Journal articles on the topic 'Preschool Data processing'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Popa, Adela Elena. "Educational Practitioners on Professional Community and Sense of Community." Social Change Review 9, no. 2 (December 1, 2011): 157–74. http://dx.doi.org/10.1515/scr-2016-0021.
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Abstract The study aims to address two areas regarding preschool education: the participation of preschool practitioners in professional groups and communities and the views and understandings they hold on the ‘professional community’ concept. A survey was completed by teachers and specialists working with preschool children in all kindergartens of Sibiu (N=308) in July 2011. A quantitative and qualitative approach of the data was used, for processing a part of the survey’s items. Results show a high participation of practitioners in professional groups within their own institution, but less implication in national or international groups and communities. The respondents’ views on professional community show a basic understanding of it, as a place for interaction and communication in order to get support and advice when needed. Several practical implications are drawn after discussing the results.
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Damayanti, Faizah Suci, Zuriati Zuriati, and Intan Parulian Tiurma Roosleyn. "The Relationship Between the Online Learning Prosess in Early Chilhood and the Language Development of Pre School." Proceedings Series on Health & Medical Sciences 2 (January 26, 2022): 216–19. http://dx.doi.org/10.30595/pshms.v2i.249.
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Language development is a combination of social interaction, emotional development, intellectual ability, and physical and motor development. However, the development of language in each individual child is different depending on neurological abilities and language development which can affect the stages of language development. Thus, this study aims to determine the implementation of online learning during the Covid-19 case study at TKIT Chiara Depok on the development of preschool language and to find out the inhibiting factors for learning during the Covid-19 period at TKIT Chiara Depok. This study uses descriptive analytic by using a cross sectional design. The population in this study were all parents who have preschool children at TKIT Chiara Depok, with a total of 56 respondents, by performing total sampling, collecting data for the online learning process and language development of preschool children using questionnaires and data processing with coding and analysis. data using the Chi-Square correlation statistical test. The results obtained as many as 78.6% have a good learning process using online methods, while the language development of preschool children is good about 80.4%. There is a moderate positive relationship with p-value = 0.000 (p < 0.05) so that there is a relationship between the online learning process and language development. The conclusion in this study is that there is a relationship between the online learning process and the development of preschool language. With this research, the learning process in the online method that is good in its implementation and preparation will improve the development of good language in preschool children.
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Khromova, Alina Olegovna, Elena Yurievna Bukhtayarova, Alena Alekseevna Klimova, Marianna Aleksandrovna Kurnosova, and Maria Vyacheslavovna Druzhinina. "Research on motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies." Science for Education Today 12, no. 4 (August 31, 2022): 7–25. http://dx.doi.org/10.15293/2658-6762.2204.01.
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Introduction. The authors investigate the problem of future educators’ readiness to use innovative technologies in the preschool education system. The purpose of the article is to identify and describe the components of future educators’ readiness to use innovative technologies in the preschool education system, as well as to evaluate the development of motivational, creative, communicative and organizational components of perspective educators’ readiness to use innovative technologies in the preschool education system. Materials and Methods. The study followed the system-activity approach. Within the framework of the methodology of the system-activity approach, the following methods were used: analysis of regulatory legal documents and scholarly literature, systematization and generalization of research data, studying activities of the participants of the educational process and vocational placements, etc. Empirical data were collected using questionnaires developed by the authors and methods of psychological and educational research. Methods of mathematical statistics and visualization of obtained results were used for data processing. The research was conducted at the Northern (Arctic) Federal University named after M.V. Lomonosov in Arkhangelsk (the Russian Federation). The research sample consisted of 2nd, 3rd, 4th, and 5th year full-time and part-time undergraduate students (n = 212) pursuing degree programmes in “Preschool education and psychology”, and "Preschool and primary education" at the Higher School of Pedagogy, Psychology and Physical Education. Results. The authors clarified the concept of future educators’ readiness to use innovative technologies in the preschool education system, identified and described the leading components of their readiness to use innovative technologies. Data analysis allowed to propose methods of measuring motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Moreover, the authors evaluated the development of motivational, creative, communicative and organizational components of the future educators’ readiness to use innovative technologies in the preschool education system. As a part of the research, the need for purposeful formation of educators’ readiness to use innovative technologies has been proved. Conclusions. The article summarizes the conclusions about the need to develop motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Empirical data on the level of the studied components are summarized.
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Yang, Yoonhee, Dongsun Yim, Wonjeong Park, Soo Jung Baek, and Min Ji Kang. "Exploring Real-Time Word Learning Skills and Its Related Factors in Preschool Children: An Eye-Tracking Study." Communication Sciences & Disorders 27, no. 3 (September 30, 2022): 468–82. http://dx.doi.org/10.12963/csd.22894.
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Objectives: This study aimed to identify the real-time word learning processing aspects of children in each group by classifying groups according to their actual vocabulary acquisition performance (offline processing data) in QUIL (Quick incidental learning). We compared whether there was a significant difference between the QUIL offline and online processing data of the two groups, and finally we attempted to explore whether QUIL offline and online processing data had a significant correlation with children’s working memory. Methods: Thirty-three children [21 with TD (Typically developing children); and 12 with SLI (Children with specific language impairment)] aged 3- to 6-year-old participated in this study. K-mean cluster analysis was conducted to create new groups based on QUIL offline scores, and to examine children’s online word learning processing. To analyze the children’s word learning process with an eye-tracker, the animations recorded with narration were shown to the children through a computer with an eye-tracker attached. Results: There was a significant difference between the two clusters at the third exposure condition in online data (fixation duration). In addition, there was a significant correlation between QUIL online processing and linguistic WM (Working memory) in cluster 1, and between QUIL offline scores and nonlinguistic WM in cluster 2. Conclusion: When new vocabulary is exposed for cluster 2, it can be inferred that the efficiency of vocabulary acquisition will be improved if visual information is intensively combined with language information.
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Rzhanova, Irina E., Olga S. Alekseeva, and Anna Ya Fominykh. "GENDER DIFFERENCES IN COGNITIVE INDICATORS IN PRESCHOOL AND PRIMARY SCHOOL AGE CHILDREN." Moscow University Psychology Bulletin, no. 2 (2020): 141–57. http://dx.doi.org/10.11621/vsp.2020.02.07.
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Background. Sex differences in the study of the cognitive domain are significant for the interpretation of data in different fields; however, the nature of the differences remains an open question. This article presents the results of a study of gender differences in cognitive performance in children of preschool and primary school age. Objective. To study gender differences in the cognitive performance in children of preschool and primary school age. Methods. The sample consisted of students from kindergartens and schools in Moscow (N = 301). Two versions of the Wechsler Test were used as the main instruments for diagnosing cognitive abilities: the Wechsler test for preschoolers (WPPSI-IV) and the Wechsler children’s test (WISC-V). Analysis of the results used Student’s t-test and a measure of the effect size (Cohen’s d). Results. The effect of gender on cognitive performance varies significantly depending on the age of the children. The most pronounced gender differences were identified among children of early preschool age: girls received significantly higher scores on the index of verbal comprehension and the general intelligence scale. In the children of middle and older preschool age, there were no statistically significant gender differences for any evaluated parameter. In the younger schoolchildren, differences between boys and girls were found in the speed of information processing and the vocabulary subtest. Girls were ahead of boys in completing tasks included in the information-processing speed index, while boys were better at completing the vocabulary subtest.
