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1
Jager, Jerneja. "The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility." Zbornik Instituta za pedagoska istrazivanja 48, no. 1 (2016): 147–63. http://dx.doi.org/10.2298/zipi1601147j.
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Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children?s rights, we note that nearly a quarter of children - among them (at least in the wider European area) the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third) of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.
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Mahkamovna, Rizaeva Munisaxon. "Challenges Of Creativity And Competence Of Children In Early Childhood Education." American Journal of Social Science and Education Innovations 02, no. 10 (October 29, 2020): 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.
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Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.
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Sinai-Gavrilov, Yana, Tali Gev, Irit Mor-Snir, Giacomo Vivanti, and Ofer Golan. "Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors." Autism 24, no. 8 (July 14, 2020): 2081–93. http://dx.doi.org/10.1177/1362361320934221.
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Early intensive intervention has been shown to significantly affect the development of children with autism spectrum disorder. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of the Early Start Denver Model into community preschool programs for children with autism spectrum disorder in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented a multidisciplinary developmental intervention which is widely applied in Israeli community autism spectrum disorder preschools. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention settings. Groups were comparable on age, developmental functioning, and socio-economic status. Compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment made greater gains on blinded measures of overall cognitive development, receptive and expressive language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. In the preschool-based Early Start Denver Model group, children with lower symptom severity, higher adaptive functioning, and receptive language abilities at pre-treatment showed greater improvement. This study documents the successful integration of an Early Start Denver Model intervention into pre-existing community preschools, underlining the importance of disseminating evidence-based early intervention in community settings. Lay Abstract Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children’s age and developmental functioning and on families’ socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings.
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Miletić-Stepanović, Vesna. "The use value of preschool institution space as a element of socio-demographic development." Demografija, no. 17 (2020): 75–94. http://dx.doi.org/10.5937/demografija2017075m.
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The aim of the paper is a critical sociological analysis of the space of preschool institutions and the design the capacity of the space of preschool institutions, in accordance with the norms proposed within the European social model and the Master Plan of Belgrade. In accordance with the model assumptions, the practice of recommended norms is expected to produce transformational potential by initiating a chain of positive changes, starting with the elimination of systemic risks through decommodification of care for preschool children and production of politically correct space of higher use value, through increasing the coverage of the preschool contingent by state primary schools, to a favorable impact on stimulating birth. Paper Subject -use value of preschool institutions in Serbia, and the Belgrade municipalities Zvezdara and Savski Venac. Statistical analysis, preschool institutions spatial capacity analysis, comparative method, critical analysis were the analysis used in this paper. The following indicators were used to measure the use value of preschool institutions space: percentage of children attending preschools in Serbia, percentage of children attending preschools according to the type of preschool ownership, percentage of children attending public preschools, compliance of the available space in public preschools in the municipalities of Zvezdara and Savski Venac with the valid norms. The final section contains a proposal of spatial capacities which are believed to have sufficient transformational potential, for the purposes of initiating the positive chain of changes in the direction of sustainable social and demographic development.
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Filipović, Sanja. "GENDER OF CHILDREN AND PRESCHOOL PROGRAM MODELS AS FACTORS IN PRESCHOOL CHILDREN’S CREATIVITY." RESEARCH RESULT. PEDAGOGY AND PSYCHOLOGY OF EDUCATION 4, no. 2 (June 30, 2018): 52–67. http://dx.doi.org/10.18413/2313-8971-2018-4-2-0-6.
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Sadvakassova, Nurgul, Saltanat Mulikova, Kenzhekul Tuganbekova, and Jan Danek. "PEDAGOGICAL PREREQUISITES FOR THE WORK WITH PRESCHOOL CHILDREN." 3i intellect idea innovation - интеллект идея инновация 4 (2023): 142–54. http://dx.doi.org/10.52269/22266070_2023_4_142.
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The purpose of the article was to analyze the pedagogical conditions of preschool children development on the basement of learning theories existing nowadays. To achieve the set aim, we have studied psychophysiological peculiarities of preschool students. The driving forces of mental development of preschoolers are contradictions that arise in connection with the development of a number of its needs. Development leading social needs in the preschool years is characterized by the fact that each of them obtains an independent value. It should be pointed out that game technology is considered to be the most powerful condition in the development of preschool children. It is undeniable that it is the greatest asset the teachers, instructor or parents possess. Materials of the article can be useful to teachers of preschools, teachers of institutions of higher professional education, and for students and graduate students of pedagogical specialties of higher education institutions.
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Бакай, С. Ю. "ДУХОВНО-МОРАЛЬНЕ ВИХОВАННЯ СТАРШИХ ДОШКІЛЬНИКІВ В УМОВАХ СЬОГОДЕННЯ." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 3 (2021): 51–55. http://dx.doi.org/10.34142//2708-4809.siuty.2021.08.
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In the article, the author highlights the problem of spiritual and moral education of children of older preschool age in the present, outlines the means of moral education of children in preschool and family and environment institutions. Keywords: moral education, spiritual and moral education, preschool children, senior preschooler
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Volkova, Lyudmyla. "FORMATION OF ENVIRONMENTAL WORLDVIEW IN OLDER PRESCHOOL CHILDREN IN THE PROCESS OF ENVIRONMENTAL EDUCATION." Innovative Solution in Modern Science 6, no. 50 (October 18, 2021): 44. http://dx.doi.org/10.26886/2414-634x.6(50)2021.4.
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Generalization of theoretical bases of ecological education of preschool children and substantiation of necessity of ecological education as an integral part of educational process. Study of the peculiarities of the formation of environmental worldview in children of older preschool age. The levels of development of ecological upbringing in preschool children were theoretically substantiated. The pedagogical conditions of formation of nature protection worldview at children of senior preschool age the course of ecological education are theoretically substantiated.Key words: environmental education, ecological culture, environmental education, preschooler, subject-spatial environment, preschool education institution.
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Shaari, Mariam Felani, Sabarinah Sh Ahmad, and Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design." Environment-Behaviour Proceedings Journal 1, no. 3 (August 2, 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.333.
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Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
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Lehto, Reetta, Elviira Lehto, Hanna Konttinen, Henna Vepsäläinen, Mari Nislin, Kaija Nissinen, Ciara Vepsäläinen, et al. "Neighborhood Socioeconomic Status and Feeding Practices in Finnish preschools." Scandinavian Journal of Public Health 47, no. 5 (February 28, 2019): 548–56. http://dx.doi.org/10.1177/1403494819832114.
