Relevant bibliographies by topics / Pre-school

Contents

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

Academic literature on the topic 'Pre-school'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2024

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Journal articles on the topic "Pre-school"

1

Kilic, Cigdem. "Parents’ opinions of the pre-school education concerning pre-school education institutions." International Journal of Academic Research 5, no. 6 (December 10, 2013): 37–40. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.7.

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ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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Zuvayduloyevna, Nigmatova Mavjuda. "FOREIGN LANGUAGES IN PRE-SCHOOL EDUCATION." International Journal of Advance Scientific Research 4, no. 2 (February 1, 2024): 130–33. http://dx.doi.org/10.37547/ijasr-04-02-20.

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This article is devoted to the main problems of teaching a foreign language in the field of preschool education: philological education at an early age, in particular, the development of children's general speaking ability in language teaching, the formation of the ability and readiness to use a foreign language as a means of communication, another national culture the importance of getting to know.
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Inskip, Russell. "Pre-School Week." English Journal 75, no. 5 (September 1986): 51. http://dx.doi.org/10.2307/818204.

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Waterhouse, Jessica. "Prehistoric pre-school." Early Years Educator 3, no. 6 (October 2001): 27–33. http://dx.doi.org/10.12968/eyed.2001.3.6.15152.

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Morkveniene, Judita. "Rights of pre-school children in Lithuania." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 08–13. http://dx.doi.org/10.18844/prosoc.v4i1.2045.

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Мардарова, И. К. "Технология проектной деятельности детей дошкольного возраста в условиях доу." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, no. 1 (March 2021): 37–45. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p37-45.

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The article deals with notions "technology of project" and "project activities". Features of the organization of project activities of pre-school children are described in it: project types were analyzed, an indicative plan for the organization of children's project activities in the context of pre-school institutions was presented, and the stages of children's work on a collective project and the criteria for evaluating the results of their project activities were presented.
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Lawson, Deborah. "Pre-school benefits revealed." Early Years Educator 16, no. 7 (November 2, 2014): 6. http://dx.doi.org/10.12968/eyed.2014.16.7.6.

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Doyle, Phobe. "Choosing a Pre-school." Practical Pre-School 2013, no. 144 (January 2013): ii. http://dx.doi.org/10.12968/prps.2013.1.144.ii.

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Donovan, Tristan. "Pre-school promotes teamwork." Children and Young People Now 2015, no. 7 (March 31, 2015): 34. http://dx.doi.org/10.12968/cypn.2015.7.34.

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Dissertations / Theses on the topic "Pre-school"

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Rubina, Jamil. "Gender in Pre-school." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25683.

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The purpose of this study is to understand how do some pre-school teachers and parents in Pakistan perceive the concepts of gender and gender equality. The study has been completed through interviews based on four key questions, which are: How do two pre-school teachers in Pakistan understand their teaching practice in relation to gender? How do two parents think of treating their children equally regardless gender in pre-school and how do they think girls and boys should be raised? The method I have used for this research is qualitative method. I have been interviewing two pre-school teachers and two parents in a pre-school environment, located in Karachi Pakistan. In order to analyze the result and to get a deeper understanding of the collective knowledge gathered from the interviews, theories surrounding gender equality and Vygotsky’s sociocultural theory have been used. Earlier research done within this area has been used to put this study into perspective. The results of this study shows that the teachers perceive gender as a social construction and that gender is a creation of social interaction. In the study's results, shows that parents believe that boys and girls should get equal treatment at pre-school regardless their gender.
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Forsskåhl, Ellen. "Solvallas pre- and primary school." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-208544.