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Nurhayati, Nurhayati, and Lia Wahyuna. "Hubungan mekanisme koping orang tua dengan dampak hospitalisasi pasca operasi pada anak prasekolah di Ruang Rawat Inap Raudhah 2 BLUD RSU dr. Zainoel Abidin Banda Aceh." Jurnal SAGO Gizi dan Kesehatan 2, no. 2 (June 30, 2021): 191. http://dx.doi.org/10.30867/gikes.v2i2.674.
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Background: Preschool is when children like to imagine and begin to build control of body systems. When preschool children experience hospitalization, activities will be limited so that children will lose their strength. When a child is hospitalized, parental support is very influential in minimizing the impact of hospitalization.Objectives: This study examines the relationship between parental coping mechanisms and the impact of postoperative hospitalization on preschool children in the Raudhah 2 inpatient room.Methods: This research method uses a correlational design with a cross-sectional study approach. The study was conducted at the Zainoel Abidin Hospital in Banda Aceh, 2018. The sample was taken by purposive sampling with a total of 38 respondents. Coping aspect data was collected using a questionnaire with a Gutman scale and the postoperative hospitalization impact variable using a Likert scale, and then interviews were conducted. Processing is done in stages, starting from editing, coding, tabulating, and cleaning. Data were analyzed using the Chi-Square test at 95% CI.Results: There was a relationship between parental coping focused on emotion (p= 0.005) and problem-focused coping (p= 0.028) with the impact of postoperative hospitalization on preschool children. In addition, parental coping mechanisms have a significant relationship (p < 0.05) with the effect of postoperative hospitalization on preschool children in the Raudhah 2 RSUZA inpatient ward, with p-value = 0.001.Conclusion: There is a significant relationship between parental coping mechanisms and the impact of postoperative hospitalization on preschool children in the Raudhah 2 inpatient room at RSU dr. Zainoel Abidin.
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Nurhayati, Nurhayati, and Lia Wahyuna. "Hubungan mekanisme koping orang tua dengan dampak hospitalisasi pasca operasi pada anak prasekolah di Ruang Rawat Inap Raudhah 2 BLUD RSU dr. Zainoel Abidin Banda Aceh." Jurnal SAGO Gizi dan Kesehatan 2, no. 2 (June 30, 2021): 191. http://dx.doi.org/10.30867/gikes.v2i2.674.
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Background: Preschool is when children like to imagine and begin to build control of body systems. When preschool children experience hospitalization, activities will be limited so that children will lose their strength. When a child is hospitalized, parental support is very influential in minimizing the impact of hospitalization.Objectives: This study examines the relationship between parental coping mechanisms and the impact of postoperative hospitalization on preschool children in the Raudhah 2 inpatient room.Methods: This research method uses a correlational design with a cross-sectional study approach. The study was conducted at the Zainoel Abidin Hospital in Banda Aceh, 2018. The sample was taken by purposive sampling with a total of 38 respondents. Coping aspect data was collected using a questionnaire with a Gutman scale and the postoperative hospitalization impact variable using a Likert scale, and then interviews were conducted. Processing is done in stages, starting from editing, coding, tabulating, and cleaning. Data were analyzed using the Chi-Square test at 95% CI.Results: There was a relationship between parental coping focused on emotion (p= 0.005) and problem-focused coping (p= 0.028) with the impact of postoperative hospitalization on preschool children. In addition, parental coping mechanisms have a significant relationship (p < 0.05) with the effect of postoperative hospitalization on preschool children in the Raudhah 2 RSUZA inpatient ward, with p-value = 0.001.Conclusion: There is a significant relationship between parental coping mechanisms and the impact of postoperative hospitalization on preschool children in the Raudhah 2 inpatient room at RSU dr. Zainoel Abidin.
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Titeca, Daisy, Herbert Roeyers, and Annemie Desoete. "Early Numerical Competencies in 4- and 5-Year-Old Children With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 32, no. 4 (June 1, 2015): 279–92. http://dx.doi.org/10.1177/1088357615588523.
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Studies comparing mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are hitherto scarce, inconclusive, and mainly focusing on elementary school children or adolescents. The present study wants to gain insight into the foundation of mathematics by looking at preschool performances. Five early numerical competencies known to be important for mathematical development were examined: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. These competencies were studied in 20 high-functioning children with ASD and 20 age-matched control children aged 4 and 5 years. Our data revealed similar early number processing in children with and without ASD at preschool age, meaning that both groups did not differ on the foundation of mathematics development. Given the pervasiveness and the family impact of the condition of ASD, this is an important positive message for parents and preschool teachers. Implications and several directions for future research are proposed.
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Shepilova, Natalia A., Olga V. Pustovoitova, and Larisa A. Yakovleva. "Comprehensive support of health care of children of senior preschool age in a preschool educational organization." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 199–218. http://dx.doi.org/10.32744/pse.2021.3.14.
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Introduction. The relevance of the problem of health care of older preschool children is explained by the fact that statistical data indicate an annual decline in the health index of preschool children. The World Health Organization notes that the number of healthy preschoolers has decreased by 5 times and is only about 10% of the contingent of children, the prevalence of functional disorders reaches more than 70%, chronic diseases – 50%, physiological immaturity – 60%, more than 20% of children have a body weight deficit. Therefore social and pedagogical importance of preserving the health of the child increases in the modern conditions of development of preschool education. The purpose of the study is to organize a comprehensive health-saving support for children of senior preschool age through a specially developed and implemented technology. Materials and methods. The experimental study was conducted on the basis of the Municipal state preschool Educational Institution Kindergarten no. 125. (Russia, Yekaterinburg). The study sample consisted of 106 children of senior preschool age. As research methods were used group theoretical (analysis, synthesis, generalization) and empirical (observation, diagnostic task «Our habits» O.V. Dubina, the questionnaire «Healthy person» I.I. Malozemovа, diagnostic methods «Parovozik» S.V. Veliyeva, analysis of disease incidence and physical health, experiment) techniques, methods of data processing. The Student's t-test was used for statistical comparison of the results. Results of the study. The formation of health-saving competence of preschool children, a conscious attitude to their own health was carried out systematically, consistently and purposefully through specially designed blocks of joint activity of the subjects of the educational process of health-saving technologies for older preschool children, which were used in a complex on the basis of an individually differentiated approach. The obtained values of the t-criterion at the significance level p < 0.06 indicate a positive effect of the developed technology on the effectiveness of all health-saving criteria for older preschool children. Discussion and conclusion. Children's health is the most important indicator of social well-being and the normal functioning of society. Psychophysiological and environmental overload, the weakening of the role of preschool educational institutions and the family today actualize the problem of preserving and strengthening the health of the younger generation.
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Lv, Xue, Li Li, Liping Guo, Ting He, and Sirui Liu. "Game-Based Formative Assessment of Analogical Reasoning in Preschool Children: Support from the Internet of Things Technology." Sustainability 14, no. 21 (October 25, 2022): 13830. http://dx.doi.org/10.3390/su142113830.
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Emerging information technology such as Internet of Things (IoT) has been continuously applied and deepened in the field of education, and the learning analytics technology based on children’s games is gradually moving toward practical application research, but there are few empirical studies on the micro level of emerging information technology and learning analytics methods in the evaluation of young children’s learning process and learning effects. As the research content, the study examines preschool children’s analogical reasoning abilities, reflecting their thinking levels and processing abilities. Using a decision tree model in learning analytics, the process data and result data of children’s analogical reasoning games based on Internet of Things technology are analyzed, and the classification model of preschool children’s analogical reasoning is constructed. The study found that the learning analysis of analogical reasoning based on games mediated by IoT technology is feasible and effective.