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Aims: Certain feeding practices, such as role modeling healthy eating and encouragement are recommended to be used in preschools. Little is known about whether preschool characteristics are associated with the use of these feeding practices. Our aim was to examine whether the socioeconomic status (SES) of the preschool neighborhood is associated with the feeding practices in preschools. Methods: This study was part of the cross-sectional DAGIS study. We studied 66 municipal preschools and 378 early childhood educators (ECEs). Preschool neighborhood SES was assessed with map grid data. Feeding practices were assessed by questionnaires and lunchtime observation. Associations between preschool neighborhood SES and feeding practices were tested with logistic regression analyses adjusted for ECEs’ educational level and municipal policies on ECEs’ lunch prices, and on birthday foods. Results: The crude model showed that in high-SES neighborhood preschools ECEs were more likely to eat the same lunch as the children (OR 2.46, 95% CI 1.42–4.24) and to reward children with other food for eating vegetables (OR 2.48, 95% CI 1.40–4.41). Furthermore, in high-SES preschools it was less likely that birthday foods outside of the normal menu were available on birthdays (OR 0.29, 95% CI 0.12–0.71). In the adjusted model, rewarding with other food remained associated with preschool neighborhood SES (OR 2.13, 95% CI 1.12–4.07). Conclusions: After adjustments, preschool neighborhood SES was mostly unassociated with the feeding practices in preschools. Municipal policies may have a significant impact on feeding practices and ultimately on young children’s food intake in Finland where most children attend municipal preschools.
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Juan, Chen-Ya. "The Mealtime Behavior Problems of Children with Developmental Disabilities and the Teacher’s Stress in Inclusive Preschools." Children 10, no. 3 (February 24, 2023): 441. http://dx.doi.org/10.3390/children10030441.
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With an increasing number of children with developmental disabilities entering inclusive preschools, preschool teachers face more behavioral problems in class. Preschool teachers typically attempt to address mealtime behavior problems of children with and without developmental disabilities simultaneously in class. This study used qualitative research to identify the stress triggers of preschool teachers addressing the mealtime behavior problems of children with developmental disabilities. Five preschool teachers attended semi-structured interviews. The results indicated that most children with developmental disabilities had problems with eating only preferred foods, using eating utensils appropriately during mealtime, becoming distracted from eating, and becoming frustrated with the classroom routine. Although solving these problems triggered stress in the preschool teachers, their stress was mainly in response to the children’s parents, other children’s imitation of inappropriate mealtime behaviors, and classroom schedule time management. Most of the preschool teachers stated that they had insufficient support. Preschool teachers require specialized information and strategies for improving the mealtime behaviors of children with developmental disabilities.
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Kaur, Jasleen, and Anupam Sharma. "Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children." SAGE Open 11, no. 3 (July 2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031873.
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The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.
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Kippe, Karin, and Pål Lagestad. "Activity Videos Effect on Four-, Five- and Six-Year-Olds’ Physical Activity Level in Preschool." Sports 11, no. 3 (February 28, 2023): 56. http://dx.doi.org/10.3390/sports11030056.
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Physical activity provides positive health benefits for preschool children. The aim of this study is to examine the effect of physical activity videos on the physical activity levels of children aged 4, 5 and 6 in preschool time. Two preschools served as a control group, and four served as intervention groups. The study included 110 children aged 4–6 years, all wearing accelerometers in the preschool for two weeks. In the first week, both the control group and the intervention group carried out their ordinary activities. In the second week, the four preschools in the intervention group used the activity videos, while the control group continued their ordinary activities. The main finding is that the activity videos only increased the 4 year olds’ physical activity in MVPA (moderate to vigorous physical activity) from pre-test to post-test. Furthermore, the results show significantly increased CPM (counts per minute) in preschool among 4- and 6-year-old children in the interventions group from pre-test to post-test. However, the children in the control group did not have a significant change in their CPM or MVPA from pre-test to post-test. Our findings indicate that the use of activity videos may increase preschool children’s activity levels at preschool, but that the videos need to be developed differently depending on the age of the children.
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Milenović, Hadži Živorad M., and Biljana S. Jeremić. "MEĐUSOBNO INFORMISANjE KAO DIMENZIJA SARADNjE PORODICE I PREDŠKOLSKE USTANOVE." Узданица XX, no. 2 (2023): 223–34. http://dx.doi.org/10.46793/uzdanica20.2.223m.
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The purpose of this study was to investigate how preschool teachers and parents felt about the importance of information sharing as a component of their collabora- tion. The goal of the study is to better understand the value of exchanging information be- tween parents and preschool teachers, as well as to increase trust and collaboration between parents and childcare facilities. The main issue addressed by the research is the following: Do families (parents, caretakers and other family members) and preschools share specific information about children as part of the cooperation between preschool institutions and parents in order to gain a clear understanding of children’s progress and the necessary support? The research was founded on the general premise that cooperation between families and preschool institutions is considerably improved by mutual information-sharing about children between preschool teachers and parents. Additionally, the specific hypotheses are the following: both preschool teachers and parents are in favour of sharing information about children; there are differences in the ways in which parents and preschool teach- ers exchange information; preschool teachers’s attitudes about individual contributions to information sharing differ. The research was carried out in January 2023. The participa- tion of teachers and parents in the research was of voluntary nature. All participants filled out the questionnaires anonymously. A total of 167 parents and 167 preschool teachers participated in the study to evaluate the quality of information exchange between families and preschools for 167 children aged five to seven who require additional support in their education. One subtest from the Family Involvement Questionnaire (FIQ; Fantuzzo, Tighe, Childs, 2000), modified for the purposes of this study, was used to assess these dimensions. The trust in the dialogue between preschool institutions and parents significantly impacts children’s development, and mutual information-sharing and both preschool teach- ers’ and parents’ openness towards one another is a key aspect of cooperation. The greatest and highest level of support for the child in a preschool facility and family is ensured by providing as much valuable information about the child as possible. The findings of this study highlight the significance of collaboration between preschools and the families of children who require additional support in their academic and social development.
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Bose, Kabita, and Grace Seetso. "Science and mathematics teaching through local games in preschools of Botswana." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i2.453.
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This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.
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Ungau, Sheerin, Felicia Nasip, Kani Linyaw, Yusimah Yusop, and Tang Tien Mee. "Gamification in Improving Reading Skills of Preschool Children: Blending Through Puzzle Game." Journal of Cognitive Sciences and Human Development 9, no. 1 (March 31, 2023): 193–220. http://dx.doi.org/10.33736/jcshd.5479.2023.
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This study explores the effectiveness of puzzle games in improving the learning of Malay Language reading skills among preschool children. The study focuses on inculcating blending skills through puzzle games since one of the most critical elements in learning reading is phonics which involves the skills of letter recognition and phonemic segmentation. Two teachers and twenty-eight preschool children were involved in this study, consisting of 17 preschool children from one of the primary schools in Serian and 11 preschool children from one of the schools in Padawan. These preschool children between the age of five and six were divided into two teams of red and blue. Their preschool teacher monitored them during playday. Two methods were involved in collecting the data: interview and observation. Teachers' opinions on the interventions were acquired in semi-structured interviews, and preschool children were observed. These two preschools' findings show that blending through puzzle games in improving reading skills displays more significant learning benefits and is effective in collaboration, readiness, understanding, and shared mental models. Preschool children show more interest in participating in puzzle games' learning process. The game could be used for English classes and played in a larger space, such as a hall, to make it easier for preschool children to move. Future enhancements could focus on digitalised gamification that can provide more exciting and interactive gameplay.
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Sandberg, Anette, and Tuula Vuorinen. "The Future is Created by and within Children." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 1–7. http://dx.doi.org/10.1177/183693910703200202.
