Journal articles: 'Pre-schools'

1

Sowerby, Jennifer. "Partnering pre-schools." Child Care 10, no. 6 (June 2013): 4–5. http://dx.doi.org/10.12968/chca.2013.10.6.4.

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Wildeboer, Beverley. "Schools and pre-schools: working together." Practical Pre-School 1999, no. 17 (September 1999): 11–12. http://dx.doi.org/10.12968/prps.1999.1.17.41120.

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Siraj‐Blatchford *, Iram, and Kathy Sylva. "Researching pedagogy in English pre‐schools." British Educational Research Journal 30, no. 5 (September 2004): 713–30. http://dx.doi.org/10.1080/0141192042000234665.

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Levin, Henry M., and Heather L. Schwartz. "Educational vouchers for universal pre-schools." Economics of Education Review 26, no. 1 (February 2007): 3–16. http://dx.doi.org/10.1016/j.econedurev.2005.10.006.

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Eriksson, Mattias, Christopher Malefors, Luca Secondi, and Stefano Marchetti. "Guest attendance data from 34 Swedish pre-schools and primary schools." Data in Brief 36 (June 2021): 107138. http://dx.doi.org/10.1016/j.dib.2021.107138.

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Tamburrini, Joan, and David Soskin. "Pre-Schools for All - A Market Solution." British Journal of Educational Studies 43, no. 4 (December 1995): 484. http://dx.doi.org/10.2307/3121826.

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Waaland, Torbjørn. "Job characteristics and mentoring in pre‐schools." Journal of Workplace Learning 25, no. 5 (June 28, 2013): 310–27. http://dx.doi.org/10.1108/jwl-mar-2012-0027.

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HONZÍKOVÁ, Jarmila, and Pavla SOVOVÁ. "INNOVATION STUDY PROGRAM TEACHING FOR PRE-SCHOOLS." Journal of Technology and Information 5, no. 3 (December 1, 2013): 20–25. http://dx.doi.org/10.5507/jtie.2013.029.

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HONZÍKOVÁ, Jarmila. "DETERMINANTS OF POLYTECHNIC EDUCATION IN PRE-SCHOOLS." Journal of Technology and Information 8, no. 2 (October 27, 2016): 67–75. http://dx.doi.org/10.5507/jtie.2016.012.

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Hampton, Bonita, Long Peng, and Jean Ann. "Pre-service Teachers’ Perceptions of Urban Schools." Urban Review 40, no. 3 (February 13, 2008): 268–95. http://dx.doi.org/10.1007/s11256-008-0081-2.

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Lam, Stella Wai Man, and Susan Wright. "The Creative Music Curriculum for Pre-Primary Schools." Contemporary Issues in Early Childhood 5, no. 2 (June 2004): 207–20. http://dx.doi.org/10.2304/ciec.2004.5.2.7.

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Ibarra, Joanna. "Hygiene Crisis in Schools and Pre-School Groups." Journal of the Royal Society of Health 112, no. 1 (February 1992): 47. http://dx.doi.org/10.1177/146642409211200111.

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13

Jennings, A., S. McEvoy, and C. Corish. "Nutritional practices in full-day-care pre-schools." Journal of Human Nutrition and Dietetics 24, no. 3 (May 6, 2011): 245–59. http://dx.doi.org/10.1111/j.1365-277x.2011.01153.x.

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14

Unteregger-Mattenberger, J. "Mothers and teachers look at pre-schools differently." International Journal of Early Childhood 27, no. 2 (September 1995): 59–63. http://dx.doi.org/10.1007/bf03174934.

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Bayne, Emma. "Gender Pedagogy in Swedish Pre-Schools: An Overview." Gender Issues 26, no. 2 (June 2009): 130–40. http://dx.doi.org/10.1007/s12147-009-9076-x.

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Hoskin, Jake, Christopher Boyle, and Joanna Anderson. "Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia." Teachers and Teaching 21, no. 8 (March 16, 2015): 974–89. http://dx.doi.org/10.1080/13540602.2015.1005867.

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Alsmo, Thomas, and Catharina Alsmo. "A Study of Hygiene in Swedish Schools and Pre-Schools-Sources of Air Pollution." Journal of Environmental Protection 04, no. 12 (2013): 1349–59. http://dx.doi.org/10.4236/jep.2013.412156.

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18

Vale, Sandra, Jill Smith, Maria Said, Geraldine Dunne, Raymond Mullins, and Richard Loh. "ASCIA guidelines for prevention of anaphylaxis in schools, pre-schools and childcare: 2012 update." Journal of Paediatrics and Child Health 49, no. 5 (May 2013): 342–45. http://dx.doi.org/10.1111/jpc.12166.

