." In Children, Social Class, and Education, 169–80. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137464088_7.

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McConachie, Lisa. "School Readiness and Kindergarten Transitions: Children with Vision Impairment and Blindness." In Kindergarten Transition and Readiness, 205–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90200-5_9.

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Sørensen, Hanne Værum. "Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway." In International Perspectives on Early Childhood Education and Development, 79–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_5.

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AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.
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Ødemotland, Siv. "Exploration Through Process Drama with Kindergarten Children." In International Perspectives on Early Childhood Education and Development, 173–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36271-3_11.

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Marré, Marion, C. Lange, R. Roitzsch, H. J. Buchmann, and R. Sender. "Color Vision Screening in 4384 Kindergarten Children." In Colour Vision Deficiencies IX, 113–16. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2695-0_13.

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Campos, Pedro, and Sofia Pessanha. "Designing Augmented Reality Tangible Interfaces for Kindergarten Children." In Virtual and Mixed Reality - New Trends, 12–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22021-0_2.

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Wasmuth, Helge. "Friedrich Fröbel on His Way of Becoming an Educator of Young Children." In Fröbel’s Pedagogy of Kindergarten and Play, 11–34. New York, NY: Routledge, 2020. | Series: Routledge research in early childhood education: Routledge, 2020. http://dx.doi.org/10.4324/9780429059278-3.

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Conference papers on the topic "Kindergarten children"

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Aladjem, Ruthi, Asi Kuperman, and David Mioduser. "Kindergarten Programming Goes Mobile." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079737.

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Glaubman, Rivka, and Hananyah Glaubman. "SELF-QUESTIONING BY KINDERGARTEN CHILDREN." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0088.

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Stevanović, Vesna, Mališa Stevanović, Igor Petrović, and Marija Jović. "ICT assisted English learning in preschool education." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.391s.

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Society development and globalization, nowadays, imposes the need to master foreign languages. An increasing number of parents insist for their children in kindergarten to have the opportunity to learn English. It is well known that preschool children mostly learn and adopt new concepts by playing. Playing is an integral part of a child’s upbringing and for that reason it is used in kindergartens, i.e. in preschool education. Computers and information and communication technology (ICT) have got a dominant role in many aspects of our lives, and the most numerous population of new technology’s users are children and young people. Using of ICT can greatly facilitate the achievement of teaching goals and learning outcomes in the process of implementing the preschool program. ICT is recognized as suitable for use in the learning process, so they can be used effectively for the purpose of learning English in kindergarten. Lecturers and educators can easily and simply use or create content that will be interesting to children and that will encourage their desire to learn. The successful application of ICT in the realization of the educational process with preschool children requires the appropriate IT expertise of preschool teachers.
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Aizenberg, Merav, and Gila Cohen Zilka. "E-Readiness of Preservice Kindergarten Teachers for Teaching Practices During the COVID-19 Lockdown Period [Abstract]." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4969.

