Relevant bibliographies by topics / Narrative development in Kindergarten children

Academic literature on the topic 'Narrative development in Kindergarten children'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Narrative development in Kindergarten children"

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Paul, Rhea, Rita Hernandez, Lisa Taylor, and Karen Johnson. "Narrative Development in Late Talkers." Journal of Speech, Language, and Hearing Research 39, no. 6 (December 1996): 1295–303. http://dx.doi.org/10.1044/jshr.3906.1295.

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Children with slow expressive language development (SELD) as toddlers and a control group of children with normal language development (NL) were followed to early school age. Children with SELD were, at that point, subdivided into two groups: those who had moved within the normal range of expressive language (the History of Expressive Language Delay [HELD] subgroup); and those who continued to score below the normal range in expressive language at school age (the Expressive Language Delay [ELD] subgroup). During their kindergarten, first, and second grade years, they were administered a narrative generation task. Narratives were analyzed for MLU, lexical diversity, amount of information included, proportion of complete cohesive ties, and overall stage of narrative maturity. In kindergarten, children with normal language history scored significantly higher than those with HELD and ELD on lexical diversity and narrative stage; and higher than those with ELD in proportion of complete cohesive ties. In first grade, children with normal language history again scored significantly higher than those with HELD and ELD on narrative maturity, with no other significant differences. In second grade, there were no significant differences among the groups.
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Chen, Feiyan, and Joseph Agbenyega. "Chinese parents' perspectives on home–kindergarten partnership: A narrative research." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 95–105. http://dx.doi.org/10.1177/183693911203700213.

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THIS PAPER PRESENTS A study on what it means to practise home–kindergarten partnership differently. Using Bronfenbrenner's bioecological theory, this study draws on the narratives of six Chinese parents' successful involvement in home–kindergarten partnerships. Data was gathered through semi-structured in-depth interviews with parents whose children attend three different kindergartens in Zhejiang, China. Narrative analysis was employed to analyse the data. Critical to the findings is the parents' willingness to grapple with initial complexities and educationally constructed borders and boundaries and to move beyond simplistic partnership with the kindergartens.
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Meng, Katharina. "Narrating and Listening in Kindergarten." Journal of Narrative and Life History 2, no. 3 (January 1, 1992): 235–52. http://dx.doi.org/10.1075/jnlh.2.3.04nar.

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Abstract In this article, some major results of a longitudinal study on preschool children's narrative development are presented. Narrative development is seen as the acqui-sition of narrative competence, that is, the knowing how narrator activities and listener activities are reciprocally interrelated. Both narrator and listener have to carry out characteristic joint tasks in the phases of narrative units. In the initiation phase, they have to deal with embedding the narrative unit in the ongoing conversation; in the realization phase, they have to create and maintain prerequisites for the listener's understanding, to present and reconstruct the event sequence, to mark and reconstruct the narrator's perspective, and so on; in the closing phase, they have to compare the narrator's and the listener's perspectives on the events presented. The data base for the study consists of narrative units taken from everyday conversations in one kindergarten group recorded over a 3-year period beginning when the children were 3 and ending when they were 6 years old. The narrative units are analyzed and interpreted in order to find out how the children ap-proached and solved the tasks typical for narrating and listening at the ages of 3, 4½, and 6 years. (Linguistics)
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Willenberg, Ingrid. "‘Once upon a time in Bearland’: Longitudinal development of fictional narratives in South African children." First Language 37, no. 2 (December 14, 2016): 150–67. http://dx.doi.org/10.1177/0142723716679798.