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Vale, Sandra, Jill Smith, Maria Said, Raymond James Mullins, and Richard Loh. "ASCIA guidelines for prevention of anaphylaxis in schools, pre-schools and childcare: 2015 update." Journal of Paediatrics and Child Health 51, no. 10 (October 2015): 949–54. http://dx.doi.org/10.1111/jpc.12962.

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McCrindle, Cheryl M. E. "The role of the veterinarian in the education and health of pre-school children." Journal of the South African Veterinary Association 62, no. 4 (December 31, 1991): 176–81. http://dx.doi.org/10.4102/jsava.v62i4.1784.

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Two surveys conducted in pre-schools (n=156) located in advantaged areas and disadvantaged areas in Pretoria, indicated that animals had social and psychological as well as educational value for pre-school children. All schools (n=156) utilised animals in some way for the education of pre-school children. Nineteen of the pre-schools in advantaged areas kept animals permanently at the school. All of these schools utilised the zoo. Only 3 of the schools in disadvantaged areas (n=106) were able to keep animals permanently on the premises although 69 would have liked to keep animals and 77 of the schools visited the zoo at least once a year. Limiting factors included lack of finances and facilities, lack of knowledge on animal management and anxiety about zoonoses. No cases of zoonotic disease in children were recorded. The species of animals utilised at the pre-schools differed from those found most commonly as household pets. Pre-schools favoured rodents, fish and birds rather than carnivores.The role of the veterinarian may include clinical treatment of the animals from the pre-school, advice on management and zoonosis prevention, pet-care counselling, communication with children and their parents in the consulting room, public health aspects and promotion of environmental education.

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Ranjan, Ratnesh, Anuradha Pandey, and V. Ranjan. "Nature and Types of Schools In pre independence India." IOSR Journal of Humanities and Social Science 19, no. 1 (2014): 115–19. http://dx.doi.org/10.9790/0837-1918115119.

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22

Renee Phee, Huai Le, Nirmala Karuppiah, and Yue Yu. "Questioning during Story-telling Activities in Singapore Pre-schools." Pacific Early Childhood Education Research Association 14, no. 3 (September 30, 2020): 73–90. http://dx.doi.org/10.17206/apjrece.2020.14.3.73.

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Sonntag, D., R. Bärwald, M. Hülsmann, and V. Stachniss. "Pre-clinical endodontics: a survey amongst German dental schools." International Endodontic Journal 41, no. 10 (October 2008): 863–68. http://dx.doi.org/10.1111/j.1365-2591.2008.01438.x.

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24

SOMMER, ROBERT, LORI LYNCH, and SIERRA BRUCKNER. "Cost and programme availability in co-operative pre-schools." Journal of Consumer Studies and Home Economics 13, no. 3 (September 1989): 285–91. http://dx.doi.org/10.1111/j.1470-6431.1989.tb00024.x.

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25

Sohrabi, Sara. "Teaching the Four Skills in Iranian Pre-University Schools." Procedia - Social and Behavioral Sciences 47 (2012): 624–28. http://dx.doi.org/10.1016/j.sbspro.2012.06.707.

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26

Paese, Paul C. "Impact of Professional Development Schools Pre-Service through Induction." Action in Teacher Education 25, no. 1 (April 2003): 83–88. http://dx.doi.org/10.1080/01626620.2003.10463296.

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27

Booth, Sally S. "Revitalizing Pre-Collegiate Education: Anthropological Approaches in Two Schools." Anthropology News 51, no. 6 (September 7, 2010): 11. http://dx.doi.org/10.1111/j.1556-3502.2010.51611.x.

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28

Johnston Molloy, Charlotte, Clare Corish, John Kearney, Nóirín Hayes, and Corina Glennon Slattery. "Developing a nutrition assessment tool for Irish pre‐schools." Nutrition & Food Science 41, no. 1 (February 8, 2011): 44–53. http://dx.doi.org/10.1108/00346651111102883.

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29

Marino, Lucille. "Pre-Kindergarten Health Visitation Day in Boardman, Ohio, Schools." Journal of School Health 61, no. 6 (August 1991): 269–71. http://dx.doi.org/10.1111/j.1746-1561.1991.tb07401.x.

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30

RANI, LALITA, and JETINDER SOHI. "Study of the pre-schoolers uniforms of Chandigarh schools." ASIAN JOURNAL OF HOME SCIENCE 12, no. 2 (December 15, 2017): 574–78. http://dx.doi.org/10.15740/has/ajhs/12.2/574-578.

