Relevant bibliographies by topics / Preschoolers

Academic literature on the topic 'Preschoolers'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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Journal articles on the topic "Preschoolers"

Fedina, Lyudmila V. "Dynamics of “Self-Image” of Preschool Children (2004 and 2017: A Comparative Analysis)." Integration of Education 24, no. 3 (September 30, 2020): 501–18. http://dx.doi.org/10.15507/1991-9468.100.024.202003.501-518.

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Introduction. Impetuous changes provoke a research into structural and substantive changes in modern childhood. Presentation of modern preschoolers differs from what their peers thought 10 and 20 years ago. It is necessary to determine the basis of preschool children’s self-image and to identify those specifications that remain unchanged and those that demonstrate significant changes. This will help to understand the fundamentals of building an internal image of a modern preschooler, highlight changes in its structure, and predict effective ways to accompany the development of a preschooler’s personality. Aim of the research: study the content components of the “self-image” of preschoolers, identify and describe the main dynamic trends in the self-image of preschoolers over the course of 13 years. Materials and Methods. The study of meaningful changes in the preschoolers’ ideas about themselves was organized using an interview. 211 preschoolers aged between 5 and 7 years old were interviewed. The study used the methods of cross-sections, the Kuhn-McPartland test modified by T. V. Rumyantseva, the method of studying the “self-image” by G. A. Uruntaeva and E. N. Gosheva, methods of mathematical statistics in the SPSS program. Results. The reflexive ego and the communicative ego are determined in the structure of the identification indicators of the self-image of the older preschooler as the stable characteristics. The dynamic tendencies are highlighted: modern preschoolers, in comparison with their peers in 2004, demonstrate more freedom and diversity in describing the identification characteristics of their physical ego and activity ego, at the same time they lose focus on relationships in the context of “me-others” (“social ego”). A comparative analysis made it possible to identify the zone of development of the self-image of modern preschoolers and the basis for the reconstruction of forms and methods of teaching and upb ringing. Discussion and Conclusion. The results of the research are important for the psychology of modern childhood. They clarify and supplement the description of the age-related characteristics of the development of self-awareness of modern preschoolers. The study allows us to place significant accents in the development of educational programs for preschool children in practice.

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Dwinadia, Rana, and Lia M. Boediman. "Parental Self-Efficacy dan Regulasi Emosi Anak Prasekolah: Dukungan Sosial Orang Tua Dapatkah Memperkuat?" Provitae: Jurnal Psikologi Pendidikan 14, no. 2 (September 30, 2021): 1–34. http://dx.doi.org/10.24912/provitae.v14i2.13412.

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Parental self-efficacy is one of the critical factors that impact emotional regulation development in preschool children. Many factors can impact parental self-efficacy; however, social support is often mentioned as one of the essential factors. Thus, this study aimed to explore the impact of parental self-efficacy and parental social support on preschooler's emotional regulation. Parental social support is used as a moderator variable, which can hypothetically strengthen the impact of parental self-efficacy on preschoolers' emotional regulation development. This research design was quantitative research. The participants consisted of 119 mothers of children in preschool age between the ages of five-to-six years old. The data were analyzed using the regression analysis method. This research found an impact of parental self-efficacy on preschoolers' emotional regulation and no impact on parental self-efficacy and parental social support on preschoolers' emotional regulation. Parental self-efficacy has an impact on preschooler's emotion regulation, but there is no effect of parental social support on parental self-efficacy.

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Hairol, Mohd Izzuddin, Naufal Nordin, Jacqueline P’ng, Sharanjeet Sharanjeet-Kaur, Sumithira Narayanasamy, Manisah Mohd-Ali, Mahadir Ahmad, and Masne Kadar. "Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study." PLOS ONE 16, no. 3 (March 3, 2021): e0246846. http://dx.doi.org/10.1371/journal.pone.0246846.

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Visual-motor integration (VMI) is related to children’s academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08–6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools’ classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers’ VMI scores. Overall, Malaysian preschoolers’ VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers’ Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.

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Yen, Tran Thi Kim, Nguyen Thanh Huyen, Nguyen Viet Hien, and Dang Van Phuc. "Research on Factors of Fun Activities Affecting the Sustainable Environmental Behaviour of Preschoolers (From 3 to 6 Years Old)." WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT 19 (February 7, 2023): 89–97. http://dx.doi.org/10.37394/232015.2023.19.8.

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Fun activities are the main activities of preschoolers; they are also a path, method, and means of conducting comprehensive education for preschoolers (from 3 to 6 years old), including education on sustainable environmental behaviour. This research aims to point out the factors of fun activities that affect and influence the formation and development of sustainable environmental behaviour of preschoolers. The author, in this research, surveyed 300 preschool teachers in Hanoi and directly observed 156 preschoolers in 11 preschools in Hanoi to collect data and used exploratory factor analysis (EFA) to analyse the data. The research found that there are 3 factors of fun activities that affect the awareness, attitude, and sustainable environmental behaviour of preschoolers, including: Contents of fun activities related to environmental education and environmental protection, Rules of the game on environmental education and environmental protection, and Specific actions on environmental education and environmental protection. The research also pointed out the fundamentals of sustainable environmental behaviour, which are environmental awareness, attitude towards the environment, and environmental protection acts. The research findings are expected to provide the basis and reference for further research on the impacts of fun activities on the formation and development of sustainable environmental behaviour of children aged 3 to 6. Thereby, the author recommends that preschools should design and build in the direction of integrating fun activities related to environmental education and environmental protection with other educational contents and activities in preschools; and simultaneously guide preschoolers to understand the specific regulations when participating in fun activities related to environmental education and innovative methods to organise and implement fun activities related to environmental education in the direction of allowing children to directly experience and perform environmental protection behaviours.

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Khatib, Tamer, Haneen Alwaneh, Wajdi Mabroukeh, Yassmin Abu-Ghalion, Fatima Abu-Gadi, Aliaa Assali, Wilfried Elmenreich, and Muna Zarour. "Development of DAYSAM: An Educational Smart Phone Game for Preschoolers to Increase Awareness of Renewable Energy." Sustainability 13, no. 1 (January 5, 2021): 433. http://dx.doi.org/10.3390/su13010433.

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This paper presents a smartphone application game that aims to increase the awareness of preschoolers on renewable energy. The age of the selected preschoolers is in the range of 4-6 years. The game is called DAYSAM, and it aims to increase awareness regarding photovoltaic arrays, wind turbines, mini-hydropower stations, energy efficiency, and risks that polar bears are facing. The game provides two superior features compared to other available games in Arabic language, targeting the same age group. Preschoolers from An-Najah Child Institute are selected to play this game to investigate the impact of this game. The preschoolers’ awareness is tested before and after playing the game using coloring sheets in an unsupervised coloring process. The results show that the proposed game has increased preschooler’s awareness of renewable energy. Before playing the game, none of the preschoolers recognized images like the photovoltaic array or the wind turbine. After playing the game the preschoolers recognized these devices in different situations and shapes. This indicates that such a game can be used as a fun and educational tool in nurseries that have Arabic communication medium to increase awareness of renewable energy.

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Mazhar, Sohail, Shamim Ullah, and Azhar Majeed Qureshi. "The Effects of Violence in Television Programs on Social Behavior of Preschoolers: Parents Perceptions." Global Educational Studies Review VI, no. II (June 30, 2021): 198–204. http://dx.doi.org/10.31703/gesr.2021(vi-ii).19.

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The purpose of the current study was to investigate the effects of television violence on the social behavior of preschoolers. The design of the study was descriptive based on survey research. The population of the study consisted of all the mothers of a preschooler in Lahore, Pakistan. A sample comprised of 92 mothers of preschoolers of Allama Iqbal town Lahore and data were collected through a questionnaire. The findings of the present study show that there was an immense effect of television violence on the social behavior of preschoolers. Children apply things learned from television in their daily life, and the violence anticipated on television also promotes aggressive behavior.

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Raboy, Love Jhoye, April Mae Ablon, Irish Jane Cabulay, Recy Mae Mendoza, and Guilda Marie Nanaman. "Developing an Alternative Math Assessment Tool Using Speech Recognition." Proceedings Journal of Education, Psychology and Social Science Research 1, no. 1 (November 22, 2014): 90–96. http://dx.doi.org/10.21016/icepss.14035.

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The world today is now in the era of Information Technology. The development of ICT-based processes specifically in the area of assessment in school is now visible. Project LISTEN (Literacy Innovation that Speech Technology ENables) is an interdisciplinary research project at Carnegie Mellon University to develop a novel tool to improve literacy – an automated Reading Tutor that displays stories on a computer screen, and listens to children read aloud. This study does not provide right or wrong answers for they let the user evaluate the answer. The main objective of this study is to develop an Alternative Math Assessment Tool for Preschoolers using Speech Recognition. This software aims to assist teachers in the review of Math lessons for preschoolers using speech recognition. The development of the system utilizes the System Development Cycle approach that includes data gathering to identify system’s expected functionalities, designing the system using Use-Case Diagram, integration of JSAPI for Voice Recognition, using Synthesizer software for reading the questions out loud, a graphical display of teacher representation and a graphical display for every question in the review. Along in the development of this assessment tool is the implementation of the system. The system was developed using the Java Programming language. It also uses a MySql database to store data for preschoolers, review questions and text answers. In the conduct of the review digital microphone and a speaker is needed. The developed system is capable of creating questions for a particular review, activating a review for the preschooler to take and record the preschooler’s scores at every end of the review. The system also includes a graphical display of questions. In the conduct of the review, the system was able to read out loud the questions, and a 5-second time span for the pupil to answer the review questions. The system will listen and the feedback from the study will display the correctly uttered answer. User testing results indicate an 83% correct response of the system against the correct uttered answer of the preschooler.

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Rahmaty, Zahra, Meg Johantgen, Angela Trude, Amy Zemanick, and Maureen M. Black. "Overweight/Obesity Among Preschoolers Is Associated with Caregiver Overweight/Obesity, Not with Neophobia." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1673. http://dx.doi.org/10.1093/cdn/nzaa063_071.

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Abstract Objectives Overweight/obesity (OO) among preschoolers is a major public health issue that has been linked to many factors. Food neophobia is an important factor in children's diet but has inconsistent associations with obesity. Intersectionality affects the outcome of any childhood events. This study examines: 1) direct association of FN and preschooler OO, 2) whether FN moderates or mediates the caregiver OO-preschooler OO association, and 3) intersectionality of sex and race and preschooler OO. Methods Baseline data were gathered from 52 childcare centers participating in a randomized controlled trial to promote healthy dietary habits. The sample included 500 preschoolers and caregivers. Children were weighed and measured; we calculated body mass index percentile (BMIp) and categorized them as OO vs. healthy based on CDC criteria. Caregivers reported their weight, family demographics, and completed the 2-item Household Food Security Scale and the Child Food Neophobia Scale. Logistic Mixed Models (LMM) were used with childcare centers as random effects, adjusting for child age, sex, race, and sociodemographic. Model 1 examined the association between FN and OO. Model 2 added the caregiver OO*FN interaction, and Model 3 examined FN as a mediator in the caregiver OO-preschooler OO association. Model 4 tested the sex*race interaction with preschooler OO. Results Children's mean age was 48 months (SD = 7.5), 55% boys, and 25.4% OO. Caregiver mean age was 36 years (SD = 5.7), 90% women, 67% educated at bachelor's or higher, 84% employed full-time, 13% food insecure, and 58% OO. In multivariable LMM, compared to normal weight, overweight and obese caregivers were 2.6 (95% CI: 1.6–4.3) and 3.9 (95% CI: 2.1–7.3) times, respectively, more likely to have OO child. FN was not associated with preschoolers’ OO directly or through moderation or mediation. The intersectionality of child race and sex was significant (P = 0.01) in predicting child obesity. Non-White girls had the highest mean BMIp, 69.3. Conclusions OO among preschoolers and caregivers was related. FN was not associated with preschooler OO either directly or indirectly. Research into the mechanisms linking caregiver and preschooler OO is needed. The elevated BMIp among non-white preschool girls calls for research focused on this population. Funding Sources National Institute Diabetes and Digestive and Kidney Diseases.

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Craig, Holly K., Carol M. Connor, and Julie A. Washington. "Early Positive Predictors of Later Reading Comprehension for African American Students." Language, Speech, and Hearing Services in Schools 34, no. 1 (January 2003): 31–43. http://dx.doi.org/10.1044/0161-1461(2003/004).

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Purpose: This investigation examined the performance of 50 African American children on a reading comprehension test. Method: Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English. Results: Two measures predicted later reading comprehension levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade. Clinical Implications: The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed.

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Ramirez, Gleice Tibauje Vicente, Ana Cláudia Okamoto, Tânia Adas Saliba, and Suzely Adas Saliba Moimaz. "Influence of behavioral and dietary aspects on children's oral health." Research, Society and Development 10, no. 5 (May 9, 2021): e34410514753. http://dx.doi.org/10.33448/rsd-v10i5.14753.

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The purpose of this study was to verify the association of microbiological aspects, behavioral and eating habits that affect the oral health of preschoolers. This is a cross-section of a longitudinal study, with a sample of 42 preschoolers at 30 months of age. A home visit was carried out to conduct an interview on aspects of breastfeeding, early weaning, the child's oral hygiene habits, such as brushing frequency and habits, sharing toothbrushes and kitchen utensils and 24-hour food recall of the preschooler. Was collected 0.5 ml of saliva from the oral floor of the mother and the preschooler using sterile disposable pipettes for culture in a Petri dish. It was observed that there was an association between early weaning (p = 0.046) and bottle use (p = 0.018) with the presence of caries; however, there was no association between the consumption of sugary foods between meals (p = 0.302). The average colony-forming unit (CFU) / ml of S. mutans found in the mothers' saliva was 974421 and the preschool was 135341.9. Extracellular polymer was found in the CFU of samples from 61.90% of mothers and 09.52% of preschoolers. Eating habits such as early weaning and bottle use were associated with the presence of caries. There was no association between microbiological and behavioral aspects that affect oral health and the consumption of sugary foods between meals with the presence of caries in preschoolers.

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Dissertations / Theses on the topic "Preschoolers"

Limback, Ellie. "Influences on preschoolers' altruism." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/27679/.

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There has been a resurgence of interest in prosocial behaviour in recent years, but many authors avoid the topic of altruism due to the difficulty of discerning the motives behind the behaviour. The present thesis takes a behavioural definition of altruism (i.e. that the point of interest is the altruistic action rather than the underlying motives) and employs a paradigm from experimental economics that minimises the impact of motivating factors aside from altruism: the dictator game. Preschool children's emerging altruistic behaviour is assessed and the norms governing this behaviour are hypothesised. Chapter 1 gives an introduction to prosocial behaviour in general, before focussing on altruism and the dictator game. It demonstrates that while behaviour in older children and adults is influenced by numerous intrinsic and extrinsic factors, little is known about influences on the altruistic and dictator game behaviour of preschool children. Chapter 2 conducts a standard DG with 4-5 year-old children with particular focus on the influence of siblings. It also examines the impact of endowment size, providing a reduced endowment in order to ascertain whether children's understanding of the numerosities involved influences dictator game behaviour. There was no effect of endowment size upon DG behaviour, but sibling status was found to influence donations, with children with older siblings being more likely to donate than those without older siblings. These results are discussed in terms of models of sibling influence. Chapter 3 extends these findings by examining whether adults behave similarly to children and whether the influence of older siblings remains in adulthood. A shift in the influence of siblings was observed, with adults with siblings being more generous than those without siblings, rather than older siblings in particular being beneficial. How these findings further inform models of sibling influence is discussed. Chapter 4 examines how the source of the endowment influences preschoolers' altruistic behaviour in the dictator game by asking children to earn their endowments rather than provide them as a windfall. While previous work has shown that adults are less generous when they have earned their endowment than when it is a windfall, children showed little difference in behaviour according to the source of their endowment, although there is evidence to suggest that children with older siblings are beginning to internalise the relevant norms (otherwise there was no effect of sibling status). Chapter 5 examines the effect of framing upon children's altruistic behaviour by providing different information about the recipient (rather than no information as is standard in the DG). Children gave more to a recipient with positive characteristics than one with negative characteristics and were also influenced by the mere possession of information. Chapter 6 sums up by demonstrating how these findings interact to inform our understanding of preschoolers' altruistic behaviour and outlines areas for future research. Altogether, this thesis demonstrates that there are numerous influences on preschoolers' altruistic behaviour but children are nonetheless similarly altruistic to adults rather than more selfish, as is often assumed.

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Meers, Molly R. "Emotional Eating in Preschoolers." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276179789.

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Cohen, Rebecca I. "Attention and language in preschoolers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0009/NQ38232.pdf.

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Erdmann, Amy. "Preschoolers' self-concepts are they accurate? /." Connect to resource, 2006. http://hdl.handle.net/1811/21903.

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Thesis (Honors)--Ohio State University, 2006.
Title from first page of PDF file. Document formatted into pages: contains 40 p. Includes bibliographical references (p. 22-24). Available online via Ohio State University's Knowledge Bank.

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Helmer, Sylvia. "ESL preschoolers' interpretation of nonverbal communication." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26487.

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Studies indicate that children acquire both verbal and nonverbal acuity at a very early age. Since it is also agreed that the nonverbal forms of communication children learn are culture-specific the acquisition of nonverbal gestures by second language learners is of considerable interest. A study by Kumin and Lazar(l974) indicates that first language speakers as young as three have considerable ability in encoding and decoding the group of gestures known as emblems. The present study extends their findings by comparing the decoding of gestures by native English speakers (age 3-5) with non-native speakers. Thirty-six emblems and illustrators, two forms of commonly used gestures, were decoded by forty children, twenty native speakers and twenty ESL speakers. The gestures chosen .were screened by a panel of ten practicing ESL teachers who considered them to be typical of classroom interaction. The videotape of the gestures was validated by 62 native speakers before being administered to the children. Analysis of variance results indicate there is a main effect for age as well as a very strong effect for ethnicity (native speakers vs ESL). A Spearman's rho rank correlation on the sequence of acquisition of the gestures raises the interesting possibility that there may be a developmental pattern such as is found in the verbal domain.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Buller, Terri. "Implicit and explicit memory in preschoolers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29349.

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Explicit memory refers to conscious or deliberate recollection of recent events and experiences, whereas implicit memory is revealed when the same events and experiences affect performance in the absence of conscious recollection. It is well known that implicit and explicit memory develop differently across the life span: Explicit memory is acquired in early childhood, remains stable across adulthood, and then decreases in later life, whereas implicit memory develops earlier in childhood and remains intact well into late adulthood (for review see Graf, 1990). To explain this pattern of results, it has been suggested that implicit memory performance is mediated by automatic processing, whereas explicit memory performance is mediated by subject controlled processing, such as goals and strategies (e.g., Craik, 1983). My thesis examines whether development during the preschool years has the same effect or different effects on implicit and explicit memory test performance. Toward this goal, I first collected normative data to establish baserate performance on category production tests for use in the main experiment. Subjects consisted of 96 preschoolers and production norms were gathered for 7 different categories. The procedure involved reading a brief story to focus subjects attention on a category and required them to name 5 items from that category. Test performance showed two notable findings. First, some categories had a more gradual drop-off in response rate distributions than others, and second, differences in response rates for the different age groups were greater in some categories than others. The main part of this thesis is an experiment that examined whether development has the same effect or different effects on implicit and explicit memory test performance. Subjects for this study consisted of groups of 12 3-, 4-, and 5-year olds (n=36). The method involved presenting subjects with category production and category cued-recall tests for previously studied items. The items were selected from the norms according to three criteria: frequency of occurrence in the norms was not at floor or ceiling, occurrence frequencies were similar across age groups, and each item was representable as a picture. During the study phase five items were studied from each of 4 categories: CLOTHES, TRAVEL, PLAYGROUND, and ZOO. Ten of the 20 items (5 per category) were studied by each subject -- 5 in a non-elaborative study condition that required subjects to name each item and 5 in an elaborative study condition that asked them to name each item and answer a question about real-life aspects/uses of the item (e.g., "Do boys wear dresses?"). Two sets of target items that were not studied were used to assess baserate performance. The testing phase occurred immediately after the study phase. Implicit memory performance was assessed with category production tests using the same procedure as for the norms study. Explicit memory was assessed with a category cued-recall test. The critical findings from the implicit memory tests were: more priming in the elaborative than in the non-elaborative study conditions, and similarly large priming effects across age-groups. The explicit memory test results showed that performance increased across age-groups, but only for materials in the non-elaborative study condition. In the elaborative study condition 3-year olds' performance was comparable to that of the 5-year olds. The present thesis illustrated the distinction between implicit and explicit memory performance. Furthermore, it supports the hypothesis that while there is overlap of some of the components mediating these forms of memory, particularly related to storage of materials, there are significant differences between other mediating processes of implicit and explicit memory that are more closely associated with retrieval of materials.
Arts, Faculty of
Psychology, Department of
Graduate

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Bisseker, Gabrielle Jayne. "Management of Sleep Problems in Preschoolers." Thesis, University of Canterbury. Health Sciences, 2010. http://hdl.handle.net/10092/5329.

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There is minimal research into behavioural interventions for typically developing preschoolers (2-5 years of age) with sleep problems. Often these children are not considered as a distinct developmental group and are incorporated into sleep intervention studies for infants or school-aged children. Yet preschoolers do differ in their language, social and cognitive abilities. The present study examines an intervention tailored to the developmental abilities of four preschool children with sleep problems. It utilised positive reinforcement in order to create a less restrictive intervention than those based on extinction alone. This was combined with a range of other behavioural strategies such as parental presence, standard and graduated extinction to reduce a variety of sleep problems. Problems targeted included bedtime refusal, co-sleeping, night waking and a possible diagnosis of sleep terrors. Behavioural interventions effectively reduced sleep problems in all four participants. Parental report demonstrated acceptance of strategies implemented and satisfaction in intervention outcomes.

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Benson, Anita. "Preschoolers’ Parents Navigate Control and Responsibility." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32212.

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In this paper, I address a situation faced by preschool parents in their interaction with preschool practitioners. In interviews with parents, it became apparent that parents sensed a loss of control over how their children were being raised once they started preschool. The parents in the interviews acknowledge their responsibility regarding how their children are brought up and so struggle to come to terms with this lack of control and try to find solutions. I have looked into previous research as well as policy documents to identify the level of responsibility and control had by preschool institutions and the state and have found that parents are in a position where they are made to have less control but still are held responsible, by themselves and others. An analysis using narrative theory has made more clear the ways in which parents navigate the issue of loss of control versus responsibility. The purpose of the paper is to shed light on a situation faced by parents due to the responsibility attributed to them and the lack of control they have over upbringing, and can help practitioners at preschools be more aware of their role in this and of parents’ struggles.

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Pabla, Rajvinder K. "Vision screening in preschoolers (VSP) study /." Adobe Acrobat Reader required to view document, 2009. http://www.neco.edu/library/theses/PablaThesisMay09.pdf.

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Weber, Jacqlyne D., Wallace E. Jr Dixon, and Jaima S. Price. "Executive Function Predictors of Preschoolers’ Talk." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4914.

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Books on the topic "Preschoolers"

R, Fewell Rebecca, Garwood S. Gray, and Neisworth John T, eds. Gifted preschoolers. Austin, TX: Pro-Ed, 1986.

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Beers, V. Gilbert. The preschoolers Bible. Wheaton, Ill: Victor Books, 1994.

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Pica, Rae. Preschoolers moving & learning. 2nd ed. Champaign, Ill: Human Kinetics Books, 1990.

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ill, Walsh Teresa, ed. The preschoolers Bible. Wheaton, Ill: Victor Books, 1994.

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Kutner, Lawrence. Toddlers and preschoolers. New York: W. Morrow, 1994.

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Miseducation: Preschoolers at risk. New York: Knopf, 1987.

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Richardson, Ray Adele, and Harms Thelma, eds. Nutrition activities for preschoolers. Menlo Park, Calif: Innovative Learning Publications, 1996.

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White, Jeanne, and Linda Dauksas. Engaging Preschoolers in Mathematics. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200736.

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Canada Mortgage and Housing Corporation., ed. Play spaces for preschoolers. [Ottawa?]: Canada Mortgage and Housing Corporation, 1997.

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Waldrop, C. Sybil. Teaching preschoolers the Bible. Nashville, Tenn: Convention Press, 1991.

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Book chapters on the topic "Preschoolers"

Barnes, Margaux, and Avi Madan-Swain. "Hospitalization of Preschoolers." In Encyclopedia of Child Behavior and Development, 756–57. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1391.

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White, Jeanne, and Linda Dauksas. "Introduction." In Engaging Preschoolers in Mathematics, 1–9. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200736-1.

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White, Jeanne, and Linda Dauksas. "Applying the Mathematical Process Standards." In Engaging Preschoolers in Mathematics, 13–20. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200736-2.

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White, Jeanne, and Linda Dauksas. "Establishing Problem-Solving Routines to Promote Number Sense." In Engaging Preschoolers in Mathematics, 23–38. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200736-3.

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White, Jeanne, and Linda Dauksas. "Establishing Problem-Solving Routines to Promote Patterns and Number Relationships." In Engaging Preschoolers in Mathematics, 41–55. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200736-4.

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White, Jeanne, and Linda Dauksas. "Establishing Problem-Solving Routines to Promote Measurement." In Engaging Preschoolers in Mathematics, 59–73. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200736-5.

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White, Jeanne, and Linda Dauksas. "Establishing Problem-Solving Routines to Promote Concepts of Geometry." In Engaging Preschoolers in Mathematics, 77–92. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200736-6.

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White, Jeanne, and Linda Dauksas. "Concluding Remarks." In Engaging Preschoolers in Mathematics, 95–100. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200736-7.

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Wyeth, Peta, and Gordon Wyeth. "Robot Building for Preschoolers." In RoboCup 2007: Robot Soccer World Cup XI, 124–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-68847-1_11.

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Voiskounsky, Alexander. "Preschoolers as Video Gamers." In Online Communities and Social Computing, 287–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21796-8_31.

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Conference papers on the topic "Preschoolers"

SOLOVIOVA, Liudmyla. "HAPPINESS AS A VALUE FOR A PRESCHOOL CHILD." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.57.

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The article is devoted to the explaining of the features of the terminal value of "happiness" at the stage of its appropriation by a child of senior preschool age. The applied diagnostic methods are presented: "Express diagnostics of the sphere of value orientations of a preschooler" and observation "Diagnostics of the levels of manifestation of the activity structural component of the value orientations of senior preschoolers". The structure of values of preschoolers in the unity of their cognitive, emotional and activity components is outlined. The state of formation of the structure value-goal "happiness" of the studied children is characterized. Senior preschoolers' ideas about "happiness" is presented. The level of significance of "happiness" for children in comparison with other important values is determined: "family", "health", "creativity", "friendship", "money", "beauty of nature", "beauty of technology". It is established that "happiness" ranks first among effective values. It is concluded that senior preschoolers feel happy when they are involved in meaningful, independent, creative activities. KEY WORDS: happiness, preschool child, structure of values, terminal values, value regulation.

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Peters, Kristen M., and Fran C. Blumberg. "Preschoolers' moral judgments." In Proceeding of the 2004 conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1017833.1017856.

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Hiniker, Alexis, Kiley Sobel, Sungsoo Ray Hong, Hyewon Suh, India Irish, Daniella Kim, and Julie A. Kientz. "Touchscreen prompts for preschoolers." In IDC '15: Interaction Design and Children. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2771839.2771851.

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Sudarmilah, Endah, Adhi Susanto, Ridi Ferdiana, and Neila Ramdhani. "Preschoolers' cognitive game prototype." In 2017 International Conference on Applied System Innovation (ICASI). IEEE, 2017. http://dx.doi.org/10.1109/icasi.2017.7988313.

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Douglas, Ashli-Ann. "Measuring Preschoolers' Geometry Knowledge." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585780.

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Шерстобитова, Светлана Николаевна, and Владислав Алексеевич Дмитриев. "METHODS AND TECHNIQUES FOR DEVELOPING EMOTIONAL RESPONSIBILITY IN CHILDREN OF OLDER PRESCHOOL AGE IN THE PROCESS OF ACTIVE LISTENING TO MUSIC." In Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Август 2022). Crossref, 2022. http://dx.doi.org/10.37539/aug331.2022.25.50.002.

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Эмоциональное развитие дошкольника является одним из приоритетных направлений становления детской личности. В статье рассматриваются пути развития эмоциональной отзывчивости у дошкольников посредством активного слушания музыки. Определены методы и приемы, способствующие развитию эмоциональной отзывчивости детей старшего дошкольного возраста. The emotional development of a preschooler is one of the priority areas for the formation of a child's personality. The article discusses the ways of developing emotional responsiveness in preschoolers through active listening to music. The methods and techniques that contribute to the development of emotional responsiveness of children of senior preschool age are determined.

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Liu, Guo-Xiong. "Development of preschoolers' deontic reasoning." In 2014 IEEE 7th International Conference on Advanced Infocomm Technology (ICAIT). IEEE, 2014. http://dx.doi.org/10.1109/icait.2014.7019559.

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Burlakova, Irina A. "Subculture Elements Of Modern Preschoolers." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.11.

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Lahin, Ryslan, and Tatyana Efimova. "SOCIAL SKILL DEVELOPMENT FOR PRESCHOOLERS." In Молодой исследователь: вопросы теории и практики. Киров: Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-98-6_310.

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Baykal, Gökçe Elif, Maarten Van Mechelen, Tilbe Göksun, and Asım Evren Yantaç. "Designing with and for Preschoolers." In FabLearn Europe'18: Conference on Creativity and Making in Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3213818.3213825.

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Reports on the topic "Preschoolers"

Nordlund, Alissa. Correlation of preschoolers' performance on three language comprehension tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5793.

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Andreeva, E. F. Methods and techniques of psychological correction of children's fears in senior preschoolers. Technical institute (branch) Federal State Autonomous Educational Institution of Higher Professional Education «North-Eastern Federal University named after M.K. Ammosov» in Nerungry, 2019. http://dx.doi.org/10.18411/s-2019-21-a.

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Heckman, James, and Ganesh Karapakula. The Perry Preschoolers at Late Midlife: A Study in Design-Specific Inference. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25888.

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Lambert, Janet. Efficacy of a cycling approach for the treatment of developmental verbal dyspraxic preschoolers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6220.

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Коломоєць, Таміла Григорівна. Model of Socialization of Preschoolers with Special Needs in the System of Special Education. Південноукраїнський національний педагогічний університет імені К. Д. Ушинського, 2017. http://dx.doi.org/10.31812/123456789/4387.

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The relevance of socialization of children with special needs beginning at the stage of preschool age is proved in the article. Critical analysis of scientific works on the socialization’s nature was made. Absence of common opinion on the pointed concept is grounded, and main scientific views on the problem are summarized. Main tasks of special educational establishments are formed, which will allow to improve the process of socialization of children with special needs. Subject-subject character of relationship between an employee of special educational establishment and their pupils is proved. Model of such interaction is built.

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York, Benjamin, and Susanna Loeb. One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers. Cambridge, MA: National Bureau of Economic Research, November 2014. http://dx.doi.org/10.3386/w20659.

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Asher, Britteny. Examining the Relationship between Three Speech Features and Intelligibility Ratings of Black English Preschoolers as Judged by Standard English Listeners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6793.

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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.

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Gallego, Francisco, Emma Näslund-Hadley, and Mariana Alfonso. Tailoring Instruction to Improve Mathematics Skills in Preschools: A Randomized Evaluation. Inter-American Development Bank, April 2018. http://dx.doi.org/10.18235/0001090.

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Knauer, Heather A., Sona Balasanyan, Elmira Bakhshinyan, and Harold Alderman. Promoting school readiness through a preschool feeding program: A nutritional nudge to improve at-risk preschooler’s cognitive development in Armenia. Washington, DC: International Food Policy Research Institute, 2021. http://dx.doi.org/10.2499/p15738coll2.134624.

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