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Rina Amelia. "- Effectiveness of Education on Increasing Knowledge, Attitude, and Practice of Hygiene Behavior and Health Attitudes of Preschool-Aged Teachers in North Sumatera. Indonesia." Journal of Saintech Transfer 2, no. 2 (November 22, 2019): 180–86. http://dx.doi.org/10.32734/jst.v2i2.3691.
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Hygiene Behavior and Health Attitudes (HBHA) in schools is a set of behaviors practiced by students, teachers, and the school community based on awareness as a learning outcome so that they can independently prevent disease, improve their health, and play an active role in creating a healthy environment. The purpose of this study was to analyze the effectiveness of providing education to the level of knowledge, attitudes, and practice of preschool-aged teachers of HBHA in Amanah Preschool-Aged, Langkat Regency, North Sumatera. The research design is a quasi-experimental method with one sample pretest-post design. The population in this study were all Amanah Preschool-Aged teachers in Langkat Regency, North Sumatra. The source of research data is primary data, and data collection is done by interview and observation. Data processing was using SPSS and data analysis using Dependent T-Test. The level of knowledge is the good level with scores before and after the provision of education 80% and 86.7%. The level of attitude category is good, with all the respondents about 15 people (100%), the total score before and after giving the same 100%. The level of practice category is good with scores before and after providing the education 66.7% and 93.3%. The Analysis using dependent T-Test concluded that there is a difference the level of knowledge and practice of HBBA, while for attitudes, no differences found.
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Travar, M. "KEY DIFFERENCES IN APPROACHING EDUCATION IN KINDERGARTENAND PRIMARY SCHOOL." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 62–66. http://dx.doi.org/10.17721/2415-3699.2019.9.15.
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The difficulties in adjustment during the transition from kindergarten to school can be caused by different approaches in education used in these institutions. Different approaches used in the educational process in kindergarten and primary school can cause unnatural distance between these institutions, although it is absolutely expected that the best possible educational effects can be achieved only with their mutual effort. Apart from parents, preschool and school teachers represent the most important factor from social surrounding which influences the development of children systematically by means of implementation of different forms of learning. In this paper, we examined the estimates of preschool and school teachers, as experts who systematically influence child development and learning, about the differences in approaching education in kindergarten and primary school. The total sample of the examinees was comprised of 94 preschool teaches and 150 school teachers. For statistical processing of the data and determining statistical significance between the differences in the estimates made by preschool and school teachers, a nonparametric technique, Mann-Whitney U test, was used. The result was statistically significant disparity in the evaluations by preschool and school teachers on the issue, which points to further important pedagogical implications. As one possible reason for significantly different estimates, we can suggest still present "poverty" of the partner relationships and relations between kindergarten and primary school, that is between preschool teachers and teachers. Based on the determined estimates of the examinees in our research, all future research should be oriented toward finding the most beneficial ways for connecting educational activities of kindergarten and primary school.
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Delgado, Laura, Rebeca Montes, and José Antonio Prieto. "Prevalence of psychomotor retardation and its relation to the sensory profi le in preschool children." Journal of Human Growth and Development 26, no. 3 (November 28, 2016): 323. http://dx.doi.org/10.7322/jhgd.122815.
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The psychological and motor development of typically developing preschool children is usually not tracked in the educational environment. The aim of the study is to determine the prevalence of psychomotor retardation and the relationship between psychomotor development and sensory integration processes. The sample included 66 children from preschool, with a mean age of 4.2 years. It applied the Observational Scale of Development in its short version (EOD-B as its Spanish original term) and the Sensory Pro file (SP). The ANOVA revealed a strong association between the presence of psychomotor and sensory processing disorders (p = 0.001). In addition, the data revealed a high prevalence of regulatory disorders in the sensory pro fi le (30%) and psychomotor retardation (20%). The results open new lines of research and intervention in psychomotor development within the educational environment.
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STILES, JOAN, PAMELA MOSES, KATHERINE ROE, NATACHA A. AKSHOOMOFF, DORIS TRAUNER, JOHN HESSELINK, ERIC C. WONG, LAWRENCE R. FRANK, and RICHARD B. BUXTON. "Alternative brain organization after prenatal cerebral injury: Convergent fMRI and cognitive data." Journal of the International Neuropsychological Society 9, no. 4 (May 2003): 604–22. http://dx.doi.org/10.1017/s135561770394001x.
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The current study presents both longitudinal behavioral data and functional activation data documenting the effects of early focal brain injury on the development of spatial analytic processing in two children, one with prenatal left hemisphere (LH) injury and one with right hemisphere (RH) injury. A substantial body of evidence has shown that adults and children with early, lateralized brain injury show evidence of spatial analytic deficits. LH injury compromises the ability to encode the parts of a spatial pattern, while RH injury impairs pattern integration. The two children described in this report show patterns of deficit consistent with the site of their injury. In the current study, their longitudinal behavioral data spanning the age range from preschool to adolescence are presented in conjunction with data from a functional magnetic resonance imaging (fMRI) study of spatial processing. The activation results provide evidence that alternative profiles of neural organization can arise following early focal brain injury, and document where in the brain spatial functions are carried out when regions that normally mediate them are damaged. In addition, the coupling of the activation with the behavioral data allows us to go beyond the simple mapping of functional sites, to ask questions about how those sites may have come to mediate the spatial functions. (JINS, 2003, 9, 604–622.)
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GRUZDEVA, O. V., O. M. VERBIANOVA, L. V. ARAMACHEVA, and O. V. LEGANKOVA. "DEVELOPMENT OF SELF-AWARENESS AMONG SENIOR PRESCHOOL CHILDREN." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, no. 4 (December 30, 2020): 99–107. http://dx.doi.org/10.25146/1995-0861-2020-54-4-246.
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Statement of the problem and purpose of the article. The article is devoted to the study of the formation and development of self-consciousness among preschool children at the present time. The relevance is due to changes in the system of socio-psychological factors, conditions and prerequisites for the development of children’s self-awareness. The article describes the current context of children’s development that affects formation and development of children’s self-awareness, and also provides data on the development of components of self-awareness in the older preschool age, including complicated development among children with disabilities (disorders of the musculoskeletal system). Materials and methods of research. The proposed study is empirical. Theoretical research methods were used: analysis, synthesis, generalization and systematization of scientific ideas; structural, functional and genetic analysis of the problem; empirical research methods included: psychodiagnostics methods (questionnaire, experimental); mathematical methods of data processing. Research results. The results of a comparative empirical study allowed us to identify some features of the development of self-esteem and self-awareness among healthy senior preschool age children and children with disabilities. The predominance of inadequate overestimated self-esteem among healthy senior preschool children was determined, which is natural for this age period. Awareness of themselves by most healthy children occurs through highlighting their individuality. Most healthy children have the simplest version of the self-perspective formation. Children with disabilities (disorders of the musculoskeletal system) often have very low and low self-esteem, treat themselves and their abilities mostly negatively, in comparison with their healthy peers. They often feel rejected and feel pressure from loved ones, have a more complex version of the development of the self-perspective. Conclusion. Data on the development of components of self-consciousness among healthy and somatically challenged children of senior preschool age are presented and described, indicating the presence of features in the development of individual components of self-consciousness, depending on the conditions that ensure their formation and development.
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Sosunovsky, Vadim S., Alexandra I. Zagrevskaya, Maria D. Akinina, and Svetlana V. Radaeva. "Organization of Preschoolers' Physical Education in the Montessori Pedagogical System." Vestnik Tomskogo gosudarstvennogo universiteta, no. 466 (2021): 182–89. http://dx.doi.org/10.17223/15617793/466/22.