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31

de Zwarte, Diewerke, John Kearney, Clare A. Corish, Corina Glennon, Lorraine Maher, and Charlotte Johnston Molloy. "Randomised study demonstrates sustained benefits of a pre-school intervention designed to improve nutrition and physical activity practices." Journal of Public Health 41, no. 4 (October 3, 2018): 798–806. http://dx.doi.org/10.1093/pubmed/fdy173.

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Abstract Background Health-promoting programmes must demonstrate sustained efficacy in order to make a true impact on public health. This study aimed to determine the effect of the Healthy Incentive for Pre-schools project on health-promoting practices in full-day-care pre-schools 18 months after a training intervention. Methods Thirty-seven pre-schools completed the initial study and were included in this follow-up study. The intervention consisted of one training session with either the pre-school ‘manager-only’ or ‘manager and staff’ using a specifically developed needs-based training resource pack comprised of written educational material and a validated health-promoting practice evaluation tool. Direct observation data of health-promoting practices were collected and allocated a score using the evaluation tool by a research dietitian at three time points; pre-intervention, between 6 and 9 months post-intervention and at 18-month follow-up. An award system was used to incentivise pre-schools to improve their scores. Results Health-promoting practice scores improved significantly (P < 0.001) from the 6–9 month post-intervention to the 18-month follow-up evaluation. No significant differences were observed between ‘manager-only’ and ‘manager and staff’ trained pre-schools. Conclusions The introduction of a pre-school evaluation tool supported by a training resource was successfully used to incentivise pre-schools to sustain and improve health-promoting practices 18 months after intervention training.

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32

Bayhan, Pinar, Pinar Olgun, and Nicola J. Yelland. "A Study of Pre-School Teachers' Thoughts about Computer-Assisted Instruction." Contemporary Issues in Early Childhood 3, no. 2 (June 2002): 298–303. http://dx.doi.org/10.2304/ciec.2002.3.2.11.

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In this research, pre-school teachers' thoughts about computer-assisted instruction, and the positions of pre-schools regarding the use of computers are studied. The sample of the study consisted of 22 managers and 111 pre-school teachers in 22 schools in Ankara, Turkey. A questionnaire was given to the teachers. A ‘General Information Form’ was also given to managers in order to determine the extent of the use of computers in pre-schools. Fisher chi-square and chi-square statistical techniques were used to analyse the data. A significant difference between the teachers' education levels and the use of computers in pre-school was found. The view that there are negative effects of computers on children's social development was found. The perception that computer-assisted instruction is a luxury in pre-schools in Turkey was also found.

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33

Johnston Molloy, Charlotte, John Kearney, Nóirín Hayes, Corina Glennon Slattery, and Clare Corish. "Pre-school manager training: a cost-effective tool to promote nutrition- and health-related practice improvements in the Irish full-day-care pre-school setting." Public Health Nutrition 18, no. 9 (October 18, 2013): 1554–64. http://dx.doi.org/10.1017/s1368980013002760.

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AbstractObjectiveTo evaluate the impact on nutrition- and health-related practice of two methods of delivery of a nutrition and health intervention in Irish full-day-care pre-schools: training of pre-school managers only or training of managers and their staff.DesignA simple randomised study with pre-schools divided into two training groups: ‘manager trained’ and ‘manager and staff trained’. Direct observational data – food and fluid provision, physical activity, outdoor time, staff practices and availability of nutrition and health resources – were recorded during one full day spent in each pre-school both pre- and post-intervention, using a specifically developed and validated Pre-school Health Promotion Activity Scored Evaluation Form. Post-intervention, self-assessment data were also collected using the same evaluation tool.SettingPre-schools, Midlands of Ireland.SubjectsA convenience sample of forty-two pre-schools registered with the Irish Health Service Executive.ResultsFrom pre- to post-intervention, significant improvement (P < 0·05) in nutrition- and health-related practice was observed within both intervention delivery groups in all areas evaluated: environment, food service, meals and snacks. No additional effect attributable to staff training was observed. Scores assigned by direct independent observation were lower than pre-school self-assessment scores.ConclusionsThe implementation of a training intervention in pre-schools significantly improved practice with no significant benefit of additional staff training. Direct independent observation is required to quantify practice accurately.

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WANJAU, IRERI JEREMIAH, and Nyakwara Begi. "Role of parents in school management: A focus on decision making and accountability in resource provision in pre-primary schools in Embu County, Kenya." African Journal of Teacher Education 8 (December 26, 2019): 344–60. http://dx.doi.org/10.21083/ajote.v8i0.5231.