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Solvallastaden är en ny stadsdel som planeras i Stockholms västra förorter, i närheten av Bromma flygplats. Idag ligger Sveriges största arena för travsport i området. Framöver kommer området prioritera grönska, möjligheter till idrott, framkomlighet till fots och bostäder.   I den nya stadsdelen planerar vi en kombinerad lågstadie- och förskola, planerad för 240 barn i åldrarna 1 - 10 år. Tomten ligger i direkt anslutning till en lummig skog och ett planerat parkstråk. Den omgivande bebyggelsen består av bostadskvarter i olika höjd. Bebyggelsen närmast skogen är 5 våningar för att sedan etappvis bli högre mot vägen.   Jag ville frigöra så mycket gårdsyta som möjligt, och har arbetat med en byggnad som omgärdar skolgården. Tillgången till skogen och möjligheten att utnyttja den som en förlängning av skolgården gjorde att jag har valt att öppna upp   Den smala byggnaden sluter sig runt en gemensam, skyddad gårdsmiljö. Två portiker leder in besökaren utifrån, och kan också öppnas och bli helt genomgående in till gården. Från gatan skymtar innergården genom den dubbelglasade dörren.   Byggnaden stiger i höjd i en spiralliknande sekvens. Den lägre delen är för förskolan, den högre för de äldre barnen. De varierande takhöjderna skapar olika rumsliga upplevelser interiört.   Fasaden består av olika nyanser av rosa klinkerplattor i fiskbensformationer. Fönsersättningen är anpassad efter barnen i olika åldrar; på vissa ställen går fönstren från golvnivå till 100 cm, så att bara de små barnen ser ut.   Taket är väldigt synligt och en central del av gestaltningen. Vattnet blir ett pedagogiskt element, som samlas in i en grund damm i ett hörn på gården.   Jag har delat upp förskolan och F-3-klasserna i olika längor. Som sammankopplande länk ligger gemensamma funktioner som mat- och gympasal, förråd, lärarrum, kök och så vidare. Den lägre delen där förskolan huserar, mot sydost, möjliggör en ljus gårdsmiljö.   Alla bas-, grupp- och lekrum är placerade i ett band mot den omhuldande ytterväggen. Kommunikations och vistelseytor ligger som ett skikt mellan innergården och rummen, där gården hela tiden är närvarande. Lärandemiljöerna har ett genomgående ljusflöde, med glaspartier som öppnar upp mot korridorerna och gården.   Korridorerna som binder samman gården och undervisningsrummen skapar utrymme för umgänge. I skolan finns en böljande bänk med förvaring längs hela korridoren. På utvalda ställen vidgas korridoren, så att små fickor med väggyta för utställningar skapas.
A new urban district, Solvalla city, is planned in the western suburbs of Stockholm. The task given was to plan a pre- and elementary school, for children aged one to ten years old. The school is planned to teach around 240 children.   The plot, where the school building is to be situated, is linked to both to a forest and a park. I wanted my schoolyard to integrate with the forest, letting the forest flow into the playground and simultaneously maximize the use of the garden.   I decided to separate the younger children, aged 1 to 5, and the older ones, due to different pedagogical needs. The younger ones will be using the lower, southeast wing, and the older children the opposite. I wanted there to be a connecting link, therefore I placed the common function, such as kitchen, the teacher’s room, school cantine, the sports hall and a grand main entrance in a wing in between the two.   My aim was to create a building that in an embracing gesture envelops the garden, creating a safe space inside. I decided to let the outer wall be solid and closed, and the walls facing the courtyard transparent and light. The fluorescent glass walls lets the light and nature into the building.   The corridors, surrounding the garden, become a layer between in and out. Placed along the solid wall are all teaching rooms; the classrooms, group rooms, play rooms and so forth. The corridor is more than a corridor, a space that effetively moves you from place A to B - it evolves into playful spaces and can be used for exhibitions, hanging around or playing. This is also the link between the garden and the rooms.   The metallic roof gradually rises, in an almost circling motion, from low to high. This creates a playfulness and allows the water to be a pedagogical element, as well as symbolizing the growth of the children, from small to bigger.   The facade is made of shiny, differently shaded, pink tiles in a herringbone formation. With the facade I strived for a bold appearance, creating identity and making the building stand out in the neighborhood.
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Hsu, Hsiao-Tung. "An EFL pre-school classroom research." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446269.

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

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Imitation is a fundamental way of acquiring knowledge in human development. In their theory of goal-directed imitation (GOADI), Wohlschlä
ger et al. (2003) divide the representation of observed movements into hierarchically organized aspects the highest of which is usually the goal. In a face-to-face imitation task young children usually copy the (spatial) goal of the body movement in terms of perceptual mirror symmetry rather than match them conceptually onto their own body, as adults do. We refer to these imitation schemes as &ldquo
mirroring&rdquo
and &ldquo
matching&rdquo
respectively. In the present study, we investigate the effects of age and perspective of the child with respect to the experimenter (0°
, 90°
, 180°
) in two imitation tasks, a hand-to-ear and a cup-grasping task. Moreover, we evaluate the developmental changes in the imitative behavior of children from a dynamical systems perspective. Children were supposed to imitate the movements of the experimenter. Tasks were conducted on 4.5- to 11-year-old Iranian pre-school and elementary school children (81 female, 84 male). Imitation scores for the spatial goal were analyzed in terms of mirroring or matching. Imitation schemes varied according to age and perspective in both tasks. Overall, older children&rsquo
s imitations of movements were more adult-like as established by an adult Iranian control group than those of the younger ones. They rather matched than mirrored observed movements. In the 180°
and 90°
conditions the mirroring scheme was predominant, but in 0°
matching was predominant. GOADI was confirmed
however it was qualified by the child'
s perspective on the experimenter. Children&rsquo
s imitations showed a non-linear shift from perceptually-based mirroring to conceptually-based matching of observed movements onto their own body. This shift happens between 6 and 8-9 years of age. The amount of matching depends not only on age but also on control parameters such as spatial perspective, task demands, and exposure.
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Vrbanc, Gabriela, and Jenny Brandt-Eriksson. "Professionalism i förskolan : a study that casts light on pre-school teachers thaughts and actions in pre-school." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-256.