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Children’s narrative skills have been widely studied in North America, but there is a paucity of African research. Within South Africa’s diverse socio-cultural context, this study of mixed-race children explored the development of narrative production and the influence of home background variables. Using the Bear Story picture prompt, this longitudinal study investigated the fictional oral narrative skills of 70 English-speaking children in kindergarten and Grade 3. Four key findings emerged: first, with age, narratives increased in lexical diversity, macrostructure elements and written discourse features. However, there was no increase in evaluation, thus highlighting the complexity and nonlinear nature of narrative development. Second, early book reading experiences in the home were positively associated with Grade 3 narrative macrostructure. Third, there were no associations between narrative abilities and maternal education or mothers speaking a first language other than English, underscoring the importance of parental behaviours above factors such as education and language background. Finally, contrary to expectations, the findings suggest more similarities than differences between these children and their peers in other contexts.
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Veneziano, Edy, Marie-Thérèse Le Normand, Marie-Helène Plumet, and Juliette Elie-Deschamps. "Promoting narrative skills in 5- to 8-year-old French-speaking children: The effects of a short conversational intervention." First Language 40, no. 3 (February 12, 2020): 225–50. http://dx.doi.org/10.1177/0142723720901614.

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Previous studies of narrative development based on wordless picture stories indicate that before 7–8 years most children provide descriptive narratives with little inferential content such as explanations and attribution of mental states to the story characters. These components find greater expression in studies where children participated in conversations focused on the causes of the events. In the present study, 84 French-speaking children, from kindergarten to second grade, narrated the Stone story (a wordless five-picture story whose plot is based on a misunderstanding between two characters) before and after a short conversational intervention (SCI) focused on the causes of the events, as well as one week later when they also narrated a new story. Thirty additional children served as the Control group: instead of the SCI they played a Memory game with a set of cards containing the pictures of the Stone story. Children in the SCI group increased the inferential content of the narrative produced after the SCI, thus confirming with a larger sample findings obtained in previous studies. Moreover, results provide new evidence that the immediate improvements in inferential content were still present after a week’s delay and could also be applied to a new story. All narratives produced after the SCI were also longer and contained more markers of causality. The effect was stronger in first and second graders than in kindergarten children. By contrast, no significant improvements were found in the children of the Control group on any of the measures. Such results highlight the effectiveness of the SCI in promoting children’s narrative skills, its usefulness in their assessment, and have important implications for a better understanding of narrative development.
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Gibson, Todd A., Elizabeth D. Peña, and Lisa M. Bedore. "The Receptive–Expressive Gap in English Narratives of Spanish–English Bilingual Children With and Without Language Impairment." Journal of Speech, Language, and Hearing Research 61, no. 6 (June 19, 2018): 1381–92. http://dx.doi.org/10.1044/2018_jslhr-l-16-0432.

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Purpose First, we sought to extend our knowledge of second language (L2) receptive compared to expressive narrative skills in bilingual children with and without primary language impairment (PLI). Second, we sought to explore whether narrative receptive and expressive performance in bilingual children's L2 differed based on the type of contextual support. Method In a longitudinal group study, 20 Spanish–English bilingual children with PLI were matched by sex, age, nonverbal IQ score, and language exposure to 20 bilingual peers with typical development and administered the Test of Narrative Language (Gillam & Pearson, 2004) in English (their L2) at kindergarten and first grade. Results Standard scores were significantly lower for bilingual children with PLI than those without PLI. An L2 receptive–expressive gap existed for bilingual children with PLI at kindergarten but dissipated by first grade. Using single pictures during narrative generation compared to multiple pictures during narrative generation or no pictures during narrative retell appeared to minimize the presence of a receptive–expressive gap. Conclusions In early stages of L2 learning, bilingual children with PLI have an L2 receptive–expressive gap, but their typical development peers do not. Using a single picture during narrative generation might be advantageous for this population because it minimizes a receptive–expressive gap.
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Preece, Alison. "The range of narrative forms conversationally produced by young children." Journal of Child Language 14, no. 2 (June 1987): 353–73. http://dx.doi.org/10.1017/s0305000900012976.

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ABSTRACTThe productive narrative competence of three young children as revealed in their spontaneously occurring conversations recorded over an 18-month period during their kindergarten and grade one years was investigated. Almost 90 hours of the children's conversations, produced as they were being driven to and from school, were audiotaped and analysed in order to determine whether children between the ages of five and seven include narrative accounts in their conversations with each other and, if so, the nature of the narrative language produced. The subjects were found routinely and regularly to produce a striking variety of narrative forms; 14 different narrative types were distinguished and defined, six of which have not previously been reported in the literature on children's narratives. Seventy per cent of the recorded narratives took anecdotal form; original fantasy narratives occurred only rarely. A significant proportion of the narratives were collaboratively created.
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Sherfinski, Melissa. "Challenges to goals of “Recovery”: A narrative analysis of neoliberal/ableist policy effects on two mothers of young children with autism." Journal of Early Childhood Research 16, no. 3 (May 22, 2018): 276–90. http://dx.doi.org/10.1177/1476718x18775767.