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There is a link between availability of resources and quality of education in schools. This is because children who are exposed to sufficient resources in schools develop positive self-concept and perform better in all curricular areas. This study was designed to explore the influence of parents’ involvement in decision making by the school boards of management on the adequacy of resources in pre-primary schools in Embu County. The study was guided by Systems theory of management. The dependent variable was adequacy of resources in pre-primary schools, while the independent variables were involvement of parents in decision making process and accountability of school management to parents. Results from data analysis revealed that resources available in most of the pre-primary schools were inadequate. It was also apparent that parental involvement in decision making process and accountability of school management on use of resources influenced the adequacy of resources in pre-primary schools.

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Gani, Abdul, Erliana Malik Miraza, Iskandar Z. Lubis, Endang D. Hamid, and Sjarjikat Tarigan. "Nutritional Status of Children in Three Pre-elementary Schools in Medan, North Sumatera Abstract." Paediatrica Indonesiana 32, no. 7-8 (January 30, 2019): 198–205. http://dx.doi.org/10.14238/pi32.7-8.1992.198-205.

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Anthropometric measurements have been taken on 162 children of Methodist, Dharma Wanita USU and Aisyiah pre-elementary schools in Medan to assess their nutritional status. This study was done cross sectionally from january to February 1990. The nutritional status of those children were then compared among those schools with the assumption that father's income and educational level of mothers were different. By the parameters of W!A, HI A. q.nd WIH it showed that the nutritional status of children in the pre-elementary schools were generally quite good. Using parameters W/A and W/H there was a significant difference between the children in Methodist and in Aisyiah (p <0.001). University graduated mothers could be found in Dharma Wan ita USU, whereas in Methodist and Aisyiah pre-elementary schools the mothers were mostly secondary high school graduates. Father's income above Rp. 150.000,- could be found in Methodist pre-elementary school subsequently followed by Dharma Wanita USU pre-elementary schools, whereas in A isyiah pre-elementary school the father's income was mostly between Rp. 100.000,and Rp. 149.999,-. By using the Water/ow classification we found 9.88% children with acute Protein Calorie Malnutrition, whereas chronic Protein Calorie Malnutrition only 2.46%. The nutritional status of children in the three pre-elementary schools could be concluded as good.

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Wichmann, J., T. Lind, M. A. M. Nilsson, and T. Bellander. "PM2.5, soot and NO2 indoor–outdoor relationships at homes, pre-schools and schools in Stockholm, Sweden." Atmospheric Environment 44, no. 36 (November 2010): 4536–44. http://dx.doi.org/10.1016/j.atmosenv.2010.08.023.

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37

Exenberger, Silvia. "Field Study on the Choice of Friends in Two Multi-Racial Pre-Schools (South Africa/London)." Anthropologischer Anzeiger 61, no. 2 (June 13, 2003): 233–43. http://dx.doi.org/10.1127/anthranz/61/2003/233.

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38

Sawyer, Abigail. "Pre-School Teachers in Primary Schools: Stories from the Field." Contemporary Issues in Early Childhood 1, no. 3 (October 2000): 339–44. http://dx.doi.org/10.2304/ciec.2000.1.3.10.

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Guerra, Monica, and Franca Zuccoli. "Unusual Materials in Pre and Primary Schools: Presence and Actions." Procedia - Social and Behavioral Sciences 116 (February 2014): 1988–92. http://dx.doi.org/10.1016/j.sbspro.2014.01.508.

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40

Glaze, Simon. "Schools Out: Adam Smith and Pre-disciplinary International Political Economy." New Political Economy 20, no. 5 (February 18, 2015): 679–701. http://dx.doi.org/10.1080/13563467.2014.999757.

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41

Koshina, O. V. "CATECHIST OF PRE-REVOLUTIONARY SCHOOLS: SPIRITUAL MENTOR OR ORDINARY TEACHER?" Humanitarian: actual problems of the humanities and education 17, no. 4 (December 29, 2017): 63–72. http://dx.doi.org/10.15507/2078-9823.040.017.201704.063-072.

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42

Titrek, Osman. "Islamic moral values of pre-service teachers for secondary schools." International Journal of Human Sciences / Uluslarası İnsan Bilimleri Dergisi 11, no. 1 (March 19, 2014): 469–80. http://dx.doi.org/10.14687/ijhs.v11i1.2831.

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43

Huong, Vu Thi Mai. "The role of schools during practicum in adapting to Vietnamese education innovation." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 01–15. http://dx.doi.org/10.18844/cjes.v16i1.5503.