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Aim/Purpose: This study examined the distance teaching practices that early childhood pre-service teachers chose for working with kindergarten students during the COVID-19 lockdown. Background: The spread of the coronavirus resulted in a state of emergency, lockdowns, isolations, and social distancing in Israel. As a result of the lockdown, kindergartens were closed, and learning continued distance teaching. Methodology: In this study, we examine the perception of the role of the coaching kindergarten teacher in the process of integrating and coaching students at the be-ginning of their practicum in kindergarten, during the COVID period, from the perspective of the students. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. Contribution: Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study. Findings: The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), and (c) those who initiated distance learning activities (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Recommendations for Practitioners: Knowledge strengthens the sense of mental resilience; therefore, it is necessary to enhance the digital readiness of students in early education teaching programs. The process of training preservice teachers must include teaching practices in a digital environment, thereby expanding the students’ “toolbox” and increasing their e-readiness for effective integration of the digital environment. Recommendations for Researchers: The findings of the study can be applied in periods when it is not possible to meet face-to-face, with remote populations in the periphery, and in joint learning of kindergarten teachers, parents, and children within the framework of homeschooling in geographically distant areas, carried out remotely and not face to face. All the preservice teachers who participated in the study and all the parents of the children in the kindergartens had full access to the Internet and application's; therefore, the findings of the present study can be applied only to populations that have access to the Internet. For populations that have partial access, the data may be applied only partially. Impact on Society: It is important that kindergarten teachers initiate distance learning with the children and parents on an ongoing basis, not only during emergencies and crises, on various topics, for example, the online activities program focusing on the seasons of the year. Parents can write texts with their children and all kindergarten children can see them; they can document trees in various situations—the falling of leaves and blossoming—and share with all the kindergarten children and their parents in a dedicated forum; watch a show online with the all the children and their parents; send videos and allow responses on the common forum to the kindergarten staff, children, and parents. In addition, in the process of preservice teacher training, students must acquire social-emotional skills and cultivate a sense of resilience, empathy, self-efficacy, growth mindset patterns, decision-making ability, self-awareness, self-management, social awareness, interaction management, and responsibility. Future Research: The sample included 32 preservice teachers in early education, in the final year of their training, and examined the practices chosen by the preservice teachers during the first COVID-19 lockdown. Further studies, following subsequent closures, may show a better adaptation to distance teaching because of the experience gained in the meantime. Future studies should examine the distance teaching practices that teachers have used in practice during the closure periods, and what factors advanced and hindered distance learning.
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Mauzner, Filip, Lidija Mandić, Ana Agić, and Jesenka Pibernik. "Development of children´s cognitive abilities through interactive applications." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p71.

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In this paper we present the development of cognitive abilities in kindergarten children with interactive applications. Practical part includes the design of application prototype used for the development of cognitive abilities in children age three to four. It comprises three categories in which children’s cognitive abilities are tested and being developed. The categories are colors, numbers, shapes and sizes.
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Marco, Javier, Eva Cerezo, Sandra Baldassarri, Emanuela Mazzone, and Janet C. Read. "Bringing Tabletop Technologies to Kindergarten Children." In People and Computers XXIII Celebrating People and Technology. BCS Learning & Development, 2009. http://dx.doi.org/10.14236/ewic/hci2009.12.

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Andrews, Gail, Kimberley A. MacKinnon, and Susan Yoon. "Using "Thinking Tags" with kindergarten children." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658740.

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Kammer, Dietrich, René Dang, Juliane Steinhauf, and Rainer Groh. "Investigating interaction with tabletops in kindergarten environments." In IDC'14: Interaction Design and Children 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2593968.2593975.

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Popa, Maria Cristina. "Participant Observation of Children in Kindergarten Environment." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.63.

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Matsuda, Nozomi, Qian Fan, and Lifeng Zhang. "Kindergarten Children Identification Based on Garment Characteristics." In International Conference on Industrial Application Engineering 2017. The Institute of Industrial Applications Engineers, 2017. http://dx.doi.org/10.12792/iciae2017.057.

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Reports on the topic "Kindergarten children"

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Sussman, Joshua, Hanna Melnick, Emily Newton, Kerry Kriener-Althen, Karen Draney, Peter Mangione, and Perman Gochyyev. How Do California Preschool Quality Ratings Relate to Children's Development? Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/422.974.

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High-quality early learning has the potential to narrow disparities in children’s learning and development prior to kindergarten entry, particularly for children from families with low incomes and children who are multilingual learners. This study investigates the relationship between preschool quality and children’s learning and development from fall to spring of 1 school year through the analysis of child- and program-level data from approximately 70,000 children in California preschool programs. It suggests that attending a higher-quality-rated program is associated with greater learning and development than attending a lower-quality-rated program.
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McFarland, Lisa. A study of the narrative skills in kindergarten children with normal, impaired, and late developing language development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6294.

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Missal, Sujata, and AE Sampath. Systematic review of the measurement properties of tools used to measure school readiness skills among preschool and kindergarten children with autism spectrum disorder. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0009.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Yelverton, Rita. Pathways to Kindergarten Growth: Synthesizing Theories of the Kindergarten Transition to Support Children's Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6278.

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Steger, Paul. An Analysis of Kindergarten Children's Use of a Word Processor in Their Print Literacy Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1145.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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