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THE OVERALL AIM OF THIS STUDY was to present research areas within early childhood education in a dialogue between municipality and university. The purpose was to produce ideas and develop research in teacher education, with the hope of increasing the understanding of what kind of research is needed into early childhood education. The data collection comprised 10 focus group interviews with politicians, managers, principals, lecturers, preschool teachers and parents, as well as children in after-school recreation centres and preschools, in all a total of 46 participants. The preschool teachers and parents also answered a questionnaire. From the results, different research areas appear; those especially highlighted were play, intervention, cooperation between preschool and home, the position of preschools in relation to schools, and child group research. There was also an increasing demand for children's perspective in gender, class and ethnicity research.
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Lehto, Reetta, Carola Ray, Liisa Korkalo, Henna Vepsäläinen, Kaija Nissinen, Leena Koivusilta, Eva Roos, and Maijaliisa Erkkola. "Fruit, Vegetable, and Fibre Intake among Finnish Preschoolers in Relation to Preschool-Level Facilitators and Barriers to Healthy Nutrition." Nutrients 11, no. 7 (June 27, 2019): 1458. http://dx.doi.org/10.3390/nu11071458.
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Preschool is a major factor affecting food consumption among young children in Finland, given that most preschoolers eat three meals a day in that setting. Thus, it is important to recognise the determinants of dietary intake at preschool. The aim of this study was to examine food-related factors at the preschool and manager level, and their association with the dietary intake of children in childcare. The study was a part of the cross-sectional DAGIS survey conducted in 2015 to 2016 in Finland. The managers of 58 preschools filled in a questionnaire related to food and nutrition at their preschools. Preschool personnel kept food records for the children (n = 585) on two preschool days. Multilevel linear and logistic regression analyses were conducted with age, gender, and municipality as covariates, preschool-level factors as independent variables, and children’s vegetable (g/day) and fruit (yes vs. no) consumption and fibre intake (g/MJ) as outcome variables. Having many written food policies in the preschool was associated with a higher intake of vegetables (p = 0.01) and fibre (p = 0.03) among the children. Having at least two out of three cooperation-related challenges with the catering service was associated with a higher intake of fibre (p = 0.03) and lower odds of eating fruit (p = 0.01). Factors that are relatively distal from meal situations may have an effect, and should be taken into account in the promotion of healthy eating at preschool, but more studies are needed.
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Shaari, Mariam Felani, Sabarinah Sh. Ahmad, and Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design." Environment-Behaviour Proceedings Journal 1, no. 3 (August 2, 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.336.
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Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creative commons.org/licenses/by-nc-nd/3.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
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Shaari, Mariam Felani, Sabarinah Sh. Ahmad, and Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design." Environment-Behaviour Proceedings Journal 1, no. 3 (August 3, 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.343.
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Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
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Ernst, Julie, Claire Curran, and Leah Budnik. "Investigating the Impact of Preschool Type on Young Children’s Empathy." Sustainability 14, no. 15 (July 29, 2022): 9320. http://dx.doi.org/10.3390/su14159320.
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Empathy can be a powerful driver for positive social change and is relevant to the Sustainable Development Goals that serve as a global blueprint for peace and prosperity. Empathy has also gained popularity within zoos, aquariums, and other wildlife conservation organizations as a motivator for caring action toward wildlife and nature. As such, there is a need to understand and develop interventions that further people’s empathy, particularly in the context of young children, given the critical developmental period of early childhood. A quantitative study was conducted with 124 children from eight preschools in Minnesota (USA). A modified version of the “Young Children’s Empathy Measure with Humans and Animals” was administered at the beginning and end of a preschool year to measure the impact of preschool type (nature preschool, animal-focused nature preschool, and non-nature preschool) on empathy (cognitive, affective, and empathic behavioral intentions). Results suggest that animal-focused nature preschools and nature preschools were more effective than non-nature preschools for empathic behavioral intentions in the context of humans, as well as for cognitive and affective empathy with wildlife. Further, the animal-focused nature preschools were more effective than nature and non-nature preschools in terms of empathic behavioral intentions in the context of animals. Implications are discussed in light of the study’s limitations.
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FLEMING, JUANITA W. "Preschool Children." Annual Review of Nursing Research 4, no. 1 (September 1986): 21–54. http://dx.doi.org/10.1891/0739-6686.4.1.21.
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Waldman, H. Barry. "PRESCHOOL CHILDREN." Dental Clinics of North America 39, no. 4 (October 1995): 887–96. http://dx.doi.org/10.1016/s0011-8532(22)00629-2.
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NAKAGAWA, MIWA, and AKIRA YAMAZAKI. "Preschool Children." Japanese Journal of Educational Psychology 52, no. 2 (2004): 159–69. http://dx.doi.org/10.5926/jjep1953.52.2_159.
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Tang, Lee Foong, Zarinah Arshat, and Rumaya Juhari. "SEX DIFFERENCES IN INTELLECTUAL ABILITY AMONG PRESCHOOL CHILDREN IN PUTRAJAYA." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 40–59. http://dx.doi.org/10.35631/ijepc.534004.
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Past research has shown that children with higher intellectual ability or intelligence quotient (IQ) were found less likely to be held back a grade in their schooling years and were less likely to be rejected by their peers or to have very few friends. The present study was conducted to determine the sex differences in intellectual ability among preschool children in Putrajaya. The research sample of 234 preschool children aged 6 from 16 private preschools in Putrajaya Malaysia was selected by using a cluster sampling technique. Preschool children’s intellectual ability was measured by using The Drawing-A-Person Intellectual Ability Test for Children, Adolescents, and Adults (DAP: IQ; Reynolds & Hickman, 2004). Higher scoring on the DAP: IQ signified higher IQ level which represents the higher intellectual ability of the preschool children. Results showed that there was a significant difference in intellectual ability, where preschool girls were found to have higher intellectual ability scores than boys. The study concluded that preschool boys and girls were different in their biology and social development which may cause differences in their intellectual ability level. The finding implied the need for more attention from the preschool setting to further improve their academic planning in order to enhance both preschool boys' and girl's learning and development.
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Håkansson, Jan. "Leadership for learning in the preschool: Preschool managers’ perspectives on strategies and actions in the systematic quality work." Educational Management Administration & Leadership 47, no. 2 (October 5, 2017): 241–58. http://dx.doi.org/10.1177/1741143217732794.
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This article presents the results of a qualitative study with the aim of contributing to an understanding of preschool managers’ leadership in systematic quality work in a Swedish context. In line with the Education Act and the preschool curriculum, systematic quality work is compulsory in all Swedish preschools. This consists of several steps, including data collection, documentation and self-evaluation for the purpose of professional development and quality improvement. With the aid of interviews, preschool managers’ perspectives on leadership actions, with an emphasis on a leadership for learning, have been analysed in relation to local conditions and previous research. The results show that preschool managers balance the demands for loyalty to the municipality’s quality system’s requirements with their own preschool’s independence in the systematic quality work. In different ways they emphasise the organisational, content-related and methodological aspects of their long-term strategies, but also use relational and organisational leadership actions and feedback to show how they expect the staff to carry out their work with the children and collaborate with colleagues. The preschool’s conditions, such as the staff’s education levels, affect how the systematic quality work is organised and led. The importance of preschool managers’ professional knowledge – a content-related dimension – is discussed in relation to previous research on the concept of leadership for learning. One of the study’s conclusions is that the preschool’s leadership emphasis on organisational solutions could impede the preschool’s quality development.