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This narrative inquiry shows the barriers and possibilities that the current US education context poses for two mothers of pre-kindergarten sons with autism. Specifically, this work is contextualized within the growing universal pre-kindergarten reform which provides a mixed delivery (public and private) implementation. Presented with the context of choice among school sites and the expectation of mothers to provide energy for the reform through their involvement in the universal pre-kindergarten “machine,” mothers of children with autism experienced unique challenges. An in-depth Bakhtinian analysis examining the mothers’ uses of heteroglossia and polyphony shows the complexities of how they presented an oscillating “double-consciousness,” working between machine expectations and narratives of “recovery,” meaning desiring normalization in line with the expectations of early childhood experts, children, and local policies. Neither the machine metaphor nor the narrative of recovery was sufficient to negotiate the challenges of education for the families, and mothers used strategies of recycling, resisting, and re-appropriating discourses to navigate. While universal pre-kindergarten was effective in improving the academic performance of children with mild autism, it did not always support the goals of inclusive and democratic education. Therefore, mothers began to question their choice of public school context and began to consider private universal pre-kindergarten sites, even though this might jeopardize the Individualized Education Plans that they worried their children needed, particularly for social purposes. The implications address both the mechanism for shifts from public to private choice in the current US education context, and the need for a reparative project that critically addresses relationships between homes and schools.
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Guzikova, Zaneta, and Dusan Kostrub. "DIGITAL TECHNOLOGIES USED BY CHILDREN IN KINDERGARTEN." Slavonic Pedagogical Studies Journal 11, no. 2 (September 2022): 310–19. http://dx.doi.org/10.18355/pg.2022.11.2.12.

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Today's children have become the first generation where their entire development takes place in an age full of information and digital technologies. This led us to identify opinions related to the use and mastery of digital technologies in teaching among children completing compulsory pre-primary education. We investigated and interpreted the view of the teaching process with digital technologies from the perspective of the research subjects. We applied a qualitative methodology and the investigation had a hermeneutic character with the use of a narrative interview, direct and indirect observation. We found that the child manages and controls digital technologies and places himself / herself in the role of an expert in their management and control. We suggest that educators rethink the way that children are learning, the way that they teach children and how teachers create a suitable digital learning environment. We will formulate the following research findings into recommendations for teachers' pedagogical practice to ensure their pedagogy.
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Rahiem, Maila D. H., Nur Surayyah Madhubala Abdullah, and Husni Rahim. "Stories and Storytelling for Moral Education: Kindergarten Teachers’ Best Practices." Journal of Early Childhood Education (JECE) 2, no. 1 (July 8, 2020): 1–20. http://dx.doi.org/10.15408/jece.v2i1.15511.

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Habituation is the most common used form of moral education in early childhood education in Indonesia. However, this method has been found to be insufficient in contributing fully to young children’s moral development. An alternative method currently being promoted is the narrative method which involves the use of stories and storytelling. These two techniques provide children with justification to do good deeds and allow them to be critical of their actions. This research examined the best practices of teachers in the use of narrative method for the Moral Education of young children. Best practices show how we can use them to improve the teaching of Moral Education among young children and can serve as useful alternative to habituation. The findings revealed that there are five ways in which the kindergarten use stories and storytelling in teaching and learning moral education for young children, namely: to repeat the story; to include clear example; to explain the story; to dramatize the story; and to modify the story.
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Dissertations / Theses on the topic "Narrative development in Kindergarten children"

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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." University of Sydney, 2006. http://hdl.handle.net/2123/1758.