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SAMMANFATTNING____________________________________________

Gabriela Vrbanc och Jenny Brandt- Eriksson

Professionalism i förskolan

År: 2007 Antal sidor: 35

_____________________________________

Syftet med arbetet är att få kunskap om och belysa hur förskollärares professionalism ser ut i förskolan. Syftet uppnåddes genom en kvalitativ forskningsmetod, med hjälp av intervjufrågor, för att få kunskap om hur fyra förskollärare ser på lärarprofessionalism. Vi använde oss även av videoobservationer för att sedan koppla ihop intervjusvaren med lärarnas handlande. Vi anser att kvalifikationer och erfarenheter, lärarens roll och kontakt med kollegor och andra professionella, föräldradeltagande och läroplanen är bitar som är viktiga för att bli en professionell förskollärare. Detta leder till kvalitet i förskolan. Alla bitar hänger samman och bildar en helhet i arbetet som förskollärare. Alla förskollärare bör känna till professionalism i sitt arbete och vägen till ett professionellt förhållningssätt. Läroplanerna ska utgöra ett ständigt stöd för hur en professionell lärare ska förhålla sig till barnen på förskolan. Genom ett professionellt bemötande och ett medvetet arbete utifrån läroplansaspekterna tränas barnen i sin sociala och demokratiska utveckling. Barnen är vår framtid och det är vårt ansvar att de får en så bra tid som möjligt på förskolan och ett professionellt bemötande för att kunna utvecklas optimalt utifrån sina förutsättningar.

_____________________________________

Nyckelord: Förskollärare, professionalism, kvalitet i förskolan, kvalifikationer och erfarenheter, läroplanen.

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Randle, Valerie R. L. "Naming and categorisation in pre-school infants." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310869.

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Miller, Linda Kathleen. "Literacy development in the pre-school years." Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365930.

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

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The experience of place has been the subject of attention by researchers from a variety of disciplines. However, despite a growing interest in the geographies of children there have been very few empirical studies investigating pre-school children’s experience of place. To address this issue, this thesis seeks to gather understandings of this phenomenon that may inform educational research. This study investigates the individual experiences of place of 12 pre-school children in 3 locations - Durham City, England; Drumlithie a village in Aberdeenshire, Scotland, and Fraserburgh a town also in Aberdeenshire. The empirical work is set within an interpretive approach that is sensitive to the competencies of the children and which is in line with the author's philosophical assumptions. The strategies employed to generate data include an affective activity, research conversations, walking expeditions with cameras, semi-structured interviews and artwork. The theoretical framework for this research is based on an extensive inter-disciplinary review of the literature and is informed by ecological and developmental psychology theories and recent concepts of childhood. It assumes a holistic approach to understanding the complex, multifaceted concept of place as experienced by pre-school children who are themselves viewed as active learners and experts in their own lives. The analysis suggests that the pre-school children in this research experience place on highly personal and individual bases. It appears that the children employ the strategy of breaking a place down into component parts and use these components to structure their understandings. A tentative model is devised to show the workings of this process. The implications of the findings are discussed in relation to current understandings of pre-school children's learning, and suggestions are made for further research.
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Wessels, Angela. "The parental role in pre-school children." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3806.

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Wanli, Hadia. "Matematik i förskolan / Mathematics in Pre-school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27789.