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To date, in the programs implemented according to the Montessori method, the section “Physical Education” has not been adapted. The section is aimed at developing the child's general culture, physical qualities and basic motor skills. In the process of physical education, the values of Maria Montessori are not realized. The Montessori pedagogical system is among the most relevant ones today as modern education is focused on the individualization of learning. The development of health in preschool children depends on their well-organized physical education, which should be directed towards the children's harmonious development and considered in an integrative relationship with the various sections of the preschool education program (artisti c, aesthetic, educational, verbal and socio-communicative development). The aim of the research is to develop the structure and content of the model of physical education of preschool children in the Montessori pedagogical system and check its effectiveness in a pedagogical experiment. To reach this aim, the following research methods were used: pedagogical observations, modeling, pedagogical testing, pedagogical experiment, mathematical and statistical data processing. In the course of the pedagogical experiment, a control (15 girls and 15 boys) and an experimental (15 girls and 15 boys) group were formed; a total of 60 five- and six-year-old pupils of the Montessori preschool educational institution in Tomsk took part in the study. To assess the effectiveness of the developed model, the following tests were selected: shuttle run 3x5 m, standing long jump, medicine ball throw, seated forward bends, ball catching at a distance of 5 meters. The model of preschoolers' physical education based on the integration of personality-oriented, activity-based, synergetic and technological approaches in the Montessori pedagogical system has shown its effectiveness. The research shows a positive dynamics of indicators reflecting the level of preschoo lers' motor readiness after the pedagogical experiment. At the end of the exp eriment, when comparing the indices of motor readiness demonstrated by the experimental group before and after the experiment, statistically significant differences were revealed in motor tests (ball catching at a distance of 5 m, shuttle run (3x5 m), medicine ball throwing), which indicates the effectiveness of the proposed model of five- and six-year-old preschoolers' physical education.
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Olson, Carol H., Diana A. Henry, Ashley Peck Kliner, Alissa Kyllo, Chelsea Munson Richter, Jane Charley, Meagan Chapman Whitcher, et al. "Effectiveness and usability of the Sensory Processing Measure-Preschool Quick Tips: Data-driven intervention following the use of the SPM-Preschool in an early childhood, multiple-case study." Journal of Occupational Therapy, Schools, & Early Intervention 9, no. 2 (April 2, 2016): 142–62. http://dx.doi.org/10.1080/19411243.2016.1152933.
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Saroyan, Aregnazan, and Sofya Hovsepyan. "THERAPEUTIC FEATURES OF ORGANIZING THE FEEDING PROCESS OF PRESCHOOL CHILDREN WITH AUTISM SYNDROME." Armenian Journal of Special Education 6, no. 2 (September 6, 2022): 41–52. http://dx.doi.org/10.24234/se.v6i2.299.
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This work aims to study and identify the difficulties in organizing the feeding process of preschoolers with autism syndrome and the features of the ergo therapy approach.
The methodology of data processing and analysis is entirely based on the approach of quantitative research methodology. Data, obtained through this methodology, are expressed in the form of numbers and percentages, which in turn allow the researcher to interpret the data through numbers, to provide objective and accurate information about it (Sharoyan 2013).
As part of the research, an electronic survey was conducted, in which 35 parents of children of preschool age with autism syndrome participated.
The level of awareness of the parents regarding the work of the ergo therapist was revealed, in particular, the organization of the feeding process was addressed. Preschool children with autism syndrome mostly used the services offered by an occupational therapist and 14% did not use the service of an occupational therapist; the need for intervention and services provided by an occupational therapist in overcoming difficulties in organizing the feeding process was evident.
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Sudirman, Andi Akifa, and Dewi Modjo. "Analysis of the Implementation of the Measles Rubella (Mr) Immunization Program in Preschool Age Children 3-6 Years in Gorontalo Regency." Journal of Community Health Provision 2, no. 1 (January 31, 2022): 1–8. http://dx.doi.org/10.55885/jchp.v2i1.114.
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The purpose of this research is to identify the characteristics that contribute to the effective implementation of a measles rubella (MR) vaccination program in preschool children aged 3-6 years in the Gorontalo District. The purpose of this study is to collect comprehensive data on the implementation of the measles rubella (MR) vaccination program in preschool children, particularly in Limboto District, Gorontalo Regency, as measured by communication, resources, monitoring evaluation, perception, attitude, and anxiety. The research method employed is survey. The stages of the activities are as follows: survey activities on-site, data gathering, and data processing. The research period runs from the start of the year to the conclusion of the implementation year. The statistical analysis revealed a link between communication factors, perceptions, attitudes, and anxieties, but no association between resource variables and assessment monitoring and the execution of the MR vaccination program. Then, the findings of multivariate analysis on each variable are used to create the final modeling that is most closely connected to the application of MR immunization.
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Burnel, Abram, Vera Pozsgay, and Iryna S. Kravets. "Corporate Culture in Preschool Organisation Administration: European and Asian Context." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 3 (September 9, 2021): 62–70. http://dx.doi.org/10.52534/msu-pp.7(3).2021.62-70.
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The relevance of the study lies in the need to introduce corporate culture in the field of preschool education to improve the managerial level and pedagogical compliance of employees who influence the development of preschool children as individual members of society. The purpose of the study is to analyse organisational culture in the administration of preschool institutions, based on a comparison of Asian and European cultural paradigms. The research consisted of two stages, namely theoretical and empirical, and involved the use of general scientific research methods, including analysis, synthesis, comparison, systematisation, questionnaires, surveys, and statistical data processing. In the course of the study, foreign scientific literature was analysed in order to determine the phenomena of preschool institution administration and its corporate culture. An empirical study was conducted, the essence of which was an online survey among kindergarten administrators in Germany and Kazakhstan. It is determined that both the German and Kazakh corporate administration cultures have weaknesses, common to which is the lack of full-fledged freedom in decision-making and conducting activities. It was discovered that the two countries have a common view on the development of administrator's corporate competencies, including strategic importance, change management, leadership, performance management, learning orientation, responsibility, focus on results, activity, and social intelligence. It is confirmed that German kindergarten heads are distinguished by their productivity and focus on learning, while Kazakh ones attempt to pay attention to responsibility and thoroughness. The practical value of the research is to compare two views on the corporate administration culture in preschool organisations in the context of European and Asian paradigms
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Altun, Dilek. "Young Children’s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education." Journal of Education and Training Studies 7, no. 3 (February 13, 2019): 86. http://dx.doi.org/10.11114/jets.v7i3.4057.
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Theory of mind (ToM) skills involve young children’s mentalizing ability to be aware of their own selves and other individuals’ thoughts, beliefs, desires, and intentions (mental states). The social cognition skills are essential for processing complex social relations and overcoming interpersonal difficulties in communication. Previous studies shed light on the relationship of parenting and demographics to children’s ToM skills, but do not examine the associations with both home environment and preschool education experiences. The goal of the present study is to investigate children’s preschool education experience, home literacy environment (HLE), and technology usage in relation to their ToM skills. Participants were 203 preschoolers and their parents. The study data were collected using a home literacy environment questionnaire (HLEQ), theory of mind scale, and a demographic information form. The findings revealed that (a) children’s ToM scores are not differentiated regarding gender, excluding the diverse belief tasks, b) children’s ToM performances were differentiated in favor of children who have internet access at home, c) HLE, child age, daily TV watching, household income, maternal education, preschool experience, and shared book reading explained 46% of the total variance of preschoolers’ ToM scores.
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Averin, Sergey, Svetlana Karpova, Natalia Murodhodjaeva, Tatiana Savenkova, and Olga Tsaplina. "Development of a child’s visual thinking by the means of original children’s animation." SHS Web of Conferences 98 (2021): 05002. http://dx.doi.org/10.1051/shsconf/20219805002.