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Master of Philosophy in Education
Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Markowiak, Anthea N. "Narrative comprehension in kindergarten an analysis of talk about narratives by children differing in early literacy development /." Connect to full text, 2005. http://hdl.handle.net/2123/1758.

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Thesis (M. Phil. Ed.)--Faculty of Education and Social Work, University of Sydney, 2006.
Title from title screen (viewed 5th June, 2007). Submitted in fulfilment of the requirements for the degree of Master of Philosophy in Education to the Faculty of Education and Social Work. Degree awarded 2006; thesis submitted 2005. Bibliography: leaves 256-263. Also issued in print.
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Kim, MinJeong. "Early literacy learning of young children with hearing loss written narrative development /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1199258403.

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McFarland, Lisa L. "A study of the narrative skills in kindergarten children with normal, impaired, and late developing language development." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4417.

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Children's narrative language plays a critical role in guiding the transition between oral language and literacy (Roth & Spekman, 1989; Westby, 1989). Narrative comprehension and production by normally achieving and language delayed school-aged children have been studied. Many of these studies have involved story retellings. Few have studied how spontaneously produced narratives are organized especially by young children.
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Lindsay, Denise. "Yoghurts for fruit-time : a narrative study of language learning in the kindergarten." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/749.

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This study focuses on how a group of seven Kindergarten teachers perceive their practices to support the language learning of young children. From a socio-cultural perspective, developing language competency at Kindergarten is a priority because of its pivotal role across all learning areas and the opportunity it creates for all children to add to their linguistic capital in an informal setting prior to formal schooling. This study is based on a collaborative, participatory model built on a mutually beneficial relationship between researcher and participants. It uses a narrative methodology to foreground the teacher's voice. Teacher participants in the study contribute their own stories and their reflective interpretations on language events in their Kindergartens. Data from these 'teacher stories' and 'narratives of experience' based on semi-stru.:tured interviews provide a base for analysis and interpretation. Partnerships and finding balance through diversity emerge as themes linking the perceptions of this group of teachers. Findings indicate that social partnerships between teacher and children are foundational to language learning at the Kindergarten and that in constructing effective curricula for language learning teachers find a balance between teacher and child-initiated language events, large and small group/individual contexts for learning, acceptance of diversity and intervention practices and finally, balance opportunistic teaching with systematic planning. Significantly, this study provides a space for teachers' voices to be heard lhrough the telling of their own stories. The final outcome is a map of the landscape showing what language learning looks like in seven Kindergartens in regional Western Australia at a time when teachers are adjusting to change and reflecting on their role supporting children learning language on entry to the school system.
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Ho, Kit-chun. "Development of pitch discrimination in preschool children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035723.

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Shenker, Shoshana. "Hebrew linguistic development amongst immigrant Caucasian kindergarten children using ethnic folktales." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440253.

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Chan, Lydia L. S. "The development of L2 emergent literacy in Hong Kong kindergarten children." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:98c42993-96ec-469e-bbcd-daf9d3bd2fc1.