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Gansen, Heidi M. "Reproducing (and Disrupting) Heteronormativity: Gendered Sexual Socialization in Preschool Classrooms." Sociology of Education 90, no. 3 (July 2017): 255–72. http://dx.doi.org/10.1177/0038040717720981.
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Using ethnographic data from 10 months of observations in nine preschool classrooms, I examine gendered sexual socialization children receive from teachers’ practices and reproduce through peer interactions. I find heteronormativity permeates preschool classrooms, where teachers construct (and occasionally disrupt) gendered sexuality in a number of different ways, and children reproduce (and sometimes resist) these identities and norms in their daily play. Teachers use what I call facilitative, restrictive, disruptive, and passive approaches to sexual socialization in preschool classrooms. Teachers’ approaches to gendered sexual socialization varied across preschools observed and affected teachers’ response to children’s behaviors, such as heterosexual romantic play (kissing and relationships), bodily displays, and consent. Additionally, my data suggest young children are learning in preschool that boys have gendered power over girls’ bodies. I find that before children have salient sexual identities of their own, children are beginning to make sense of heteronormativity and rules associated with sexuality through interactions with their teachers and peers in preschool.
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Pasicznik, Władimir. "Physical education of children in pre-primary education in Ukraine (pedagogical aspect)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 4, no. 4 (2021): 117–26. http://dx.doi.org/10.16926/sit.2021.04.29.
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This article is devoted to the issues of physical education in preschool education in Ukraine. The organisation of physical education process in kindergartens in this country is conducted in accordance with the regulation of the Ministry of Education and Science of Ukraine “On preschool education” and with the state educational programmes “Child”, “Ukrainian preschool”, “Little Seed”, “Toddler”, “Pre-school Child”, “Me in the World”. Physical games, morning gymnastics, Health Days, Sports Days and walking trips play an important role in physical education of preschoolers in Ukraine. The main tasks of physical education in Ukraine in preschool institutions are: strengthening the health of children; fostering the harmonious development of the organism; development of motor skills; body hardening; forming hygiene habits. In the recent years, an increase in the interest in using the resources of folk physical culture in physical education classes has been observed in the activities of Ukrainian preschools. The position of a physical education teacher has been introduced in preschool education institutions. The basic organisational forms of conducting physical education classes in preschools in Ukraine include: frontal form, classes in teams, additional activities. An important element of the effectiveness of physical education of preschool children in Ukraine is the integration of physical education forms with music and dance.
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Abdullayeva, Maryambibi Djumaniyazovna. "SPIRITUAL EDUCATION OF PRESCHOOL CHILDREN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 147–51. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-27.
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This article will focus on the necessary aspects of the coverage of preschool educational organizations for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary school will not be effective enough. That is, educational adaptation - adaptation in a child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical, psychological unavailability. The article examines the motivation for learning, the idea that a child who has not formed the first learning skills, whose mental processes are underdeveloped, lags behind in mastering.
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Nogaeva, A. K., and O. S. Sangilbayev. "Empirical Study of the emotional intelligence formation of preschool children." Eurasian Journal of Current Research in Psychology and Pedagogy, no. 1 (May 24, 2023): 42–50. http://dx.doi.org/10.46914/2959-3999-2023-1-1-42-50.
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The article presents an empirical study of the emotional intelligence formation of preschool children. Currently, there are not many studies devoted to the emotional intelligence of preschooler children. Researchers often limit themselves only to determining the presence of this concept of emotional intelligence, which clearly does not reflect its structural components. It is also noted that some researchers focus on studying the features of the emotional sphere in preschool children, and some study the development of understanding emotions in preschool children. The most interesting and significant studies in the emotional sphere in preschool children are considered. We made conclusions on the level of development of emotional intelligence of preschoolers using the following methods: questionnaire for educators, projective methods of M. A. Nguyen: "completion: the world of things - the world of people - the world of emotions", "three wishes", "what - why - how". With the help of these techniques, we determined the indicators of emotions of preschool children. Having organized educational classes, we found that it is possible to see the positive dynamics of the emotional intelligence of preschool children.
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Jankovitz, Kristine Z., Karen J. McGaughey, Kyla Tom, Dayna Ravalin, and Ann Yelmokas McDermott. "Prevalence of Overweight and Obesity in Hispanic Preschool Children in San Luis Obispo County, California." Californian Journal of Health Promotion 10, SI-Latino (December 1, 2012): 114–22. http://dx.doi.org/10.32398/cjhp.v10isi-latino.1488.
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The purpose of the study was to determine the prevalence of overweight and obese (OW/OB) preschool children in San Luis Obispo County. Preschool children ages 3-5 years were measured for height and weight in 2006 (n = 482) and in 2009/10 combined (n = 559). The CDC BMI calculator for ages 2-20 was used to determine BMI classification. In 2006, 26.4% were OW/OB and by 2009/10, 34.8% were OW/OB. Rates were similar among boys and girls (p = 0.70) and increased significantly over time (p = 0.0070). Caucasian and Hispanic children had similar OW/OB rates in 2006, but by 2009/10 the Hispanic children were 2.7 times more likely to be obese (CI: 1.68, 4.57). Because Hispanic children were more likely to attend Head Start or California State preschools versus private preschools (78.0%, 81.0% and 7.4% respectively), it appears Head Start and California State preschools would be a likely place for interventions directed to meet the needs of Hispanic preschoolers, and may serve to reverse the trend in childhood obesity and address the disparity in weight status among Hispanic preschool aged children.
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Bi, Jieying, Chengfang Liu, Shaoping Li, Zhenya He, Kevin Chen, Renfu Luo, Zimeiyi Wang, Yanying Yu, and Haiquan Xu. "Dietary Diversity among Preschoolers: A Cross-Sectional Study in Poor, Rural, and Ethnic Minority Areas of Central South China." Nutrients 11, no. 3 (March 6, 2019): 558. http://dx.doi.org/10.3390/nu11030558.
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The aim of this study was to document the dietary diversity status of preschool children in poor, rural, and ethnic minority areas of Central South China and examine its associated factors both at home and in preschools. A cross-sectional study including 1328 preschool children aged three or five years from two nationally designated poverty counties in Hunan Province was conducted. A dietary diversity score (DDS) was constructed to measure the dietary patterns based on the 24 h recall method. The mean DDS among the sample children was 5.77 (95% confidence interval: 5.70–5.83, range 1 to 9) with a standard deviation of 1.22. Both household characteristics (including the education level of the child’s primary caregiver and the nutritional knowledge of the caregiver) and preschool factors (including the nutritional knowledge of the child’s preschool principal and teachers, nutritional training to children, and the preschool kitchen manager) were positively associated with children’s DDS. The dietary diversity status of children in poor, rural, and ethnic minority areas of Central South China is much lower than that of their peers in other areas. Nutritional education should be provided to caregivers, preschool staff, and children to narrow the gap.
