Relevant bibliographies by topics / Preschool Data processing

Academic literature on the topic 'Preschool Data processing'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Preschool Data processing.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Preschool Data processing"

1

Xu, Baoliang. "Application of Edge Computing and Data Mining Processing System in Preschool Education Courses." Mobile Information Systems 2022 (September 30, 2022): 1–9. http://dx.doi.org/10.1155/2022/7872897.

Full text
Abstract:
With the deepening of reform and opening up, my country’s preschool education has entered a vigorous development. At the same time, higher requirements are put forward for the field of preschool education. Preschool education is an important part of education, and preschool education is the foundation of basic education. However, the informatization construction in the field of preschool education in my country has just started. In order to implement the planning requirements of the Ministry of Education on strengthening the informatization construction of preschool education, build a digital platform, improve children’s quality, promote the harmonious development of children’s body and mind, improve professional ethics and the professional level of preschool education practitioners with the help of modern new media, and meet the professional development and sense of achievement, acquisition, and satisfaction of preschool education practitioners. Taking multiple measures to ensure the diversified needs of preschool education practitioners is the important and only means for the stable, comprehensive, and sustainable development of preschool education. The data visualization platform of IOT architecture designed in this paper for edge computing ensures the application of massive data in preschool education courses, ensures the stability of system data transmission, and realizes the visualization of IOT terminal data. Therefore, the introduction of data mining technology in this paper can improve the utilization of resources, provide support for teachers, students, and ordinary users, and enhance the versatility of the preschool education resource platform.
APA, Harvard, Vancouver, ISO, and other styles
2

Hall, Cathy W., Gail Gregory, Elizabeth Billinger, and Tony Fisher. "Field Independence and Simultaneous Processing in Preschool Children." Perceptual and Motor Skills 66, no. 3 (June 1988): 891–97. http://dx.doi.org/10.2466/pms.1988.66.3.891.

Full text
Abstract:
The present study examined the relations between field independence and simultaneous processing of preschool children as measured by the Preschool Embedded Figures Test (PEFT) and subtests from the Kaufman Assessment Battery for Children (K-ABC), respectively. Data partially supported the assumption that field-independent children would perform significantly better on simultaneous processing tasks in general. Significant age and sex differences on field-independence/field-dependence and simultaneous-processing abilities were found among the embedded figures task and selected portions of the K-ABC. Analysis of embedded figures further indicated age differences, but no significant sex differences.
APA, Harvard, Vancouver, ISO, and other styles
3

Conner, Natalie W., and Mark W. Fraser. "Preschool Social–Emotional Skills Training." Research on Social Work Practice 21, no. 6 (May 16, 2011): 699–711. http://dx.doi.org/10.1177/1049731511408115.

Full text
Abstract:
Objective: The purpose of this study was to pilot test a multicomponent program designed to prevent aggressive behavior in preschool children. The first program component was comprised of social–emotional skills training. It focused on improving the social information processing and emotional-regulation skills of children. The second component was a group-based parenting education. It focused on child development and discipline. Method: Participants, recruited from four preschools in high-risk neighborhoods within a large metropolitan area, were assigned to an intervention ( n = 31) or a waitlist comparison ( n = 36) condition. Using worker ratings and child puppet-play assessments, pretest and posttest data were collected on 14 child and caregiver/parent behaviors. Results: The gain scores of children in the intervention group differed significantly from those in the comparison group on academic competence, social competence, depression, and aggressive behavior. Caretaker gain scores differed significantly, favoring the intervention group on parental bonding, child supervision, communication, and developmental expectations. Conditioned on the limitations of the design, skills training for preschool children and their caregivers appears to promote social and academic skills.
APA, Harvard, Vancouver, ISO, and other styles
4

Hedvall, Åsa, Elisabeth Fernell, Anette Holm, Jakob Åsberg Johnels, Christopher Gillberg, and Eva Billstedt. "Autism, Processing Speed, and Adaptive Functioning in Preschool Children." Scientific World Journal 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/158263.