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This thesis explores the development of emergent literacy in Hong Kong Kindergarten children who are learning English as a Second Language (L2). Two interrelated empirical studies have been conducted, and both aim to examine the contribution of code-related and oral language skills to predicting early L2 reading ability, controlling for home influences. The majority of research on emergent literacy has been conducted on First-Language (L1) English-speaking children, and it is possible that these established concepts and models could also be relevant to L2 children. The first is a 2-year longitudinal study examining the continuity of L2 emergent literacy development in Hong Kong children from Kindergarten to early Primary school. The convenience sample of 51 children were initially assessed in their final or penultimate year of Kindergarten (mean age: 4;6 SD = 6.16) on 3 emergent literacy measures (receptive vocabulary, phonological awareness, letter identification) and a non-verbal cognitive measure. They later progressed onto the Primary section of the same school, and were assessed again as first or second-graders (mean age: 6;4 SD = 6.21) on a more comprehensive battery of measures. An extensive parental questionnaire on family demographics and the home literacy environment was also administered. In addition to assessing a wide range of L2 emergent literacy skills and English word reading ability, a Chinese syllable deletion task was also included, to explore the potential effects of cross-linguistic phonological transfer between the children’s L1 (Cantonese) and L2 (English). The second study sought to improve upon the first by selecting a larger, more representative sample of children from 3 bilingual Kindergartens in the Kowloon City School District. It examines the concurrent relationships between emergent literacy skills and L2 word reading ability in 137 children. They were all in their final year of Kindergarten (mean age: 5;2 SD = 5.61), and were assessed once on largely the same battery of measures as Study 1 (Time 2). Again, a non-verbal cognitive measure was administered, as well as the parental questionnaire on home support for language development. The main data analysis was carried out via multivariate statistical techniques such as multiple regression. Further analysis was conducted using structural equation modelling in Study 2, but in a cautious and exploratory manner. The overall findings suggest that like the L1 emergent literacy model, early L2 word reading ability is predominantly influenced by children’s code-related skills, especially print knowledge and phonological sensitivity. Also, the relationship between oral language and word reading seems to be mediated by code-related skills. Thus, while oral language abilities do not appear to make substantial direct contributions to early L2 reading, they do play an essential albeit indirect role. Furthermore, L2 children’s home influences seem to make their strongest impact before formal schooling begins, again in the form of indirect effects on pre-school oral language skills. In short, the development of emergent literacy and early word reading skills is similar in many ways for both L1 and L2 children, and implications for practice are considered.
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Romero-Cachinero, Maria del Carmen. "Bilingual narrative development among school-age Hispanic-Canadian children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/NQ49901.pdf.

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Csizmadia, Annamaria. "Biracial children's psychosocial development from kindergarten to fifth grade links to individual and contextual characteristics /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6053.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.
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Books on the topic "Narrative development in Kindergarten children"

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Kao, Shin-Mei. Narrative Development of School Children. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-191-6.

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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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Th, Verhoeven Ludo, and Strömqvist Sven 1954-, eds. Narrative development in a multilingual context. Amsterdam: J. Benjamins, 2001.

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Darnton, Ann. Episodes in the development of narrative awareness in children. Birmingham: University of Birmingham, 1987.

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Gerardino, Mildred. Millennium alphabet writing: Visual perception development : kindergarten. [S.l.]: Nachman Educational Services, 1999.

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Niemeyer, Judith A. Assessing kindergarten children: A compendium of assessment instruments. [Washington, D.C.?: Dept. of Education], 2002.

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Seattle Institute for Child Advocacy. Committee for Children. Second step: A violence prevention curriculum : Teacher's guide : preschool/kindergarten. 3rd ed. Seattle, WA: Committee for Children, 2002.

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Heroman, Cate. Teaching strategies GOLD: Objectives for development & learning : birth through kindergarten. Washington, DC: Teaching Strategies, 2010.

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Lesiak, Walter J. Developmental tasks for kindergarten readiness--II, DTKR II: Assessment of prekindergarten children to determine kindergarten readiness. 2nd ed. Brandon, VT: Clinical Psychology Pub. Co., 1994.

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Seattle Institute for Child Advocacy. Committee for Children. Second step: Violence prevention curriculum : Trainer's manual : preschool/kindergarten-Grade 9. 3rd ed. Seattle, Wash: Committee for Children, 2002.

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Book chapters on the topic "Narrative development in Kindergarten children"

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Kao, Shin-Mei. "Narrative Development of Children." In Narrative Development of School Children, 33–51. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-191-6_3.

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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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Tsai, Min-Ling. "Narrative characteristics of kindergarten children from three areas in Taiwan." In Narratives in Early Childhood Education, 29–44. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Routledge Research in Early Childhood Education: Routledge, 2017. http://dx.doi.org/10.4324/9781315640549-3.

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Kao, Shin-Mei. "Introduction: Multilingual Families and Their Children in Taiwan." In Narrative Development of School Children, 1–9. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-191-6_1.

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Kao, Shin-Mei. "Language Development and Cultural Identity of Children from Multilingual Families in Taiwan." In Narrative Development of School Children, 11–31. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-191-6_2.

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Shin-Mei, Kao. "Methods of Eliciting and Measuring Children’s Narratives." In Narrative Development of School Children, 53–64. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-191-6_4.