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The modern sociocultural situation causes the need to use distance learning technologies even at the level of preschool education, as well as the increased use of information technologies as a means of working with preschool students. The goal of the present article resides not in the analysis of the positive and negative aspects of information technologies in preschool education but the search for and the substantiation of the mechanism of their effective implementation. One of the most effective mechanisms is presented by the technique of original children’s animation. The potential effectiveness of the indicated process is examined in the context of the development of children’s visual thinking. Thus, the article presents the authors’ attempt to substantiate the development of the method of original children’s animation determining the development of children’s visual thinking accounting for the requirements of modern information society and to propose specific recommendations for the software of a children’s animation studio. The set goal is achieved using the methods of content analysis, the methods of comparative analysis of scientific and methodological materials and system analysis, the method of mathematical and statistical data processing, expert assessment, and generalization of study results. Based on the study results, an educational module “I CREATE THE WORLD Animation Studio” is developed and introduced into the practice of preschool pedagogics as a potentially effective instrument for the development of visual thinking and recommendations for the software of a children’s animation studio in a kindergarten are proposed.
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Zorić, Jelena, Jelena Petrović, and Dragan Branković. "Značaj porodičnih karakteristika za psihomotorni razvoj dece sa razvojnom disfazijom." Inovacije u nastavi 34, no. 2 (2021): 104–15. http://dx.doi.org/10.5937/inovacije2102104z.
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Difficulties in sensory processing can be a risk for the development of language, speech, as well as cognitive and motor abilities in children. The aim of the research was to investigate the relationship between the sensory and psychomotor abilities of children with developmental dysphasia and the socio-demographic characteristics of their primary families. The consequences of different developmental difficulties affect not only the child, but the parents as well. Gender, education, number of children, and birth order are some of the characteristics which can be significant for diagnozing and treatment of the developmental difficulties caused by developmental dysphasia. The sample consisted of 47 parents of preschool children with developmental dysphasia diagnose, which were included in logopedic treatment. The Modified Sensory Profile and the questionnaire about socio-demographic characteristics of the family were used in the research. The data were processed by descriptive statistics, t-test for independent samples, and ANOVA. The results showed that there were statistically significant differences on the psychomotor dimensions of sensory processing relative to the educational level of parents, but also the order of birth and the number of children. The data indicate that there is a great need for a wider spectrum of opportunities for intervention and support for the parents of children with developmental dysphasia by offering them different training sessions, as well as by including them in the physical activities which focus on the coordination abilities and fine motorics, especially when it comes to the preschool children.
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Ivanova, Yevgeniya V. "THE EMOTIONAL WELL-BEING OF PRESCHOOL CHILDREN AND PARENTAL RESILIENCE." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 1 (2020): 96–103. http://dx.doi.org/10.34216/2073-1426-2020-26-1-96-103.
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The article describes the results of the study of the emotional well-being of preschool children and its connection with the parental resilience. An empirical study was conducted on the basis of pre-school institutions in Moscow, using diagnostic methods: tests – for parents and teachers; projective tests – for children whose results were analysed using computer statistical methods in the computational methods of statistical data processing. As a result of the study, the signifi cance of the problem of resilience in the context of modern digital environment and the theoretical concept of «emotional well-being of children» and its components are clarifi ed. A set of diagnostic methods for express diagnostics of the child’s emotional well-being in a preschool educational institution has been selected and modifi ed. Two questionnaires were developed (for parents and for teachers) to assess the emotional well-being of preschoolers. A signifi cant relationship was found between indicators: emotional well-being of preschool children and the parental resilience; features of child-parent relations, features of marital relationships. Using factor analysis, three groups of children with different levels of emotional well-being and three groups of parents with different levels of resilience, with children with low, medium and high levels of emotional well-being, are identifi ed and described.
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Ahmadi, Matthew N., and Stewart G. Trost. "Device-based measurement of physical activity in pre-schoolers: Comparison of machine learning and cut point methods." PLOS ONE 17, no. 4 (April 13, 2022): e0266970. http://dx.doi.org/10.1371/journal.pone.0266970.
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Introduction Machine learning (ML) accelerometer data processing methods have potential to improve the accuracy of device-based assessments of physical activity (PA) in young children. Yet the uptake of ML methods by health researchers has been minimal and the use of cut-points (CP) continues to be the norm, despite evidence of significant misclassification error. The lack of studies demonstrating a relative advantage for ML approaches over CP methods maybe a key contributing factor. Purpose The current study compared the accuracy of PA intensity predictions provided by ML classification models and previously published CPs for preschool-aged children. Methods In a free-living study, 31 preschool-aged children (mean age = 4.0 ± 0.9 y) wore wrist and hip ActiGraph GT3X+ accelerometers while completing a video recorded 20-minute free play session. Ground truth PA intensity was coded continuously using the Children’s Activity Rating Scale (CARS). Accelerometer data was classified as sedentary (SED), light intensity (LPA), or moderate-to-vigorous intensity (MVPA) using ML random forest PA classifiers and published CPs for preschool-aged children. Performance differences were evaluated in a hold-out sample by comparing weighted kappa statistics, classification accuracy for each intensity band, and equivalence testing. Results ML classification models (hip: κ = 0.76; wrist: κ = 0.72) exhibited significantly higher agreement with ground truth PA intensity than CP methods (hip: κ = 0.38–0.49; wrist: κ = 0.31–0.44). For the ML models, classification accuracy for SED and LPA ranged from 83% - 88%, while classification accuracy for MVPA ranged from 68% - 78%. For the CP’s, classification accuracy ranged from 50% - 94% for SED, 19% - 75% for LPA, and 44% - 76.1% for MVPA. ML classification models showed equivalence (within ± 0.5 SD) with directly observed time in SED, LPA, and MVPA. None of the CP’s exhibited evidence of equivalence. Conclusions Under free living conditions, ML classification models for hip or wrist accelerometer data provide more accurate assessments of PA intensity in young children than CP methods. The results demonstrate the relative advantage of ML methods over threshold-based approaches and adds to a growing evidence base supporting the feasibility and accuracy of ML accelerometer data processing methods.
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Koltunovych, Tetiana, and Oksana Polishchuk. "Personality Characteristics of Preschool Education Students with Different Levels of Emotional Intelligence." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 100. http://dx.doi.org/10.18662/rrem/99.
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The aims of this paper were to explore the influence of personality characteristics on students’ emotional intelligence. The study involved 87 preschool education students of 3-5 years of study (aged from 19 to 22 years) of Yuriy Fedkovych Chernivtsi National University. The sample is homogeneous. The “Emotional Intelligence” test (EmIn) (D. Lioussine), “The Big Five Personality Test” (5PFQ), “Test of empathic abilities level” by V. Boyko were employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 17.0. The results of this study confirm the suggested assumptions about the existence of reliable statistically significant relationships between the emotional intelligence, its components and students’ personal characteristics, and dependence of the emotional intelligence level from the peculiarities of the personality characteristics structural organization (p≤0.01). The elucidation of these regularities can be used to improve the psychological techniques of the development and correction of emotional intelligence among preschool education students.
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Pan, Ru, and Jing Cheng. "Design and Application of the Digital-Oriented Interactive System for Teaching Preschool Art Education." Mathematical Problems in Engineering 2022 (September 12, 2022): 1–10. http://dx.doi.org/10.1155/2022/1242038.