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Morozova, S. S., N. V. Tarasova, and S. G. Chigrina. "Research on the Attitudes of Parents of Children with Autism to Preschool Education." Autism and Developmental Disorders 21, no. 2 (July 17, 2023): 7–14. http://dx.doi.org/10.17759/autdd.2023210202.
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<p style="text-align: justify;"><strong>Objectives</strong>. The preschool age has its crucial importance in the upbringing and education of children with autism spectrum disorders (ASD). The plasticity of psychological organization at this age makes the psycho-educational work the most effective. The aim of presented work is the analysis of characteristics of parents’ attitude of children with autism to preschool education with the follow-up identification of factors that influence this attitude of parents to preschool education and determination of the trajectories for optimizing this attitude in order to increase the ef­fectiveness of accompanying children with ASD in the preschool period.</p> <p style="text-align: justify;"><strong>Methods</strong>. A survey of 629 parents or legal representatives of individuals with autism from 43 regions of Russia and the Republic of Belarus was conducted. The age of the respondents’ children varies from 3 to 38 years.</p> <p style="text-align: justify;"><strong>Results</strong>. Reported that 86.6% of the children attended preschool educational organizations; 12.3% — did not at­tended; 0.6% preferred not to answer this type of questions. In the period from the second half of the 1980s to 2022, the percentage of children attending preschools increased from 7.8% to 97.0%. However, regardless of age, at least a quarter of families (24—28%) asked for help in other institutions or appealed to the private specialists, which directly indicates dissatisfaction with the support provided by the preschool educational system. Respondents whose children attended preschools mark the general preschool education effects at 3.2+0.1 on a five-point scale. In comparison, all families who assessed preschool have a significantly lower result (P<0.01) — 2.8+0.1. The respondents noted the insufficient level of qualifications of the staff of the preschool educational institution and problems of organizational and methodological support.</p> <p style="text-align: justify;"><strong>Conclusions</strong>. Despite the subjective character of the survey, the assessments and comments of parents reflect the real problems of preschool education of children with ASD. In order to develop cooperation between representatives of the preschool system and families raising children with autism, two equivalent areas of work are proposed: raising awareness of parents about autism and the basic supports of children with autism and improving the skills of special­ists working with such children.</p>
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Kornus, Olesya, Anatolii Kornus, Mykyta Konovalov, Olena Korol, and Оlha Skyba. "Modern state of preschool education in different parts of Ukraine." Human Geography Journal, no. 32 (June 8, 2022): 61–68. http://dx.doi.org/10.26565/2076-1333-2022-32-07.
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The role of social factors has increased significantly in modern society. Education is essential for raising the intellectual and cultural level of inhabitants in any country. The purpose of this article is to analyze modern state of preschool education in different parts of Ukraine and to point at regional disparities in accessibility of preschool education services. This article gives analysis to modern state of preschool education in different parts of Ukraine. Research was based on several indicators such as number of children involved in preschool education, number of preschools in different regions of Ukraine, preschool enrollment rates and number of children actually attending preschools per 100 available places. Level of development of preschool education in cities and rural areas has been studied in regional context of Ukraine. It was also calculated social density of preschools and indexes of both territorial concentration and localization of preschools in the country. Social density of preschools was also analyzed in the study. The highest social density of preschools is typical for the capital of Ukraine – the city of Kiev. The lowest social density of preschool sector services is typical for Poltava, Sumy, Chernihiv and Luhansk regions. The highest concentration of preschools is observed in Kyiv city, and low territorial concentration index is observed in Sumy, Zaporizhia, Donetsk and Kirovohrad regions, Kherson region, Chernihiv region and Luhansk region. High localization index values were observed in Khmelnytsky and Ternopil regions, Zhytomyr and Cherkasy regions, Vinnytsia region, Mykolaiv, Zakarpattia, Rivne, Kirovohrad and Volyn regions and the lowest localization index values were observed in Kyiv city, Kharkiv region, Luhansk and Donetsk regions. Regions of Ukraine have been ranked and grouped in types according to their level of preschool education development. According to the results of the study, three types of regions have been identified. Regions (oblast) of Cherkasy, Khmelnytsky, Vinnytsia, Kyiv, Ternopil and Zakarpattia have been included in the first type (high level of preschool education development). The second type (average level of preschool education development) includes city of Kyiv and regions (oblast) of Zhytomyr, Rivne, Mykolaiv, Dnipropetrovsk, Chernivtsi, Sumy, Kherson, Kirovohrad, Poltava and Kharkiv. Regions (oblast) of Volyn, Ivano-Frankivsk, Chernihiv, Lviv, Odessa, Zaporizhia, Donetsk and Luhansk have been included in the third type (low level of preschool education development).
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Shavega, Theresia J. "Prosocial Behaviour Development among Preschool Children: Effect of Peer Socialisation." East African Journal of Education Studies 7, no. 1 (February 23, 2024): 284–92. http://dx.doi.org/10.37284/eajes.7.1.1772.
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This study applied a systematic literature review to explore the influence of peer socialisation on prosocial behaviour among preschool children. Using Manual content analysis, 57 studies were identified; variables covered peer socialisation and prosocial behaviour. The study revealed that the majority of research focused on the role of parental and siblings' socialisation in the home context and teachers' socialisation in the school context and their influence on prosocial behaviours among young children. However, few studies focused on the influence of peer socialisation on children's prosocial behaviour in preschools. The main analyses were revealed to be regression and multilevel. Few studies linked attachment theory with socialisation and prosocial behaviour. This is the first study to explore the influence of peer socialisation on prosocial behaviour among preschool children in Tanzania. Since prosocial behaviour is a foundation of positive emotional development and individual well-being, this study recommends that preschool curriculum should consider peer socialisation as an important aspect in promoting prosocial behaviour. Teachers in preschools should be advised to design frameworks that can guide peer socialisation among children in a bid to enhance sustainable and prospective prosocial behaviour, which has a great influence on positive emotional development, positive social interaction, and cognitive development among young children in preschool contexts
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Loomis, Alysse M. "The Role of Preschool as a Point of Intervention and Prevention for Trauma-Exposed Children: Recommendations for Practice, Policy, and Research." Topics in Early Childhood Special Education 38, no. 3 (July 23, 2018): 134–45. http://dx.doi.org/10.1177/0271121418789254.
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Schools are increasingly being leveraged as intervention points to address childhood trauma due to the well-established links between childhood trauma exposure and poor child well-being outcomes. However, although preschool-aged children experience higher rates of trauma, such as maltreatment and violence exposure, than their older counterparts, there is a dearth of information available related to trauma-informed preschool models. This conceptual article outlines the need for trauma-informed preschool programming and highlights key components of trauma-informed preschool models for young children. This article does so by discussing the known prevalence and impact of early trauma, exploring evidence related to early childhood trauma interventions and trauma-informed education for older children, and outlining recommendations for practice, policy, and research related to trauma-informed preschools.