Full text
Abstract:
Objectives. To study cognitive test profiles with a focus on processing speed in a representative group of preschool children with autism spectrum disorder (ASD) and relate processing speed to adaptive functioning.Methods. Cognitive assessments were performed in 190 3.6–6.6-year-old children (164 boys and 26 girls) with ASD, using either Griffiths' developmental scales (n=77) or the Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) (n=113). Cognitive data were related to adaptive functioning as measured by Vineland Adaptive Behavior Scales (VABS).Results. Cognitive profiles were characterized by low verbal skills. Low processing speed quotients (PSQs) were found in 66 (78%) of the 85 children who were able to participate in the processing speed subtests. Except for Socialization, all VABS domains (Communication, Motor Skills, Daily Living Skills, and Adaptive Behavior Composite scores) correlated significantly with PSQ. Multiple regression analysis showed that PSQ predicted 38%, 35%, 34%, and 37% of the variance for Communication, Daily Living Skills, Motor Skills, and total Adaptive Composite scores, respectively.Conclusion. Preschool children with ASD had uneven cognitive profiles with low verbal skills, and, relatively, even lower PSQs. Except for Socialization, adaptive functioning was predicted to a considerable degree by PSQ.
APA, Harvard, Vancouver, ISO, and other styles
5

Abramson, Maria Kulick, and Peter J. Lloyd. "Development of a Pitch Discrimination Screening Test for Preschool Children." Journal of the American Academy of Audiology 27, no. 04 (April 2016): 281–92. http://dx.doi.org/10.3766/jaaa.14052.

Full text
Abstract:
Background: There is a critical need for tests of auditory discrimination for young children as this skill plays a fundamental role in the development of speaking, prereading, reading, language, and more complex auditory processes. Frequency discrimination is important with regard to basic sensory processing affecting phonological processing, dyslexia, measurements of intelligence, auditory memory, Asperger syndrome, and specific language impairment. Purpose: This study was performed to determine the clinical feasibility of the Pitch Discrimination Test (PDT) to screen the preschool child’s ability to discriminate some of the acoustic demands of speech perception, primarily pitch discrimination, without linguistic content. The PDT used brief speech frequency tones to gather normative data from preschool children aged 3 to 5 yrs. Research Design: A cross-sectional study was used to gather data regarding the pitch discrimination abilities of a sample of typically developing preschool children, between 3 and 5 yrs of age. The PDT consists of ten trials using two pure tones of 100-msec duration each, and was administered in an AA or AB forced-choice response format. Study Sample: Data from 90 typically developing preschool children between the ages of 3 and 5 yrs were used to provide normative data. Data Analysis: Nonparametric Mann–Whitney U-testing was used to examine the effects of age as a continuous variable on pitch discrimination. The Kruskal–Wallis test was used to determine the significance of age on performance on the PDT. Spearman rank was used to determine the correlation of age and performance on the PDT. Results: Pitch discrimination of brief tones improved significantly from age 3 yrs to age 4 yrs, as well as from age 3 yrs to the age 4- and 5-yrs group. Results indicated that between ages 3 and 4 yrs, children’s auditory discrimination of pitch improved on the PDT. The data showed that children can be screened for auditory discrimination of pitch beginning with age 4 yrs. Conclusions: The PDT proved to be a time efficient, feasible tool for a simple form of frequency discrimination screening in the preschool population before the age where other diagnostic tests of auditory processing disorders can be used.
APA, Harvard, Vancouver, ISO, and other styles
6

Vargas-Meza, Jorge, Manuel A. Cervantes-Armenta, Ismael Campos-Nonato, Claudia Nieto, Joaquín Alejandro Marrón-Ponce, Simón Barquera, Mario Flores-Aldana, and Sonia Rodríguez-Ramírez. "Dietary Sodium and Potassium Intake: Data from the Mexican National Health and Nutrition Survey 2016." Nutrients 14, no. 2 (January 11, 2022): 281. http://dx.doi.org/10.3390/nu14020281.

Full text
Abstract:
Population studies have demonstrated an association between sodium and potassium intake and blood pressure levels and lipids. The aim of this study was to describe the dietary intake and contribution of sodium and potassium to the Mexican diet, and to describe its association with nutrition status and clinical characteristics. We analyzed a national survey with 4219 participants. Dietary information was obtained with a 24-h recall. Foods and beverages were classified according to level of processing. The mean intake (mg/d) of Na was 1512 in preschool children, 2844 in school-age children, 3743 in adolescents, and 3132 in adults. The mean intake (mg/d) of K was 1616 in preschool children, 2256 in school-age children, 2967 in adolescents, and 3401 in adults. Processed and ultra-processed foods (UPF) contribute 49% of Na intake in preschool children, 50% in school-age children, 47% in adolescents, and 39% in adults. Adults with high Na intake had lower serum concentrations of cholesterol, HDL-c, and LDL-c. A significant proportion of the Mexican population has a high intake of Na (64–82%) and low K (58–73%). Strategies to reduce Na and increase K intake need to reduce the possibility of having high BP and serum lipid disturbances.
APA, Harvard, Vancouver, ISO, and other styles
7

Guedes-Granzotti, Raphaela Barroso, Layna Santos Siqueira, Carla Patrícia Hernandez Alves Ribeiro Cesar, Kelly Silva, Danielle Ramos Domenis, Rodrigo Dornelas, and Aline Cabral de Oliveira Barreto. "Neuropsychomotor development and auditory skills in preschool children." Journal of Human Growth and Development 28, no. 1 (March 12, 2018): 35. http://dx.doi.org/10.7322/jhgd.123380.