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Grunden för utvecklingen av ett barns matematikkunskaper lägger man redan i förskolan. Attarbeta med matematik i förskolan är oerhört viktigt för att förbereda barnen för skolan ochlivet. Under min undersökning kommer jag därför att undersöka på vilket sättmatematiklärande genomförs i förskolan samt hur pedagogerna synliggör matematiken iförskolan. Under min verksamhetsförlagda tid (VFT) upptäckte jag variation i pedagogernasarbetssätt med matematik. Vissa fokuserade mycket på matematik undervardagsverksamheten medan andra knappt var engagerade i att lära barnen matematik.Min undersökning är baserad på intervjuer av sex pedagoger från två olika förskolor.Resultatet av intervjuerna visade att alla pedagoger var överens om att matematiken iförskolan förbereder barnen inför matematiken som kommer framöver i skolan och livet. Devar även överens om att matematiken finns i alla vardagsrutiner. Vissa pedagoger tyckte attman inte behöver planera in matematiken i förskolan på samma sätt som de gör i skolan, denkommer naturligt in i vardagsrutinerna. Däremot var alla pedagoger ense om att pedagogenmåste vara medveten om matematiken för att kunna lyfta fram den. Resultatet visade även attnågra pedagoger synliggör matematiken med hjälp av konkreta material, medan andraanvänder sig av det matematiska språket för att lyfta fram olika matematiska begrepp.
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Books on the topic "Pre-school"

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Alliance, Pre-school Learning. Pre-school accounts. London: Pre-school Learning Alliance, 1997.

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Jameson, Kenneth. Pre-school play. London: Unwin Paperbacks, 1986.

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TV-am, ed. Pre-school learning. [London]: TV-am in association with Baby Magazine, 1988.

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TV-am, ed. Pre-school learning. London: TV-am, 1988.

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Education, Maldives Ministry of, ed. Pre-school guide. Male: Ministry of Education, Republic of Maldives, 1988.

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Pre-school play activities. London: Macdonald, 1987.

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Penny, Glover, ed. First letters: Pre-school. Bath: Parragon, 2007.

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Northern Ireland. Department of Education. Education and Training Inspectorate. Evaluating pre-school education. [Bangor]: Department of Education, 2000.

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Alphavētario =: Pre-school reader. United States of America: Papaloizos Publications, Inc., 1987.

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Tan, Winnie. Earlybird pre-school mathematics. Singapore: Earlybird Books, 2000.

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Book chapters on the topic "Pre-school"

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Eriksson, Maria, Linnéa Bruno, and Elisabet Näsman. "Pre-School and School Staff Strategies." In Domestic Violence, Family Law and School, 107–26. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137283054_8.

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Clutterbuck, Richard. "The Pre-School Years." In Families, Drugs and Crime, 40–47. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26874-0_6.

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Riede, David. "The Pre-Raphaelite School." In A Companion to Victorian Poetry, 305–20. Oxford, UK: Blackwell Publishers Ltd, 2008. http://dx.doi.org/10.1002/9780470693537.ch17.

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Sahota, Pinki. "Pre-school prevention interventions." In Early years nutrition and healthy weight, 81–90. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119023258.ch8.

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Souto-Manning, Mariana, and Haeny S. Yoon. "Rethinking (pre)school literacies." In Rethinking early literacies, 163–82. New York, NY : Routledge, 2018. | Series: Changing images of early childhood: Routledge, 2018. http://dx.doi.org/10.4324/9781315650975-10.

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Menyuk, Paula, and Maria Estela Brisk. "Pre-School Language Education." In Language Development and Education, 58–78. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230504325_4.

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Eriksson, Maria, Linnéa Bruno, and Elisabet Näsman. "Social Issues at Pre-School and School." In Domestic Violence, Family Law and School, 45–59. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137283054_4.

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

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Hutt, S. John, Stephen Tyler, Corinne Hutt, and Helen Christopherson. "Adults' activities in pre-school." In Play, Exploration and Learning, 55–63. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003324751-6.

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Hutt, S. John, Stephen Tyler, Corinne Hutt, and Helen Christopherson. "Children's activities in pre-school." In Play, Exploration and Learning, 64–81. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003324751-7.

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Conference papers on the topic "Pre-school"

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Di Blas, Nicoletta, and Bianca Boretti. "Interactive storytelling in pre-school." In the 8th International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1551788.1551797.

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

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

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Klim-Klimaszewska, Anna. "SENSORY INTEGRATION METHOD IN PRE-SCHOOL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1904.

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

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

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Kalunda, John M. "Participatory mural at Pashukeni pre-primary school." In the 13th Participatory Design Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2662155.2662218.

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Kljun, M., A. Brodnik, and A. I. Starcic. "LMS in the pre-school education program." In 28th International Conference on Information Technology Interfaces, 2006. IEEE, 2006. http://dx.doi.org/10.1109/iti.2006.1708492.