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Kojić, Miroslava, Zagorka Markov, and Smiljana Kojić-Grandić. "Perceptions of preschool teachers and parents about the role of children observers in peer violence." Specijalna edukacija i rehabilitacija 22, no. 1 (2023): 13–30. http://dx.doi.org/10.5937/specedreh22-37740.
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Introduction. Peer violence impacts the development of children who are victims of violence, but children who witness violence are also prone to experience consequences pertaining to their socio-emotional development. The state should provide dedicated support to intervention programmes in preschool institutions aimed at preventing and suppressing peer violence, which would focus on children who are witnesses, i.e., observers of violence. Objectives. This research was aimed at analysing the perceptions of preschool teachers and parents about the role of children observers in peer violence. Methods. The sample consisted of preschool teachers employed in preschool institutions in several cities in Serbia (n = 104) and parents whose children attended preschools (n = 84). For the purposes of the research, an adapted Likert-type scale was used, which assessed the role of children "observers" of peer violence and the possibilities of developing support programmes for children exposed to violence. The instrument was developed based on a pilot study on the role of children observers in bullying. Results. Research results showed that the perceptions of parents pertaining to the role of children observers in peer violence were statistically significantly different in relation to the opinions of preschool teachers. Parents believed that children who were observers of peer violence were not sufficiently involved in intervention programmes for the prevention and suppression of peer violence in preschool institutions. Conclusion. These findings have significant practical implications for the planning of initiatives in preschool institutions aimed at fostering a supportive environment in which children who witness peer violence would play a prominent role.
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Hong Thuy, NGUYEN. "THỰC TRẠNG VÀ BIỆN PHÁP GIÁO DỤC KỸ NĂNG HỢP TÁC CHO TRẺ 5-6 TUỔI Ở CÁC TRƯỜNG MẦM NON THÀNH PHỐ THÁI NGUYÊN, TỈNH THÁI NGUYÊN." Vinh University Journal of Science 52, no. 4C (December 20, 2023): 37–45. http://dx.doi.org/10.56824/vujs.2023c133.
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In preschool activities, children's need for cooperation is extremely strong. In today's era, the knowledge economy along with the scientific and technological revolution and international integration are developing rapidly. That requires children to know how to cooperate, share, listen, resolve conflicts and coordinate with each other. Therefore, cooperation skills are an indispensable factor to help children succeed. The article studies the reality of cooperative skills education management in Thai Nguyen city preschools in terms of planning, organizing and directing implementation, thereby proposing solutions such as: Organize training for teachers on cooperative skills education methods for 5-6 year old children in preschool; Mobilize forces inside and outside the school to participate in educating cooperation skills for 5-6 year old children in preschool; Mobilizing forces inside and outside of the school; Development of facilities to serve cooperative skills education activities for 5-6 year old children in preschool.
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Feil, Edward G., and Wesley C. Becker. "Investigation of a Multiple-Gated Screening System for Preschool Behavior Problems." Behavioral Disorders 19, no. 1 (November 1993): 44–53. http://dx.doi.org/10.1177/019874299301900101.
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The problem of behavioral disorders in preschoolage children is ever increasing. With the exponential rise in the utilization of child care compounded by growing social problems such as poverty and child abuse, methods for the early identification and remediation of behavioral disorders in preschool children are needed. In the May 1993 issue of Behavioral Disorders, Sinclair, Del'Homme, and Gonzalez reported a pilot study using the Walker/Severson Systematic Screening for Behavior Disorders (SSBD) with preschool children. While their results were encouraging, they found that changes were needed to make the SSBD more appropriate for the preschool population. The present research extensively revised the SSBD for preschool children. The revision consists of three hierarchical stages of increasingly time-consuming methodologies: (a) teacher rankings, (b) teacher ratings, and (c) direct behavioral observations. Subjects for this study were 121 children, aged 3 to 6 years old, enrolled in several typical and specialized preschools (e.g., programs for children with behavior problems). The Behar Preschool Behavior Questionnaire and the Conners Teacher Rating Scale were included to examine concurrent validity. The results show significant reliability and validity coefficients. The screening procedures select those children with emotional/behavioral problems accurately.
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Bondarchuk, Oksana. "PSYCHOLOGICAL FEATURES OF SHYNESS IN PRESCHOOL CHILDREN." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (11) (2020): 10–14. http://dx.doi.org/10.17721/bsp.2020.1(11).2.
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The article provides a theoretical and empirical analysis of the psychological characteristics of the manifestation of shyness in preschool children. Analyzed the scientists' views on understanding of the studied phenomenon, the classification of pathological and personal forms of manifestation of personality shyness is considered. The psychological characteristics of "internally" and "externally" shy preschoolers are characterized. The positive and negative influence of shyness on the mental development of a preschool child has been substantiated. Based on a theoretical analysis of psychological literature, has given its own definition of the concept of personal shyness of a preschooler. With the help of the conducted empirical research, the structural components of personal shyness in preschool children were identified. In preschool, shyness can take the form of "internal" or "external" introspection and stimulate the search for optimal ways to overcome negative experiences using primitive isolation, autistic fantasies, etc. In our opinion, shyness in preschool children is an integrated personal quality, which is a component of emotional and volitional behavior of the child and manifests itself in the form of low self-esteem, underdeveloped communication skills, fear, need for external support and intrapersonal conflicts. The components of the self-concept of a shy preschooler have their own specific features: behavioral is characterized by fear of novelty, insecurity, conformity, lack of initiative, neglect of joint play activities, etc .; affective-evaluative component – insecurity, anxiety, timidity, anxiety, loneliness, fear of social contacts, dependence on the assessments of others, emotional vulnerability to failure; the communicative component is characterized by silence, limitations, selectivity or avoidance of interaction, inability to maintain long-term contacts, express their own opinions, etc. The results of our observational experiment showed that the presence of indicators characteristic of a high level of personal shyness was found in 21.15% of preschool children, the average level of formation in 37.63% of subjects and a low level of shyness in preschool age was found in 41.22% of children.
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Gong, Xin, Caixing Niu, and Jing Wang. "The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province." Best Evidence in Chinese Education 6, no. 1 (September 22, 2020): 715–38. http://dx.doi.org/10.15354/bece.20.ar070.
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The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three national-level poverty-stricken counties and one non-poverty county in Hubei Province showed that current rural preschool teachers are facing greater professional pressure. Approximately 44.47% thought that the pressure is high, but has not yet reached the level of high burnout; non-poverty county preschool teachers have relatively high pressure. According to the Demand-Control-Support (DCS) model, the main pressure stems from the work requirements of children and parents, especially parents’ excessive emphasis on children’s safety, knowledge, and skills. The results of the Ordered Probit Model showed that the influencing factors of preschool teachers’ professional pressure in rural preschools in China include work factors such as workload and the number of children in difficulty; control factors like perseverance and professional identity; support factors such as staffing status, salary satisfaction, family support, and work support; as well as demographic variables such as age and household registration type (Hukou); and certain inter-county differences exist. Therefore, we recommend that the government, society, and preschools establish effective incentive and restraint mechanisms to reduce the professional pressure of preschool teachers in terms of salary, social status, parental guidance, workload, and stress training, and improve their ability to cope with pressure. Meanwhile, more focus need to be given on teachers who are for the first year preschool, older in age, lacking staffing status, no non-agricultural household registration, and overloading working.