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In this paper, the design of a teaching interactive system for preschool art education is digitally studied and analyzed, and the teaching interactive system is designed to be applied to the teaching process of preschool art education. It is to design and implement a convenient and feasible art education study and research mutual aid system. The art teaching mutual study and research system is based on the three-layer architecture of NET as the main system structure. The main function of the representation layer is to process the data requested by users and realize the interaction between users. The data layer is mainly to realize the processing of data logic, through the call and operation of the database, to realize the interactive access function of the database. The business logic layer is a relationship in the middle and plays the function of carrying on the top and bottom, realizing the logical processing of the database, and then realizing the business objectives of the system. The design and implementation of the multitier mechanism are of great importance in terms of improving system reliability as well as system compatibility. In the framework of activity theory research, the concept of dynamic integration of digital learning resources is proposed in conjunction with relevant research on digital learning resource integration. The intermediary of the interaction between subjects and digital learning resources in the digital learning process establishes the connection between different subjects through the interaction between elements in the activity system, promotes the accumulation of the number of digital learning resources and the two-way interaction of effective information, and thus realizes the orderly organization and management of the digital learning resource system. The theoretical basis of dynamic integration of digital learning resources, including activity theory, knowledge organization theory, and feedback principle, is discussed in detail in the study to provide a basis for the construction of the theoretical model of dynamic integration of digital learning resources.
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Syaputri, Riauni, Yecy Anggreny, and Sekani Niriyah. "GAMBARAN UPAYA IBU DALAM PEMENUHAN KONSUMSI SAYUR DAN BUAH PADA ANAK PRASEKOLAH." Jurnal Cakrawala Promkes 1, no. 2 (August 1, 2019): 57. http://dx.doi.org/10.12928/promkes.v1i2.1683.
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The period of growth and development in preschoolers is strongly influenced by the provision of nutrition and food intake, but mothers can not always to fulfil these needs, especially in fulfilling the consumption of vegetables and fruit. This study aims to determine the description of maternal efforts in fulfilling the consumption of vegetables and fruit in preschool children. This research was a quantitative study with a descriptive research design. The study population was all mothers who have preschool children in Public Health Centre “Payung Sekaki Pekanbaru”. Total sample 192 people, taken by Proportional Random Sampling technique. The process of collecting data using an instrument in the form of a questionnaire. Data were analyzed by the Chi-square test. The results showed that of the 192 respondents most of which are 169 people (88.0%) have adequate eating habits, parenting eating most obtained good parenting patterns that are 191 people (99.5%), feeding practices of most respondents were correct namely 97 people (50.5%), the majority of respondents provide good food namely 190 people (99.0%), and the method of food processing shows that the majority of respondents have processed food properly, namely 145 people (75.5%). Mother's efforts in fulfilling the consumption of vegetables and fruit in preschool children in the work area of Payung Sekaki Health Center are good. It is expected that the public health centre will always provide counselling to the public on the importance of balanced food consumption, one of which is to consume spinach and spinach as well as papaya and bananas which have many benefits for children's growth and development, as well as educating parents to more routinely provide vegetable and fruit intake in children every meal hour.
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N. Voloshina, Lyudmila, Victor L. Kondakov, Evgenia N. Kopeikina, and Olga G. Galimskaia. "ISSUES OF REGULATING CHILDREN'S MOTOR ACTIVITY IN MODERN PRESCHOOL EDUCATION." Humanities & Social Sciences Reviews 7, no. 6 (November 20, 2019): 221–26. http://dx.doi.org/10.18510/hssr.2019.7641.
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Purpose: The objective of the research is to determine the volume and intensity of motor activity of children aged 5-6 years, identify existing problems of motor activity at this age and compare the results with age norms.
Methodology: study and comparative analysis of psychological and pedagogical literature on the topic; pedometry, pulsometry, timing, statistical processing of the results.
Result: The calculation of average daily indicators of pedometry revealed that boys, on average, perform 10789.26 ± 426.15 steps, and girls - respectively 13094.64 ± 511.83 steps. At the same time, boys had significantly lower indicators of pedometry than girls (p≥0.05). Analysis of the ranking results and comparison of the data obtained with the age norm, which is 11-15 thousand steps per day, suggests that 52.6% of boys perform the norm, and 47.4% of the average daily physical activity is below the norm. Motor activity in 80% of girls is within the age norm, in 10% - above the norm, and in 10% - below the norm. The intensity of daily loads in terms of pulsometry both in boys and girls corresponds to low and medium intensity.
Applications: This research can be used for universities, teachers, and students.
Novelty/Originality: In this research, the model of issues of regulating children's motor activity in modern preschool education is presented in a comprehensive and complete manner.
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A. Averin, Sergey, Evgenii A. Alisov, Natalia S. Murodhodjaeva, Igor A. Noskov, Olga V. Tsaplina, and Lyudmila E. Osipenko. "Information Technologies in Education: Forming the Competences of the Future." International Journal of Engineering & Technology 7, no. 4.7 (September 27, 2018): 276. http://dx.doi.org/10.14419/ijet.v7i4.7.20562.
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Specialists in the field of programming create a huge flow of software, which is mainly aimed at attracting children to specific software products that have a developing effect, rather, as a side effect. The developing effect is not diagnosed in such programs, but it is often declared by the developers. Scientific and methodological response of the pedagogical community to information challenges in the field of preschool education was the creation of the methodology of author's children's animation and the corresponding educational module. In the article two important competences of preschool children are considered, which are basic in relation to many other competences formed at an older age: developed imaginative thinking and developed research abilities. The development of these competences projects as a methodical waymark for the technical development of the methodology of author's children's animation.Thereby, the purpose of the article is to justify the creation of methods for author's children's animation that determines the development of imaginative thinking and research abilities of preschool-age children, taking into account the requirements of the modern information society.To achieve this goal, the following methods were used: content analysis; method of contrastive-comparative analysis of scientific and methodical materials; method of system analysis; method of mathematical and statistical data processing; expert appraisement, generalization of research results.Based on the results of the study, the theoretical foundations of the preschool-age child's competence were determined, a pilot study of the development of preschoolers' competencies, the development and introduction of the educational module "Multstudio I CREATE THE WORLD" into the practice of pre-school pedagogy as a potentially effective means of developing imaginative thinking and research abilities of children, development of recommendations for software providing multstudios in kindergarten.
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Voloshina, Lyudmila N., and Karina E. Panasenko. "Preparedness of senior preschool children with mental retardation to learn ball games." Perspectives of Science and Education 60, no. 6 (January 1, 2022): 304–18. http://dx.doi.org/10.32744/pse.2022.6.17.
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Introduction. Ball games, being a unique motor activity, combine the opportunities for favourable psychomotor, social and personal development of children. According to World Health Organisation experts, the value of ball games as a means and form of physical activity lies in the fact that they improve cognitive abilities and physical fitness of children with intellectual disabilities and hyperkinetic behaviour / hyperactivity syndrome. However, in order to achieve effective results in teaching ball games to children with disabilities, their level of physical fitness and functional abilities needs to be taken into account. The aim of the study was to examine and assess the level of readiness of senior preschool children with mental retardation to learn ball games, with further comparison of the findings with survey results in respect of children without developmental disabilities. Materials and methods. The research involved two groups of senior preschool children attending preschool institutions of Belgorod (Russian Federation). The diagnostic ball game exercises recommended in the programme “Play to your heart’s content”, as well as the methods of mathematical statistics (Student’s t-test), were used. Results. Talking of preschool children’s readiness to master ball games, we mean a well-formed orientative framework of motor actions with a ball in the form of knowledge and ideas about the motor task, mastering the ways to effectuate these actions, motivation towards achieving the result. The obtained data confirmed that children with mental retardation have insufficient readiness to master ball games and exercises. The optimal and average level of readiness to master ball games and exercises is recorded in 54.83% of children with mental retardation and in 80.64% of children without developmental disabilities. A total of 45.16% of children with mental retardation and 19.35% of children without developmental disabilities have problems of visuomotor coordination, attention development, low control and regulation of own actions, low level of coordinating a motor act with external environment. The processing of the obtained results shows statistical reliability of differences (p<0.05) in average indicator values (score) in game exercise performance within the modules “Football” and “Basketball” between children with mental retardation and children without developmental disabilities. Conclusion. The data obtained on the level of readiness of preschool children with mental retardation to master ball games testify to the need to identify due goals and content of individual assignments towards overcoming existing problems, the feasibility of organising child-adult interaction aimed at conveying and mastering motor experience.