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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to participate in the on-line survey, which was developed in the platform VisiDati.lv. Analysis of collaboration between parents and preschool was based on the framework of six types of school-family-community involvement created by J.L. Epstein. The research analysis revealed that pre-school teachers and parents have different understandings of the child’s need for parental support so that parents can get involved and promote the acquisition of compulsory pre-school curriculum. Teachers and parents have clear communication channels to fully exchange the necessary information, however, to form collaboration, teachers have difficulties in developing individual curricula in some cases. The research results are useful to understand what hinders cooperation and how to improve it.
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Fernández, Rocío Patiño, Samary Guillen, and Erika Pazmino. "Escape Room in Pre-School Education Learning." In The Barcelona Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2435-9467.2022.19.

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Reports on the topic "Pre-school"

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Cattan, Sarah, Claire Crawford, and Lorraine Dearden. The economic effects of pre-school education and quality. IFS, November 2014. http://dx.doi.org/10.1920/re.ifs.2014.0099.

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

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Amadu, Salifu, Orazio Attanasio, Bet Caeyers, Lina Cardona Sosa, Sarah Cattan, Sonya Krutikova, Peter Leighton, Lise Masselus, and Mubarik Yakubu. Pre-school and early childhood development in rural Northern Ghana: A snapshot. Institute for Fiscal Studies, May 2018. http://dx.doi.org/10.1920/bn.ifs.2019.bn0235.

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Debons, Pascal, Nieke Westerik, Marco Streng, Monique Beun, Demewez Moges, and Frederick Kizito. School Milk Programme Learning paper : “A parent-led approach with dairy products for pre-primary and primary school children”. Wageningen: Wageningen Ubiversity & Research, 2024. http://dx.doi.org/10.18174/651625.

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Kipp, Scott, Jessica Cruz, Gita Steiner-Khamsi, Pablo Ibarrarán, and Emma Näslund-Hadley. OLPC Pre-Pilot Evaluation Report (Haiti). Inter-American Development Bank, June 2009. http://dx.doi.org/10.18235/0011127.

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This working paper discusses the One Laptop Per Child (OLPC) pilot program carried out by the Haitian Ministry of Education and Vocational Training (MENFP) conducted in collaboration with the IDB. The OLPC pre-pilot project was implemented at the Ecole Nationale Republique du Chili (ENRC), an all-female public school located in Port-au-Prince. Because the school year had ended before the OLPC pre-pilot began, the project was conducted as a summer camp entitled "XO Camp," held on June 30th-July 18th, 2008. The camp enrolled 116 student participants and the XO laptop, an educational tool designed by One Laptop Per Child (OLPC), a nonprofit organization headquartered at the Massachusetts Institute of Technology, was selected as the educational device for the initial implementation. Although the original intention was to create a context of one-to-one computing, the XO Camp operated primarily with one-to-two computing owing to an unexpected shortage of XO laptops.
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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Corman, Hope. The Effects of Low Birthweight and Other Medical Risk Factors on Resource Utilization in the Pre-School Years. Cambridge, MA: National Bureau of Economic Research, September 1995. http://dx.doi.org/10.3386/w5273.

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Bartik, Timothy J., William Gormley, Sara Amadon, Douglas Hummel-Price, and James Fuller. A Benefit-Cost Analysis of Tulsa Pre-K, Based on Effects on High School Graduation and College Attendance. W.E. Upjohn Institute, September 2022. http://dx.doi.org/10.17848/pol2022-029.

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Elacqua, Gregory, and Macarena Kutscher. Navigating Centralized Admissions: The Role of Parental Preferences in School Segregation in Chile. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005484.

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In this paper, we aim to understand some of the mechanisms behind the low impact of a Chilean educational reform on socioeconomic integration within the school system. We focus on pre-kindergarden (pre-K) admissions, which account for the highest volume of applications since all students (except those applying to private schools) must seek admission through the centralized system. We employ a discrete choice model to analyze parents school preferences. Our analysis reveals that the school choices of low-SES families are more strongly influenced by a schools non-academic attributes which are often omitted from analyses of parental preferences due to data availability constraints rather than academic quality. For instance, low-SES parents tend to prefer schools with fewer reported violent incidents, schools where students report facing less discrimination and exclusion, and schools where students demonstrate higher levels of self-efficacy. Disadvantaged families also tend to favor schools that have a religious affiliation, offer more ”classical” sports (e.g. soccer), or have a foreign name. These results have significant implications for understanding the preferences of disadvantaged families and the impact of centralized admission systems on reducing segregation. By recognizing the non-academic factors driving school choices, policymakers can better design admission systems that truly foster school diversity and equality.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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