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Kao, Shin-Mei. "Investigating the Oral and Written Narrative Development of Taiwanese Children: Methodology." In Narrative Development of School Children, 65–81. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-191-6_5.

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Kao, Shin-Mei. "Investigating the Oral and Written Narrative Development of Taiwanese Children: Results." In Narrative Development of School Children, 83–113. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-191-6_6.

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Kao, Shin-Mei. "Classroom Ideas for Developing and Evaluating Children’s Narratives." In Narrative Development of School Children, 115–25. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-191-6_7.

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Miranda, Martina. "You’re In or You’re Out: The Impact of Preconceptions on Social Development in the Kindergarten Music Classroom." In Narrative Soundings: An Anthology of Narrative Inquiry in Music Education, 99–113. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0699-6_6.

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Conference papers on the topic "Narrative development in Kindergarten children"

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Kalaitzi, Christina. "PECULIAR NUTRITIONAL HABITS IN ROALD DAHL WORKS: A STORYTELLING INTERVENTION ON PROMOTING PRESCHOOLERS’ DIETARY SELF-REGULATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end113.

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"One of the recurring motifs in Roald Dahl works whether leading to the plot’s unfolding or not, is the peculiar nutritional habits and, by extension, everything connected with it, such as socio-emotional behaviors and concepts of the dietary rules’ infringement. Looking at The Twits’ distorted dietary hygiene, George’s Marvellous Medicine’s disorientated nutritional advices and The BFG’s disgusting essential goods, it can be observed that the food as an act and its processes, are cultural notions identifying current concepts of not only the excesses and the adult’s control upon children, but also the pedagogically proper nutrition. A reading of the interpretations carried by food’s humorous representations in Dahl’s aforementioned classics is ventured. The ways of how children’s literature depicts the characters’ nutritional attitudes and their possible implications on their behavior are analyzed. While proceeding, the design of a storytelling intervention on promoting dietary self-regulation is proposed for kindergarten. A series of narrative and creative writing activities of subverting and parodying Dahl’s works, which aim to familiarize preschoolers with notions such as nutritional balance, food hygiene and eating habits, is presented. Dahl’s humorous and extreme carnivalesque depiction of nourishment, followed by an exaggerated deviation of normal eating habits, is what could provoke and motivate preschoolers to shape a healthy nutritional attitude and a dietary self-regulation. The contribution of this particular study is to highlight children’s literature significant role as a means of influencing children’s thinking on fundamental issues related with their health, and to demonstrate storytelling’s dynamics as a teaching tool for shaping their attitudes towards life matters."
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Suryadi, Suryadi. "Development of Color Notation for Kindergarten Children." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.49.

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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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Nurhafizah, Nurhafizah. "Development of Naturalist Intelligence of Children in Kindergarten." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.5.

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Efrat, Molly. "Philosophical Discourse of Children in the Multi-Dialogical Kindergarten." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.47.

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Efrat, Molly. "Meeting Guidance By Children In The Kindergarten: A Multi-Dialogical Approach." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.63.

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Honzíková, Jarmila, and Petr Simbartl. "SIGNIFICANCE OF PUPPETS FOR VERSATILE DEVELOPMENT OF CHILDREN IN KINDERGARTEN." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0369.

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Kasirer, Anat, and Meirav Tzohar-Rozen. "THE PERCEPTIONS OF MATHEMATICAL CREATIVITY AMONG KINDERGARTEN TEACHERS FOR CHILDREN WITH AUTISM." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1072.

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Kargin, Tevhide, Cevriye Ergül, Sener Buyukozturk, and Birkan Guldenoglu. "A STUDY FOR DEVELOPING THE TEST OF EARLY LITERACY FOR TURKISH KINDERGARTEN CHILDREN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2237.

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Cîmpian, Ana Doina (Nădășan), and Alexandra-Lucia Pop. "Study-Teacher’ Attitude Towards The Integration Of Children With Special Needs In Kindergarten." In 9th International Conference Education, Reflection, Development. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22032.40.

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Reports on the topic "Narrative development in Kindergarten children"

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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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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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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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