Full text
Abstract:
Introduction: Neuropsychomotor development and auditory abilities, influenced by biological and environmental factors, are directly related to school performance. In this way, a screening test in school environment allows the prior identification of change in development, reducing the losses in child life. Objective: To characterize the relationship between neuropsychomotor development and auditory processing skills in preschool children. Methods: 108 preschool children from three public institutions with ages between four years and one month to five years and eleven months, of both sexes were screened. It was performed the screening of Central Auditory Processing (CAP) through the simplified evaluation of auditory processing and the neurodevelopment using the Developmental Screening Test II Denver. The data were analyzed by chi-square tests and bivariate correlation with Pearson coefficient, adopting a significance level of 5% and alpha of 0.1. Results: The screening of the CAP, 100% of the subjects showed normal responses in the test detection, 81.5% in sound localization, 49% in the test of non-verbal sequential memory and 58.3% in the test of verbal sequential memory. In the neuropsychomotor development screening, the frequency of appropriate responses to the chronological age was significant in all areas, being 86.1% (93) in personal social area, 92.5% (100) in the adaptive fine motor, 87 % (94) in language and 92.5% (100) in gross motor. It was found a significant relationship only between the language alterations and proofs of sequential memory (p <0.05). Conclusion: It was found that the group studied was relationship between the language alterations and alterations in the temporal ordering skills of the central auditory processing.
APA, Harvard, Vancouver, ISO, and other styles
8

ANTHONY, JASON L., RACHEL G. AGHARA, EMILY J. SOLARI, MARTHA J. DUNKELBERGER, JEFFREY M. WILLIAMS, and LAN LIANG. "Quantifying phonological representation abilities in Spanish-speaking preschool children." Applied Psycholinguistics 32, no. 1 (October 7, 2010): 19–49. http://dx.doi.org/10.1017/s0142716410000275.

Full text
Abstract:
ABSTRACTIndividual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed three important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Third, we supply data on Spanish phonological representation abilities of incipient Spanish–English bilingual children to address the need for information on phonological representation across languages. Specifically, nine measures of accessibility to and precision of phonological presentations were administered to 129 preschool children in the United States. Confirmatory factor analyses validated three separate but correlated a priori phonological processing abilities, that is, efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. Most prototypic measures were strong indicators of their respective representation-related phonological ability. We discuss how the current data in Spanish compares to limited data in English, and the implications for the organization of phonological representations abilities.
APA, Harvard, Vancouver, ISO, and other styles
9

Zhou, Ying, Guangfei Li, Zeyu Song, Zhao Zhang, Huishi Huang, Hanjun Li, and Xiaoying Tang. "Associations between Brain Microstructure and Phonological Processing Ability in Preschool Children." Children 9, no. 6 (May 26, 2022): 782. http://dx.doi.org/10.3390/children9060782.

Full text
Abstract:
Neuroimaging studies have associated brain changes in children with future reading and language skills, but few studies have investigated the association between language skills and white matter structure in preschool-aged children. Using 208 data sets acquired in 73 healthy children aged 2–7 years, we investigated the relationship between developmental brain microstructure and phonological processing ability as measured using their phonological processing raw score (PPRS). The correlation analysis showed that across the whole age group, with increasing age, PPRS increased, fractional anisotropy (FA) of the internal capsule and inferior fronto-occipital fasciculus and some other regions increased, and mean diffusivity (MD) of the corpus callosum and internal capsule and some other regions decreased. The results of the mediation analysis suggest that increased FA may be the basis of phonological processing ability development during this period, and the increased number of fiber connections between the right inferior parietal lobule and right supramarginal gyrus may be a key imaging feature of phonological processing ability development. Our study reflects the changes in brain microstructure and contributes to understanding the underlying neural mechanisms of language development in preschool children.
APA, Harvard, Vancouver, ISO, and other styles
10

Radetić-Paić, Mirjana, and Maja Ružić-baf. "Use of ICT and Inappropriate Effects of Computer Use - Future Perspectives of Preschool and Primary School Teachers." Psychology of Language and Communication 16, no. 1 (January 1, 2012): 29–38. http://dx.doi.org/10.2478/v10057-012-0003-y.