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Jurgena, Inese, Dagnija Cēdere, Ingrīda Keviša, Alicja Szerlag, and Agnieszka Jedrzejowska. "Opinion of Pre-service Preschool Teachers on Responsiveness: A Comparative Study of Latvian and Polish Students in the Aspect of Sustainable Education." Journal of Teacher Education for Sustainability 23, no. 2 (December 1, 2021): 5–17. http://dx.doi.org/10.2478/jtes-2021-0013.
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Abstract The contradictions of modern human development are related to educational space, which is characterized by globalization and technology-driven changes; therefore, the social dimension of teacher education emphasizes the humane character of education – respectful communication, participation, empathy, flexibility, and the ability to change so that a teacher would be able to ensure an emotionally safe and supervised learning environment. The aim of the article is to analyze and compare the opinions of students, pre-service preschool teachers, about teacher’s responsiveness in Latvian and Polish institutions of higher education. The research methodology includes the theoretical method – analysis of academic literature – and the empirical method – a survey of 307 Latvian and Polish full-time and part-time students in the period of 2020–2021. The survey was conducted online. Data processing was performed using the SPSS program. The results show that, in general, the understanding of prospective preschool teachers about the importance of teacher responsiveness in pedagogical activities and the need to undertake responsibility and leadership in regulating children’s reactions is positive. However, several differences have been identified between the opinions of Latvian and Polish students.
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Telychko, Tetyana. "PROFESSIONAL TRAINING OF FUTURE PRESCHOOL TEACHERS: PSYCHOLOGICAL AND PEDAGOGICAL ASPECT." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(51) (October 25, 2022): 171–74. http://dx.doi.org/10.24144/2524-0609.2022.51.171-174.
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The urgency of the problem is caused by the awareness of the need to find, develop and master such forms of methodological activities that would be focused on the formation of professional competence of future educators of preschool education. The key condition for improving the quality of education is the success of the professional activity of teaching staff. For this, it is important to create conditions in the education system for the development of the individual style of professional activity of future educators, learning and mastering new values that stimulate the creative search for promising approaches and technologies, including psychological and pedagogical support in professional training. The article is devoted to consideration of the role and possibilities of psychological and pedagogical support in the professional training of future teachers of preschool education institutions. The purpose of the study: to develop and test a program of psychological and pedagogical support for the professional training of future teachers of preschool education institutions. Research methods applied: analytical and descriptive methods of processing theoretical and critical sources and resources; generalization of the received scientific data; synthesis and generalization of own long-term experience of preparation of future teachers of a foreign language. The main components of the psychological and pedagogical support of the professional training of future teachers are determined: psychological and organizational and educational (pedagogical). It was determined that the implementation of the program of psychological and pedagogical support of professional training of future educators contributes to increasing tolerance to the uncertainty of the present, motivation to achieve success, formation of career orientations and ideas about oneself as a successful individual, reduction of resistance, anxiety of innovative activity.
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Mungalim, Sri Mujiyanti, and Ris Ris Rismawati. "The Effect of Lego Play Activity Therapy on Anxiety Levels of Preschool Children (3-6 years) due to Hospitalisation." Jurnal Ilmiah Keperawatan Indonesia [JIKI] 3, no. 1 (May 23, 2020): 57. http://dx.doi.org/10.31000/jiki.v3i1.76.
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Preschoolers are early childhood where the child has not stepped on the school year unfolds aged 3-6 years. Like adults, children can also be stricken with an illness and require hospitalization for the diagnosis and treatment of disease.So that these conditions become a factor stressors in children can cause anxiety. Overcoming anxiety levels in children, nurses in providing interventions should consider the needs of children in accordance growth.One of the activities to reduce children's anxiety is playing lego. The purpose of this study was to determine the effect of therapeutic activity against anxiety level playing lego preschool children (3-6 years) due to hospitalization. The research design used in this study is a quasi-experimental design studies with a one-shot approach of case study.Respondents in this research were 22 children, where data collectionby distributing questionnaires anxiety levels to be completed by the parent / guardian respondents. Data retrieval performed twice, ie before therapy and after playing lego play therapy. Processing data using a computer program. The average level of anxiety before is 111.86 and after63.50, the results of analysis using parametric statistical tests Paired t-test results P value = 0.000 meaning <α (0.05) it can be concluded that there is a significant effect between the level of anxiety before and after play therapy. Recommended to apply play therapy to reduce anxiety levels of preschool children who are being Hospital treated nursery in Banten Hospital.Keywords: Therapeutic Activities; Lego;Anxiety; Hospitalization
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McMahon, Sandra, Kelly Stassi, and Barbara Dodd. "The Relationship Between Multiple Birth Children’s Early Phonological Skills and Later Literacy." Language, Speech, and Hearing Services in Schools 29, no. 1 (January 1998): 11–23. http://dx.doi.org/10.1044/0161-1461.2901.11.
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Previous studies have shown that multiple birth children (MBC) are prone to early phonological difficulties and later literacy problems. However, to date, there has been no systematic long-term follow-up of MBC with phonological difficulties in the preschool years to determine whether these difficulties predict later literacy problems. In this study, 20 MBC whose early speech and language skills had been previously documented were compared to normative data and 20 singleton controls on tasks assessing phonological processing and literacy. The major findings indicated that MBC performed significantly more poorly on some tasks of phonological processing than singleton controls did. Further, the early phonological skills of MBC (i.e., the number of inappropriate phonological processes used) were correlated with poor performance on visual rhyme recognition, word repetition, and phoneme detection tasks 5 years later. There was no significant relationship between early biological factors (birth weight and gestation period) and performance on the phonological processing and literacy-related subtests. These results support the hypothesis that MBC’s early speech and language difficulties are not merely a transient phase of development, but a real disorder, with consequences for later academic achievement.
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Mazunova, Lydia Konstantinovna, Marat Irecovich Gubaidullin, and Lilia Rashitovna Khalikova. "COMPLEX DIAGNOSTICS OF GIFTED CHILDREN OF PRESCHOOL AGE." Russian Journal of Multilingualism and Education 11, no. 1 (December 15, 2019): 40–47. http://dx.doi.org/10.35634/2500-0748-2019-11-40-47.