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School is a crucial component in teacher training. Schools are also the places where pre – service teachers practice manipulations, career actions, capacity development and career sentiments. The innovation of Vietnamese general education from content to competency approach has led to many changes in the schools, thereby requiring teacher training to be linked to educational practices in every school. The schools have just played the role of a unit that evaluates and tests the training quality of the pedagogical universities, and at the same time provides practical educational knowledge and educational innovation to supplement the theoretical knowledge in school offenses. This research aims at determining the role of schools during training pre – service teachers in Vietnam. Data was collected through questionnaires involving 390 participants comprising student teachers, lecturers from pedagogy universities and mentors of schools in Vietnam. The results showed that, in Vietnam, schools are lacking initiative in coordinating with teacher training institutions. The role of schools is still limited; the schools need to promote the initiative and be more active in the relationship with pedagogical universities so that the effectiveness of teacher training is the highest, adapting to the innovations of current Vietnam education. Keywords: practicum, role of schools, mentor, student teachers, pre-service teacher, teacher preparation

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Wichmann, J., T. Bellander, and M. A. M. Nilsson. "Indoor and Outdoor Concentrations of PM2.5, Soot and NO2 at Homes, Pre-Schools and Schools in Sweden." Epidemiology 17, Suppl (November 2006): S467—S468. http://dx.doi.org/10.1097/00001648-200611001-01256.

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45

Grendler, Paul F. "Schooling in Western Europe." Renaissance Quarterly 43, no. 4 (1990): 775–87. http://dx.doi.org/10.2307/2862790.

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Renaissance boys and girls attended a variety of different kinds of pre-university schools in England, France, Italy, and Spain. Renaissance Europe inherited from the Middle Ages a large educational establishment that was not a "school system" in a modern sense. Instead, there were different kinds of schools which complemented or overlapped each other. The many and confusing names for pre-university schools, such as song school, grammar school, and collège, further confuse matters.

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Cooper, Robert L., Mohammad Tabatabai, Paul D. Juarez, Aramandla Ramesh, Matthew C. Morris, Katherine Y. Brown, Thomas A. Arcury, Marybeth Shinn, Leandro A. Mena, and Patricia-Matthews Juarez. "Pre-Exposure Prophylaxis Training among Medical Schools in the United States." Journal of Primary Care & Community Health 12 (January 2021): 215013272110287. http://dx.doi.org/10.1177/21501327211028713.

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Pre-Exposure Prophylaxis (PrEP) has been shown to be an effective method of HIV prevention for men who have sex with-men (MSM) and -transgender women (MSTGWs), serodiscordant couples, and injection drug users; however fewer than 50 000 individuals currently take this regimen. Knowledge of PrEP is low among healthcare providers and much of this lack of knowledge stems from the lack or exposure to PrEP in medical school. We conducted a cross sectional survey of medical schools in the United States to assess the degree to which PrEP for HIV prevention is taught. The survey consisted Likert scale questions assessing how well the students were prepared to perform each skill associated with PrEP delivery, as well as how PrEP education was delivered to students. We contacted 141 medical schools and 71 responded to the survey (50.4%). PrEP education was only reported to be offered at 38% of schools, and only 15.4% reported specific training for Lesbian, Gay, Bisexual, and Transgender (LGBT) patients. The most common delivery methods of PrEP content were didactic sessions with 11 schools reporting this method followed by problem-based learning, direct patient contact, workshops, and small group discussions. Students were more prepared to provide PrEP to MSM compared to other high-risk patients. Few medical schools are preparing their students to prescribe PrEP upon graduation. Further, there is a need to increase the number of direct patient contacts or simulations for students to be better prepared.

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Vaid, Sumati, Rajni Dhingra, and Anamika Baru. "The Curriculum—Book Relationship in the Pre-Schools of Jammu City." Contemporary Issues in Early Childhood 7, no. 1 (March 2006): 84–87. http://dx.doi.org/10.2304/ciec.2006.7.1.84.

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Wen, Li Ming, Neil Orr, Sallie Bacon, and Chris Rissel. "Sampling from childcare centres and pre-schools: how representative are they?" Australian and New Zealand Journal of Public Health 30, no. 5 (October 2006): 487–89. http://dx.doi.org/10.1111/j.1467-842x.2006.tb00473.x.

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Angelides, Panayiotis, Louiza Theophanous, and James Leigh. "Understanding teacher–parent relationships for improving pre‐primary schools in Cyprus." Educational Review 58, no. 3 (August 2006): 303–16. http://dx.doi.org/10.1080/00131910600748315.

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Walton, Elizabeth, and Lee Rusznyak. "Pre-service teachers' pedagogical learning during practicum placements in special schools." Teaching and Teacher Education 36 (November 2013): 112–20. http://dx.doi.org/10.1016/j.tate.2013.07.011.

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Journal articles on the topic 'Pre-schools'

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