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CHOW, Bik Chu, and Lily CHAN. "Gross Motor Skills of Hong Kong Preschool Children." Asian Journal of Physical Education & Recreation 17, no. 1 (June 1, 2011): 71–77. http://dx.doi.org/10.24112/ajper.171890.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.
The purpose of this study was to determine the gender difference in gross motor performance of Hong Kong preschool children. The secondary purposes were to determine whether there was a relationship between body mass index and motor performance as well as to determine the influence of preschool types (large play area vs. small play area) on the motor performance of preschool children. A total of 239 children (121 boys, 118 girls) aged 3 to 6 years from two types of preschools was assessed on locomotor and object control skills of the Test of Gross Motor Development (TGMD-2, Ulrich, 2000). Results showed that there was no gender difference in children’s gross motor skills when adjusted by the age effect. There was also no relationship between body mass index and motor performance of preschool children. When partial out age effect, children from preschools with larger play area performed better locomotor skills than those from preschools with smaller play area, however, children from preschools with larger play area had worse object control skills than those from preschools with smaller play area.
本研究目的是調查幼兒學童之肌動技能表現，此研究樣本包括二百三十九名年齡介乎三至六歲來自四間幼稚園的香港學童(男 童=121，女童=118)，測試項目共有六項身體移動、六項物件操控及身高、體重。結果顯示研究分析若分離年齡的影響，幼兒之肌動技能表現是沒有性別差異。而體質指數亦與幼兒之肌動技能表現沒有顯著相關。另外，學童就讀於較大活動埸地的幼兒園於身體移動技能上，較那些就讀較小活動埸地的幼兒園為佳，反之，前者於物件操控技能上較後者為差。
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Määttä, Suvi, Hanna Konttinen, Reetta Lehto, Ari Haukkala, Maijaliisa Erkkola, and Eva Roos. "Preschool Environmental Factors, Parental Socioeconomic Status, and Children’s Sedentary Time: An Examination of Cross-Level Interactions." International Journal of Environmental Research and Public Health 16, no. 1 (December 25, 2018): 46. http://dx.doi.org/10.3390/ijerph16010046.
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Preschool children’s high levels of sedentary time (ST) is a public health concern. As preschool reaches a large population of children from different socioeconomic status (SES) backgrounds, more knowledge on how the preschool setting is associated with children’s ST is relevant. Our aims were to examine (1) the associations of preschool setting (covering social, physical, and organizational level) with children’s ST, and (2) the moderating role of the setting on the association between parental SES and children’s ST. In the cross-sectional DAGIS (increased health and wellbeing in preschools) study, the participating children (n = 864, aged 3–6 years) were asked to wear an accelerometer for one week. In total, 779 children had valid ST accelerometer data during preschool hours. Preschool setting and parental SES was assessed by questionnaires and observation. Multilevel linear regression models with cross-level interactions were applied to examine the associations. Early educators’ practice of breaking children’s ST often, more frequent physical activity (PA) theme weeks, and higher number of physical education (PE) lessons were associated with lower children’s ST. Higher parental SES was associated with higher children’s ST in preschools (1) with organized sedentary behavior theme weeks, (2) with a lower number of PA theme weeks, and (3) with a lower number of PE lessons. The factors identified in this study could be targeted in future interventions.
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Löf, Camilla, and Ann-Christine Vallberg Roth. "Minding the gap." Nordisk Tidskrift för Allmän Didaktik 7, no. 1 (December 1, 2021): 38–54. http://dx.doi.org/10.57126/noad.v7i1.6595.
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Since the term “teaching” was apostrophized in the revised curriculum for Swedish preschool, preschool teachers seem to have been struggling with the concept in their day-to-day practices. The current article is based in a collaborative R&D programme aiming at further developing knowledge about what may characterize teaching in preschools. In this article a didactic and pragmatically informed teaching approach with focus on values is analysed. The aim is to understand preschool teachers’ interpretations of the didactic why question, which plays a central role in teaching from a pragmatic perspective. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried about in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that the question “why?” in didactic and pragmatically informed teaching with focus on values is characterized by ethical dilemmas concerning rules and norms in preschool practice. Consequently, the ethical dilemmas are constituted as didactic dilemmas, in which preschool teachers, in co-actions with children, focus on values in teaching situations, and for which preschool teachers need to take actions without offending colleagues, children or parents.
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XHEMALI, Albana, Elkjana GJIPALI, and Elona HASKO. "The impact of Albanian cartoon films on the learning process, stimulating thought, imagination, and their use as un instructional tool for improving and facilitating the implementation of the preschool curriculum." Polis 22, no. 1 (2023): 25–29. http://dx.doi.org/10.58944/cswg8604.
Full textAbstract:
With the development of technology, teachers face the challenge of finding new and creative methods to improve the educational process in their work with preschool children and cartoon films for children can be un instructional and educational tool for using in the classrooms, preschools or other educational activities for preschool children. Using cartoon films for children could be a very interesting method, instructional and could improve children’s attention, improve language and communication skills, establish relationships between subjects in the film and develop problem-solving skills, enhance their imagination and help comprehend emotions and discussions about them. In an experiment realised with children 4-6 years in 4 public and private preschools in Tirana, while showing cartoon films for children in Albanian language and produced by public artistic institutions during the years ’80, ’90, it was noticed that the children were interested and engaged in discussing about the topics of the cartoon films content. Showing cartoon films for children as un instructional method for explaining topics about hygiene and health, respecting rules and community, helping others and preventing bullying, resulted to be a very useful tool for implementing the activities of the basic-preschool-curricula and that facilitated the work of teachers in getting the attention of children, explaining important topics and involving children in discussions.
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Watanabe, Kanae, and Annette Dickinson. "Comparative Study Of Preschool Children’s Current Health Issues And Health Education In New Zealand And Japan." Contemporary Issues in Education Research (CIER) 10, no. 4 (September 29, 2017): 219–24. http://dx.doi.org/10.19030/cier.v10i4.10035.
Full textAbstract:
In New Zealand and Japan, despite health education on food, exercise, and hygiene, children’s health is an important concern in preschools. This study investigated the relationship between children’s health and health education in New Zealand and Japan using a qualitative interpretative descriptive design method and semi-structured interviews with preschool teachers. Major children’s health issues identified by preschool teachers in New Zealand were asthma, allergies, and dental hygiene. Although few preschool children are overweight in New Zealand, it becomes a serious concern in primary school. Identified as a suspected cause of children’s health problems was parents providing their children with sweet and/or unhealthy foods. Preschool teachers want parents to understand and implement health education, and they stated that parents’ education was necessary. In Japan, children’s health problems identified by teachers were allergies, food preferences, and sleep deprivation. The suspected causes included too much convenience, parents’ irregular lifestyles because they were busy, and parents’ depending on preschools to discipline children in ways that should be done at home. The goals for preschool health education were similar in New Zealand and Japan. The goals should be to obtain lifelong health knowledge, an ability to make wise health-related decisions in adulthood, and healthy lifestyle choices for themselves and their families. Some children’s health issues were beyond the scope of the abilities of individual preschools. Therefore, the entire nation and government should work together to cope with children’s health issues and health education.
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Limbu, Senchhema, Parajeeta Dikshit, and Tarakant Bhagat. "Evaluation of Dental Caries Among Preschool Children in Kathmandu- Using Significant Caries Index." Journal of Nepal Medical Association 56, no. 207 (September 30, 2017): 341–45. http://dx.doi.org/10.31729/jnma.3282.
Full textAbstract:
INTRODUCTION:
Dental caries among preschool children is common but there is scarcity of updated data about its prevalence among Nepalese preschool children. This study was conducted to evaluate prevalence, Significant Caries Index, Caries pattern, Restorative care index and Disparity ratio among preschool children of Kathmandu aged 3-6 years.
METHODS:
A cross sectional study was conducted on 17 preschools of Kathmandu following WHO criteria. Data were analysed using SPSS 20 and descriptive statistics was applied.
RESULTS:
Prevalence of dental caries was 803 (55.6%) with a mean deft of 3.28±3.581 and Significant Caries Index score was 7.439. Caries pattern showed the most commonly decayed teeth were mandibular second molars followed by maxillary central incisors. The least affected teeth were mandibular lateral incisors. The restorative care index was 106 (7.32%) in the total sample size and 14 (2.86%) in the SiC and disparity ratio was 2.26.
CONCLUSIONS:
The SiC Index indicated high dental caries prevalence; severity rates and restorative care index indicated little experience of restorative treatment in preschool children of Kathmandu identifying the need for more targeted efforts to reach preschool children early to effectively address unmet oral health needs.
KEYWORDS:
caries pattern; dental caries; Kathmandu; preschool; significant caries index.
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Andrzejewska, Jolanta, Bożena Grzeszkiewicz, and Ewa Lewandowska. "Teacher - an Architect of Children Preschool Education During Pandemic COVID – 19." Studia z Teorii Wychowania XIV, no. 4 (45) (December 6, 2023): 245–59. http://dx.doi.org/10.5604/01.3001.0054.1207.
Full textAbstract:
IntroductionThe scope of researches was built around one main category, that is the category of change, which occurred in preschool education during Covid-19 period.Aim of conducted researches:The main objective was to display outcomes of conducted researches that were based on triangulated quantitative and qualitative analysis. In the article were discussed concepts of preschool teachers’ perception of changes that occurred in three categories, such as:•Functioning and organization of preschool as an institution,•Children behavior and playing activities of preschool children,•Preschool children relations among themselves and relations between educators and parents.What is more, researcher was interested in analysis of the activities that preschool educators chose to engage in and in the structure of education that preschool teachers were creating while teaching and caring for children during that specific, uncertain and not stable times. The researcher assumption was that preschool teachers were not only passive takers but also active creators of changes in preschool education what would be displayed in their views, opinions, attitudes, and assessments gathered in that specific times of pandemic and that they would respectively adapt to new and changing reality. Research material was gathered by filling the questionnaires by preschool teachers and then subsequently analysis the data. Moreover, this procedure allows teachers and educators to share their views about challenges they needed to fulfill, such as providing online preschool education. Knowledge:Preschool educators displayed reflexive, concerned and thoughtful approach toward the challenges of analysis the functioning of preschools as institutions during that difficult pandemic reality they were participating in. They noticed changes occurring in such fields as: organization of institutions; activities toward health protection of children and preschool employers; social relations; ways of teachers, children and parents work; professional development; work overload; and the sense of uncertainly of future.Teachers indicated the fields, in which they were able to constructively work out the solutions and actively adjust to new pandemic limitations regarding law, work policies, social challenges and challenges regarding health, methodic adjustments and learning new computer software.
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Lembrér, Dorota, and Tamsin Meaney. "Socialisation Tensions in the Swedish Preschool Curriculum ‒ The Case of Mathematics." Educare, no. 2 (September 1, 2014): 89–106. http://dx.doi.org/10.24834/educare.2014.2.1155.
Full textAbstract:
In Sweden, where almost all children attend preschool, preschools are significant sites of socialisation. Therefore, there is a need to investigate how this socialisation may be affected by implementation of a revised curriculum. Changes in preschool curriculum are an indication of how schoolification is influencing Early Years Education. This is because preschool teachers and work teams use the curriculum to plan activities for children who will be socialised by participating in these activities. This article investigates the goals and guidelines in the revised preschool curriculum and considers how an increased emphasis in those related to mathematics may affect the kind of socialisation children could gain. The goals and guidelines support teachers’ pedagogical practices and hence are worth investigating. The concepts of being and becoming are used to consider how the goals and guidelines position children as having or needing to gain norms and values, skills and knowledge. Consequently, they are considered to need to acquire the skills to perform as members of their society or as knowledgeable participants when constructing their everyday lives in preschool. The goals and guidelines related to mathematics emphasise children’s becoming, and thus their incompleteness. This results in less opportunity for teachers to perceive children as having relevant experience and skills to contribute to activities and to produce creative cultural understanding. Consequently, the schoolification of the preschool curriculum through the increased emphasis in the goals and guidelines for school subjects is likely to affect the kinds of activities that preschool teachers plan and provide to children, and thus the kind of socialisation they receive in preschool.
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Sudartinah, Titik. "Thematic Contents of Preschool-Aged Children’s Utterances as Media to Shape Their Understanding of the World." Register Journal 15, no. 2 (April 11, 2022): 163–82. http://dx.doi.org/10.18326/rgt.v15i2.163-182.
Full textAbstract:
Language ability develops greatly during preschool age. Triggered by the high curiosity that goes hand in hand with the exposures to others around them, preschool-aged children show great efforts to create a collection of vocabulary to help them learn and use language in real contexts. This research aims to identify the thematic contents of preschool-aged children’s utterances and explain the categories of these thematic contents to shape their understanding of the surrounding world. To answer these objectives, both qualitative and quantitative data were used. The qualitative data were the utterances of preschool-aged children when participating in conversations, while the quantitative data were the frequency of occurrence of each thematic content, which is used to support the qualitative interpretation. The data were collected during classroom sessions in two preschools in Yogyakarta, Indonesia for a one-week period. The participants were 29 preschool-aged children, whose age ranges from 3 to 5 years old. Audiovisual recordings, field notes, datasheets, and ELAN 5.5. and FLEx 8 software were the instruments for data collection and analysis. The results show that there are two main thematic contents expressed by these preschool-aged children, i.e., objects and people. These thematic contents can be detailed into 9 categories of objects and 4 categories of people. These support the overall interpretation revealing the picture of the world as perceived by the children. In general, through the thematic contents of their utterances, preschool-aged children try to build a complete understanding of the world they live in and these thematic contents also serve as the media for understanding the stance of their peers and teachers in a conversation.Keywords: preschool-aged children; thematic contents; utterances