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The article describes a set of diagnostic tools to identify the natural potential of a gifted preschooler, it presents the results of diagnosing children and their parents using these tools, as well as their interpretation. The relevance of the formation of a comprehensive diagnosis of giftedness of preschool children is determined by the task of promoting preservation and development of child giftedness, the national gene pool of gifted people in Russia. The novelty of the considered approach to solving the problem of diagnosing children’s giftedness lies in the use of an original set of techniques for determining the profile of the dominant hemispheres of the brain, a psychotype and natural inclinations of the child. The aim of the study is to find an answer to the question concerning the potential of giftedness with which a person is born and the percentage of children endowed with it. Among the research methods employed were such empirical methods as observation and testing with the help of a set of questionnaires and tests, as well as a statistical method for the initial collection and primary processing of quantitative data on natural inclinations, psychotypes, dominant profiles of hemispheric brain activity. The following diagnostic tools were applied: A. I. Savenkov’s questionnaire “Palette of interests” - to determine the natural inclinations of preschoolers,” Psychogeometric test of S. Dellinger (in the adaptation of G. I. Kolesnikova) - to determine a psychotype and the technique of Carla Hannaford - to determine the dominant profile of hemispheric activity of the brain. Among the results obtained, the most significant conclusion is the possibility of identifying a diverse and rich palette of natural inclinations in each child, which will allow individualizing the content aspect of the program and serve as a basic condition for the successful development of natural inclinations of each child. In the total sample of children (1669 questionnaires) more than 82% demonstrated inclinations to 3-4 types of human activity. Also revealed are more poorly developed areas, such as the communicative sphere, which is associated with the lack of live interaction (communication) of the child with adults and peers, and humanitarian, requiring more attention to the speech development of the child. Thus, children of 4-7 years old of both sexes with a dominant profile were characterized by a weak interest in the communicative sphere, the most preferred area for girls was art, and for boys - mathematics and technology
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Hoydalsvik, Torhild Erika Lillemark. "Co-Operation Is Not Enough: Teacher Educators as Curriculum Developers in Times of Change." International Journal of Higher Education 6, no. 5 (September 19, 2017): 76. http://dx.doi.org/10.5430/ijhe.v6n5p76.
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The purpose of this exploratory two site case study is to examine how teacher educators, student teachers and programme leaders experience their ‘curriculum developer role’ in times of change, against the background of a new national guideline for preschool teacher education being implemented in Norway. The multidisciplinary team approach established by policy for this reform is examined as a strategy to create coherent programmes. Data collected for the study include fifteen semi-structured interviews and four focus groups conducted at two educational institutions. Qualitative data processing software is used to process four stages of qualitative data analysis. The evidence indicates that the actors involved experienced the ‘reproduction’ of curriculum elements from before the recent reform to a modest extent. Most frequently, they describe incorporation of earlier practices, ‘moderate translation’, in order to meet the demands of multiple disciplines. ‘Radical translation’ also takes place as part of their new collaborative role.
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Voloshin, O. M. "THYMUS SONOMETRY AND RECURRENT RESPIRATORY INFECTIONS IN PRESCHOOL CHIKDREN." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 21, no. 3 (November 16, 2021): 57–63. http://dx.doi.org/10.31718/2077-1096.21.3.57.
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Introduction. The results of scientific research that have been received so far in terms of the relationship between health status of children of various age and thymus size are controversial. On the one hand, researchers mainly from the former Soviet Union note the presence of the clear association between thymomegaly and an increased tendency to recurrent respiratory infections among preschool children. On the other hand, according to current data of world medical science, a relatively larger thymus, on the contrary, is considered to be the sign of the optimal state of child's immune system. The study aimed at clarifying of the interdependence between the thymus physical parameters and the frequency of acute respiratory infections in children aged 1-6 years. Materials and Methods. Thirty-seven children (16 boys and 21 girls) aged from one to six years, undergoing inpatient treatment on acute respiratory infection, were involved in the clinical study. Two markers of acute respiratory infections recurrence (infections index, resistance index) were taken into account and several anthropometric parameters were calculated for each child. The participants also underwent ultrasound scan. The statistical processing of the obtained primary digital material was performed by IBM SPSS Statistics 26 licensed program. Results. The thymus size was within the reference values only in 14 (37.84%) examined children. In the majority of the patients (23 (62.16%)), it was below the mentioned values. The significant exceeding the thymic index values in the children of the younger age group as compared with the older children was found. There was no difference between the boys and girls in terms of thymus volume, mass and thymic index. Conclusions. There is а moderately pronounced inverse relationship between the age of the examined children and the thymic index, according to which this index values are decreased with increasing age. The integral indicators of acute respiratory infections recurrence among the preschool children are not correlated with the studied absolute and relative sonometric thymus parameters. The thymic index values are in the closest and inverse correlation with the body surface area among all the anthropometric parameters considered in the children.
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Fan, Xucheng, Na Xue, Zhiguo Han, Chao Wang, Heer Ma, and Yaoqin Lu. "Wavelet Transform Artificial Intelligence Algorithm-Based Data Mining Technology for Norovirus Monitoring and Early Warning." Journal of Healthcare Engineering 2021 (September 17, 2021): 1–7. http://dx.doi.org/10.1155/2021/6128260.
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Norovirus monitoring and early warning can be used for diagnosis without etiological testing, and the treatment of this disease does not require the antibiotics. It often occurs in preschool children and affects their growth and development, so the coping measures for this disease are more prevention than treatment. In this study, the clinical data of 2133 children with diarrhea were collected. Based on the artificial intelligence (AI) algorithm of wavelet transform, a related model for data mining and processing of children’s intestinal ultrasound images and stool specimens was constructed. Then, the norovirus infection trend was warned based on the wavelet analysis algorithm model. The results showed that the intestinal ultrasound image processed by the wavelet transform algorithm was clearer. The positive detection rate of norovirus in children with clinical diarrhea was as high as 59%, and the children had different degrees of body damage, of which the probability of compensatory metabolic acidosis was the highest. The epidemiological analysis found that children with norovirus infection were mainly concentrated in the age group under 2 years old and over 5 years old and showed a peak of infection in December. In summary, the intelligent algorithm based on wavelet transform can realize the noise reduction of intestinal ultrasound, and it should protect children with susceptible age and susceptible seasons to reduce the clinical infection rate of norovirus.
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Raichlin, Rina, Joel Walters, and Carmit Altman. "Some wheres and whys in bilingual codeswitching: Directionality, motivation and locus of codeswitching in Russian-Hebrew bilingual children." International Journal of Bilingualism 23, no. 2 (March 18, 2018): 629–50. http://dx.doi.org/10.1177/1367006918763135.
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Aims and objectives: Differences in directionality, motivations and locus of codeswitching have been reported for children’s codeswitching, but these constructs have not been subjected to experimental study in order to examine how they may interact. This study investigated these variables in bilingual preschool children’s codeswitching. Methodology: Thirty-two Russian-Hebrew bilingual children (mean age 6;3) performed two tasks: Retelling of narratives manipulated for setting/topic and listener and Conversation with a bilingual adult. Retelling conditions included a Russian story retold to a Hebrew-speaking puppet, a Hebrew story retold to a Russian speaking puppet and a Mixed language story retold to a bilingual puppet. The Conversation task involved responses to questions in Russian, Hebrew and codeswitched speech about holidays and activities at home and in preschool. Data and Analysis: All children’s speech was audio recorded and transcribed using CHILDES conventions for data transcription. Codeswitched utterances were coded for the following: Directionality (Hebrew-to-Russian/Russian-to-Hebrew); Motivation (psycholinguistic/sociopragmatic); and Locus (intra-utterance/cross-speaker). Results: Overall children produced more codeswitching from Russian to Hebrew and did so more for psycholinguistic motivations (to maintain fluency or to overcome difficulties in lexical access). Originality: High rates of codeswitching occurred in this study, ranging from 15% to 22% for Conversation and Retelling, respectively (calculated as codeswitched instances per utterance). This high rate may be attributed to the experimental nature of the tasks, which intended to elicit codeswitching in children’s speech. Significance: Drawing from Green and Wei’s processing model, findings regarding directionality and motivation are discussed in terms of connectivity and activation.