Full text
Abstract:
Use of ICT and Inappropriate Effects of Computer Use - Future Perspectives of Preschool and Primary School Teachers The aim of this paper is to gain an insight into some aspects of personal computer literacy and preschool and primary school teachers' education on the use of information and communication technologies (ICT). Another aim of the paper is to point out the inappropriate effects of computer use (personal as well as with children of school and preschool ages) according to the students of the Department of Preschool and Primary School Teaching of the Juraj Dobrila University in Pula. The x2 test was used in the data processing, along with the calculation of marginal frequencies for all the examined variables. The scientific and application value of this work is that, based on the indicators obtained, it suggests a need for permanent education of both preschool and primary school teachers on the applicability of ICT at all pedagogical and educational levels, and on all the positive but also negative aspects of ICT use in the widest sense.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Preschool Data processing"

1

Lee, Chi-yin. "A pure orthographic stage in processing Chinese characters evidence from data of sub-morphemic processing in preschool children /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38888919.

Full text
Abstract:
Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
2

Schetz, Katherine F. "Preschool discourse skill improvement with computer-assisted instruction." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134440/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lui, Man, and 呂雯. "The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959684.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Preschool Data processing"

1

Haugland, Susan W. Computadoras y niños pequeños 2. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

T, Pardeck John, and Murphy John W, eds. Microcomputers in early childhood education. New York: Gordon and Breach Science Publishers, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Davidson, Jane Ilene. Children and computers together in the early childhood classroom. Albany, N.Y: Delmar Publishers, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hadžibegić-Bicciato, Amina. Upotreba kompjutera u nastavi stranog jezika u predškolskoj dobi. Sarajevo: Dobra knjiga, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hugh, Tucker W., ed. The computer as a paintbrush: Creative uses for the personal computer in the preschool classroom. Columbus, Ohio: Merrill Pub. Co., 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Packard, Emma. 500 tips for primary teachers. London: Kogan Page, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Packard, Emma. 500 tips for primary teachers. London: Kogan Page, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Clements, Douglas H. Computers in early and primary education. Englewood Cliffs, N.J: Prentice-Hall, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rachel, Cohen, and Ackermann Edith, eds. Quand l'ordinateur parle--: Utilisation de la synthèse vocale dans l'apprentissage et le perfectionnement de la langue écrite. Paris: Presses universitaires de France, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pardeck, John T., and John W. Murphy. Microcomputers in Early Childhood Education. Taylor & Francis Group, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Preschool Data processing"

1

Cengiz, Gülüzar Şule Tepetaş, and Mübeccel Gönen. "An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development." In Psycholinguistics and Cognition in Language Processing, 188–220. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4009-0.ch010.

Full text
Abstract:
This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Preschool Data processing"

1

Šūmane, Ilze, and Līga Āboltiņa. "Students’ Readiness to Implement Inclusive Education in Preschools." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.

Full text
Abstract:
Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.
APA, Harvard, Vancouver, ISO, and other styles
2

Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.

Full text
Abstract:
This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as follows: In the first chapter, called "The family environment and its educational value", the paper deals with topics such as: family - a polysematic concept, family functions and educational styles in the family. In these second chapter, called "Kindergarten-family relationship, active and efficient partners in early education", the paper focuses on: the concept of educational partnership, collaboration between family and kindergarten - guarantee of school success, the opportunity of the educational partnership family-kindergarten, implementation of the family-kindergarten partnership and the importance of the kindergarten-family partnership in the formation and development of the personality of the preschool child. In the third chapter, which is the case study, “Comparison between the urban and rural areas, regarding the kindergarten-family partnership problem”, the paper focuses on the level of involvement of parents and teachers in the issue of their involvement in the education of children. I will also analyze the difference between rural and urban areas regarding the problem of partnership and the involvement of parents and educators. The family must always be involved in the education of the child at home and at school. The partnership between family and kindergarten represents a strong collaborative relationship, with the help of which we work in a team to establish the best methods of collaboration and education for the child. The kindergarten helps the child to develop psychically, physically and intellectually, leaving him with a bag of information that will help him in the future. Many may ask this question "What role does the family play in this process?". Well, the family gives the child the seven years at home, which are extremely important. Without the seven years at home, the educator cannot function as well as he or she would like. Without the help and involvement of the family in the relationship with the kindergarten, this process we call Partnership, would not exist. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. After centralizing all the answers, I found the following facts: Parents are selective when it comes to their involvement in different activities within the kindergarten. The parents together with the teachers appreciate the importance of the partnership. In both urban and rural areas, we can say that there is openness and transparency when it comes to this partnership and between parents and teachers do not find communication problems.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Preschool Data processing' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography