Journal articles on the topic 'Preschoolers'
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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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Tatyana V., Bezrodnykh. "Distance Educational Technologies in the Socio-Cultural Space of a Preschooler." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 70–81. http://dx.doi.org/10.21209/2658-7114-2021-16-2-70-81.
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The article actualizes the issues of implementation of distance educational technologies in the socio-cultural space of preschoolers. The purpose of the study is to theoretically substantiate, systematize the possibilities of using distance educational technologies in the development of the socio-cultural space of a modern preschooler. The author has analyzed the theoretical literature on the problems of sociocultural space, sociocultural experience of preschoolers, digitalization of preschool education. The sociocultural space of preschoolers’ development is represented by the world of adults, which simulates the socio-cultural situation of the child’s development, the space of subjects and relations, and the space of moral, ethical and legal norms, as well as the space of interaction between organizations and the family as the main institution of the child’s socialization. Distance educational technologies are more focused on meeting the needs of the child in communication with parents and loved ones; develop trusting relationships; contribute to the strengthening of family ties, since they reduce the forced disunity of generations; create a positive image of family and family upbringing. Theoretical analysis of psychological and pedagogical literature, interpretation of modern research of the problem has allowed the author of the article to systematize the possibilities of using distance educational technologies in the socio-cultural space of preschoolers. To determine the effectiveness of the use of distance learning technologies in the socio-cultural space of a preschooler, a SWOT analysis of web services of preschool educational organizations was applied, and a survey method was used to identify the degree of satisfaction of teachers and parents with the implemented distance format in kindergarten. Keywords: distance educational technologies, preschooler, preschool education, sociocultural space, sociocultural experience
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N.F, Miftakhun, Salikun Salikun, Lanny Sunarjo, and Erni Mardiati. "FAKTOR EKSTERNAL PENYEBAB TERJADINYA KARIES GIGI PADA ANAK PRA SEKOLAH DI PAUD STROWBERRY RW 03 KELURAHAN BANGETAYU WETAN KOTA SEMARANG TAHUN 2016." Jurnal Kesehatan Gigi 3, no. 2 (December 1, 2016): 27–34. http://dx.doi.org/10.31983/jkg.v3i2.1781.
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TITLEExternal factors associated with causative of dental caries in pre-school children in PAUD Strowberry RW 03, Bangetayu Wetan, Semarang City in 2016ABSTRACTDental Caries is a disease that attacks the dental tissue by damaging the tissue starts from the tooth surface and spread to pulp. Some external factor provokes dental caries are the environment, behaviour, heath care and heredity. 71% preschoolers at PAUD Strowberry have dental karies. This research is to understand the factor that causes dental caries towards preschoolers at PAUD Strowberry.This research uses quantities descriptive with cross sectional to write the essay. Using totalsampling method for searching the sample includes the sum of the preschoolers at PAUD Strowberry that are infected by dental caries. There are 34 preschoolers that have dental caries. Using questionnaire method to the preschooler’s parents to gather the information for the research we need. The validation and the reliability of the information from the questionnaire has been testedby 20 of the preschooler’s parents at PAUD KasihIbu RW 02. The method to analysis the information using Odds ratio.The result showed the ignorance about dental caries is 76%, bad attitude while brushing teeth is 65%, bad action about causes dental caries is 76%, unhealthy environments for the family is 62%, the ignorance of health care about curing is 68%, and unhealthty heredity about dental caries is 65%. It can be concluded from this research is the knowledge of the disease it the main element that cause dental caries towards preschoolers at PAUD Strowberry. So, the parents should take care therekids teethby brushing their teeth twice a day. Key words : Dental Caries, External Factors, Children
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R. Mlaki, Salome, and Jamal J. Athuman. "ASSESSING COGNITIVE DEVELOPMENT OF PRESCHOOLERS IN THE SELECTED PRE-PRIMARY SCHOOLS IN MOROGORO MUNICIPALITY -TANZANIA." International Journal of Education and Social Science Research 05, no. 05 (2022): 24–41. http://dx.doi.org/10.37500/ijessr.2022.5504.
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This study sought to assess cognitive development of preschoolers in the selected pre-primary schools in Morogoro Municipality as a requisite for successful primary education. Cognitive development focuses on information processing, such as decision-making, attention, memory, language abilities, learning, and perceptional skills. The study involved 213 preschoolers from 10 randomly selected preschools in Morogoro Municipality. The study employed International Development and Early Learning Assessment tool (IDELA) in data collection. Both Kiswahili and English versions of IDELA was used in assessing cognitive development of children. The study found that Morogoro Municipality preschoolers have excellent development in all spheres of cognitive development. For example, preschoolers had the mean of 92 in early numeracy, 80% in early literacy and a mean of 90% in executing executive functions. Furthermore, statistically significant difference in cognitive development of pre-schoolers was found based on their age (at p
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Fedotova, Svitlana. "METHODICAL TECHNIQUES OF THE PRESCHOOLERS' CREATIVE VISION FORMATION." Academic Notes Series Pedagogical Science 1, no. 203 (March 2022): 149–53. http://dx.doi.org/10.36550/2415-7988-2022-1-203-149-153.
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The methodical techniques which are aimed at development and formation of the child-preschooler's creative vision and creative attitude are being considered in the given article. Contemporary preschool education is directed to the development of a creative personality, the children-preschoolers' interest and activity increase in the process of upbringing and teaching, the development of reproductive and creative imagination (creative vision), the formation of evaluative judgements, creative attitude to the meaning of the poem. The importance of reading poems is conditioned by their high emotionality, melodiousness, rhythmic and cognitive possibilities, as well as their genre peculiarities, which are revealed first of all in the poems accessibility to the children of preschool age. Expressive reading of poems will help a child to understand the meaning of the literary work, the character of heros, the motivation of their actions, to embrace the emotional potential of the literary work and the feelings of the characters. With the help of expressive reading a child will learn to convey his or her own feelings and to understand the feelings of other children or adults better. Working at the formation of creative vision, creative attitude, at the subtexts revealing (semantic and emotional) is an important preparatory stage in the process of the poetic literary work expressive reading skill mastering by a preschooler. After all without the distinct understanding of the sense of the text, which is based on the revealing /awareness/ lexical meaning of all words, that are not understandable for a child, without imagining the bright visual image, without the formed own creative evaluation (attitude) a child-preschooler would not be able to read the literary word in an expressive way. Creative vision, creative attitude should be advisable developed by the children-preschoolers with the help of questions, which stimulate attention, form evaluation of the meaning, understanding the emotions, that are rooted in the text. Working at pictorial means: epithets, comparisons, metaphors is a required component of the child's imagination and evaluation development. Bright poetic means will reveal the beauty of poetic speech to the child, will help to comprehend the fantastic world of poems and to imagine some real visual pictures.
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Karapetyan, V. S., A. M. Dallakyan, and H. V. Khachatryan. "PARLA Experimental Method for Developing Play Activity of Preschool Children." Bulletin of Irkutsk State University. Series Psychology 34 (2020): 30–39. http://dx.doi.org/10.26516/2304-1226.2020.34.30.
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The problem of stimulating play activity of preschoolers has been considered in the context of transforming a basic goal of play activity into subgoals, more meaningful for a child. There is a correlation between the ability of a preschooler to identify subgoals and the ability to perform conscious and purposeful behavior. The paper presents a step by step technique of stimulating play activity of preschoolers which corresponds to the components of PARLA method and includes: encouraging the diversity of contrived behavior - transforming a basic goal of play activity into subgoals – display of cognitive dissonance – continuing a game using cognitive activity of subjects of a play activity. The findings show that stimulating preschoolers’ activity through due reflection of purposeful behavior in game situations leads to practical skills of application of conscious behavior.
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Zhang, Man, Virginia Quick, Yanhong Jin, and Jennifer Martin-Biggers. "Associations of Mother’s Behaviors and Home/Neighborhood Environments with Preschool Children’s Physical Activity Behaviors." American Journal of Health Promotion 34, no. 1 (July 30, 2019): 83–86. http://dx.doi.org/10.1177/0890117119864206.
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Objective: Examining associations of mother’s behaviors and home/neighborhood physical activity (PA) environments with preschoolers’ PA and screen time. Design: Cross-sectional online survey. Setting: Mothers with a 2 to 5 years old preschooler were recruited from the US panel members of Survey Sampling International. Participants: Five hundred thirty-one mothers with a preschool child aged 2 to 5 years old. Outcome Measure: Child daily screen time and PA, mother–child inside- and outside-home co-PA. Analysis: K-mean cluster analysis and Logit and negative binomial regressions. Results: Mothers’ healthy behaviors, such as decreased screen time, healthy eating habits, and increased PA, and perceived importance for PA were significantly ( P < .05) associated with preschoolers’ decreased screen time and increased PA. Available toys ( P < .01) and maternal perceived neighborhood safety ( P < .05) were negatively correlated with preschoolers’ screen time, while available room space ( P < .01) was positively correlated with preschoolers’ PA. Variables positively correlated with mother–child co-PA included mothers’ PA ( P < .001) and healthy eating habits ( P < .05), and home room space ( P < .05) for inside-home, and yard space and quality ( P < .05) for outside-home. Conclusions: Mother’s role modeling and home PA environment were positively associated with preschoolers’ PA behavior.
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Wang, Joanna Joo Ying, and Julia Ai Cheng Lee. "Alphabetic Knowledge and Phonological Awareness : A comparison between Malaysian Preschool Children from Public and Private Kindergartens." Journal of Cognitive Sciences and Human Development 6, no. 2 (September 30, 2020): 1–15. http://dx.doi.org/10.33736/jcshd.2200.2020.
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Alphabetic knowledge and phonological awareness are essential skills in learning to read. This research examined the level of acquisition on alphabetic knowledge and phonological awareness among 60 preschoolers from private and public preschools in Kuching, Sarawak. The mean age of the children was 5.58. The children were administered letter name and sound knowledge, and letter naming fluency tests to examine their alphabetic knowledge; Comprehensive Test of Phonological Processing and Yopp-Singer Phoneme Segmentation Test to examine their phonological awareness. Higher achievement in alphabetic knowledge and phonological awareness was found among preschoolers from private preschools compared to those from public preschools. This study discusses the implications for practice and the ways teachers could explicitly foster alphabetic knowledge and phonological awareness skills in the classroom.
Keywords: learning to read, alphabetic knowledge, phonological awareness, preschool children.
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Tse, Shek Kam, Heiken To, Pik Fong Tsui, Victor Laing, Lu Sai Lam, and Mei Chi Kwok. "Targeted Individual Support for Ethnic Minority Preschoolers in the Silent Period in Learning Chinese." Theory and Practice in Language Studies 11, no. 6 (June 1, 2021): 595–605. http://dx.doi.org/10.17507/tpls.1106.02.
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The silent period is most frequently used to describe the period of second language (L2) acquisition where the learner displays no obvious language output. In Hong Kong, ethnic minority (EM) preschoolers face challenges on home, school and community levels in learning Chinese as a second language, meaning that for those in the silent period, it may particularly difficult to begin speaking Chinese, leading to slower language development. A support service was established, targeting EM preschoolers in Hong Kong who are experiencing the silent period in learning Chinese as a second language. Volunteer teachers conduct individual, one-to-one training with these preschoolers at their homes or at community centers. This study aims to explore the approximate length of the silent period for EM preschoolers in learning Chinese as a second language, comparing the effect of receiving the support as opposed to none, and identify perceived effective practices in the targeted individual support, using a mixed methods approach. Analysis on speaking scores of the Language Progression Framework (LPF) revealed that the average silent period without support lasted for approximately two years, which can be shortened by half a year with the support service. A case study on a preschooler and a semi-structured focus group interview with volunteer teachers revealed perceived effective practices including interesting activities and teaching materials, opportunities for social interaction with peers, establishing rapport between teachers and their preschoolers, and a positive attitude from parents in supporting their children in learning Chinese. Implications for EM preschoolers learning Chinese, integration with the local community, teaching practices and policy making are discussed.
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Ceylan, Sehnaz, and Nida Kilinc. "Determining the Views of Pre-School Children and Their Parents Regarding Museums: Safranbolu Case." International Journal of Education 8, no. 1 (March 25, 2016): 129. http://dx.doi.org/10.5296/ije.v8i1.9208.
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<p>The purpose of this study was to determine preschoolers’ and their families’ perceptions of the museum. Participant of the study included 20 children under the age of 5 studying in preschools and their families in 2014-2015 academic years. A semi-structured interview form developed by researchers based on the conceptual framework was used to gather data. Pre-test and posttest were conducted to determine preschoolers’ perceptions of museum. The interview form was first examined via SPSS 15 Windows Packet and frequencies of families’ perceptions of museum, percentage values and content analysis were conducted to analyze the data. Context analysis was used to find out the perceptions of children about museum. The results of the study shed light on preschoolers’ perceptions of museum.</p>
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Zalewski, Maureen, Nicole Musser, Grace Binion, Jennifer K. Lewis, and Jacqueline R. O'Brien. "Relations of Maternal Borderline Personality Disorder Features With Preschooler Executive Functioning and Theory of Mind." Journal of Personality Disorders 34, no. 4 (August 2020): 565–76. http://dx.doi.org/10.1521/pedi_2019_33_412.
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Although children of mothers who have elevated borderline personality disorder (BPD) features are a high-risk group, there remains little research examining developmental mechanisms that place these offspring at risk for emerging psychopathology. The current study included 68 mother–preschooler dyads, in which mothers with elevated BPD features were oversampled. Preschoolers (aged 3 and 4 years) completed a battery of executive functioning (EF) and theory of mind (ToM) measures. Accounting for several covariates (family income, maternal depression, child age, and child cognitive ability), maternal BPD features were associated with preschoolers' poorer EF and, although not associated with the overall ToM measure, were associated with affect perspective taking, a component of ToM.
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Zevenbergen, Andrea A., Ashley Holmes, Ewa Haman, Nichole Whiteford, and Shelly Thielges. "Variability in mothers’ support for preschoolers’ contributions to co-constructed narratives as a function of child age." First Language 36, no. 6 (October 26, 2016): 601–16. http://dx.doi.org/10.1177/0142723716673955.
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Children’s narrative abilities in the preschool years have been found to predict their later literacy skills. Mothers’ verbalizations during shared personal narratives with their preschoolers have been shown to facilitate children’s development of narrative skills. The present study sought to extend the literature by investigating mothers’ use of two types of questions (information requests, ‘yes/no’ questions) and two types of confirmation (praise, repetition of child content) when discussing past events with their preschoolers, as a function of child age and gender. Study participants were 32 American mothers and their preschoolers, who were either 3 years of age or 5 years of age. Mother–preschooler dyads were audiotaped discussing three past events which they had shared. Results indicated that mothers provided significantly more information requests and repetition of child content when co-constructing narratives with 3-year-olds than with 5-year-olds. Overall, the results are consistent with the literature regarding parental sensitivity to children’s specific needs for task assistance in the early childhood period.
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Ng, Michelle, Michael Rosenberg, Ashleigh Thornton, Leanne Lester, Stewart G. Trost, Pulan Bai, and Hayley Christian. "The Effect of Upgrades to Childcare Outdoor Spaces on Preschoolers’ Physical Activity: Findings from a Natural Experiment." International Journal of Environmental Research and Public Health 17, no. 2 (January 10, 2020): 468. http://dx.doi.org/10.3390/ijerph17020468.
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Physical inactivity is a significant risk factor for childhood obesity. Preventing obesity in the early years reduces the risk of developing chronic health conditions later. Early childhood education and care (ECEC) services are important settings to establish good preschooler physical activity behaviors. This natural experiment investigated the influence of ECEC outdoor physical environment upgrade on preschoolers’ physical activity (aged 2–5 years). Centers implemented upgrades without researcher input. Physical activity was measured by 7-day accelerometry for intervention (n = 159; 6 centers) and control (n = 138; 5 centers) groups. ECEC outdoor space was assessed using a modified Environment and Policy Assessment and Observation (EPAO) Instrument. Key outcomes were measured at baseline and 6–12 months follow-up. Fixed sandboxes, balls, portable slides, portable floor play equipment (e.g., tumbling mats), and natural grassed areas were positively associated with activity levels; fixed tunnels and twirling equipment were negatively associated with activity levels (all p < 0.05). Post-upgrade portable play equipment (balls, twirling equipment, slides, floor play equipment) increased intervention preschoolers’ moderate-vigorous physical activity (MVPA) levels compared to control (p < 0.05). Intervention preschoolers were more active than control at follow-up (58.09 vs. 42.13 min/day increase in total physical activity; 30.46 vs. 19.16 min/day increase in MVPA (all p < 0.001)). Since few preschoolers meet daily activity recommendations while at ECEC, the findings may help ECEC providers to optimize outdoor physical environments and encourage more active play among preschoolers.
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Saadu, Usman. "The Impact of Outdoor Sports on Preschool Children’s Motor Skills Development." Indonesian Journal of Sport Management 2, no. 2 (October 24, 2022): 167–73. http://dx.doi.org/10.31949/ijsm.v2i2.2728.
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The main purpose of this study was to examine the impact of outdoors sports on preschool children’s motor skills development in Ilorin Metropolis. The study adopted a pretest-posttest control group quasi-experimental research design. The population of this study consisted of all preschool children in public schools the Ilorin Metropolis, Kwara State. Purposive sampling technique was used to select 10 public schools who had preschooler with motor skill coordination problem. The sample size for this study comprised of 47 preschoolers who had motor skills coordination problems. The instrument was titled “Preschoolers performance scores (PPS)” were used to elicit information. It consisted of 10 items on a 3 likert-scale; options on “low”, “moderate” and “high” based on what preschoolers were able to do before and after exposing them to outdoor sports. Some of the items were kicking a ball at 5m target, throwing at a 2m target, running forward, balancing on right and left foot, throwing and catching a ball. The keys used were low 0.00-0.09, moderate 1.0-1.4 and high 1.5-2.5. Instruments were validated by lecturers in the department of Human Kinetics and reliability score was 0.79. The data were analyzed using frequency counts and percentage and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that there was a significant main effect of treatment on preschool children motor skill development (F(1; 47) = 264.448, P < 0.05). also, there was no significant main effect of gender on preschool children motor skill development (F (1; 47) =1.422; P > 0.05) and there was no significant interaction effect of treatment and gender on preschool children motor skill development ( (F (1; 47) =1.538; P >0.05). The study concludes that sports especially outdoor activities have positive impact on preschoolers’ motor skills development. Based on the findings, the study recommends among others that; teachers in preschools should be encouraged on the use of outdoor sports in improving motor skills development in children and workshops and trainings should be organized by school owners regularly, in order to educate teachers on new ways of improving motor skills development.
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Popychenko, Svitlana. "PSYCHOLOGICAL PECULIARITIES OF THE MORAL SPHERE DEVELOPMENT IN PRESCHOOL CHILDHOOD." Psychological and Pedagogical Problems of Modern School, no. 1(7) (May 25, 2022): 138–47. http://dx.doi.org/10.31499/2706-6258.1(7).2022.261219.
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The article actualizes the problem of the moral sphere development in preschool childhood. The aim of the article is to reveal the psychological peculiarities and pedagogical conditions of the moral sphere development of preschool children. The analysis of approaches to defining the “moral sphere” concept has been carried out. The views of foreign and domestic scientists on the moral development of the preschooler’s personality have been highlighted. The article reveals the moral sphere structure of preschoolers: information (cognitive) component – the ideas about personal moral qualities; assimilation of moral concepts, standards, norms, and rules; emotional and motivational (affective) component – moral feelings, social and moral emotions, moral motives, moral evaluation and self-evaluation; behavioral (practical) component – moral actions, habits and actions, i.e., the actual implementation of moral norms and requirements. The content of the moral sphere components has been clarified. The author highlights the requirements of the Basic component of preschool education regarding the preschoolers’ personal competence: emotional and value attitude, formation of knowledge and skills within the educational program “Child’s personality”. Psychological peculiarities and signs of the development levels of the preschool children’s moral sphere have been outlined. The criteria (moral consciousness, moral attitudes, moral behavior, and moral experiences) and the indicators of the children’s moral development have been offered. The author determines psychological and pedagogical conditions of the moral sphere formation of preschoolers: raising the culture of teachers and parents within the moral sphere as the surrounding microenvironment of preschoolers in the family and preschool education institution; activation of a child in the moral experience assimilation; providing psychological and pedagogical support for the moral sphere development of the preschooler’s personality.
Keywords: moral sphere; moral development; Basic component of preschool education; moral consciousness; moral attitudes; moral behaviour; criteria and indicators of the children’s moral development; psychological and pedagogical conditions of the moral sphere development of preschool children.
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Kochubei, Tetiana, Olha Melnykova, and Olha Svyrydiuk. "Preventive pedagogical work on negative manifestations of preschool children’s behaviour." SHS Web of Conferences 142 (2022): 02003. http://dx.doi.org/10.1051/shsconf/202214202003.
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The role of preventive education in averting negative behaviours in preschoolers has been considered in the article. It has been justified that preventive work with the children prone to negative behaviours will enhance harmonious development of preschoolers’ personalities, provided that effective forms, methods and techniques have been implemented into preventive education of children with negative behaviours during interpersonal communication (preschool teachers – child – family). It has been proved that the realization of the proposed model of interpersonal communication within preventive work with children prone to negative behaviours in preschools provides positive results, indicating the importance of cooperation among all subjects of the education process in these institutions. The need for primary or early preventive work highlights the significance of primary preventive education, since only early socio-pedagogical prevention of children’s negative behaviours is an effective means of coping with destructive phenomena in the children’s environment. The main factors for children’s negative behaviours and the most essential indications of the need to implement senior preschoolers’ preventive education have been identified. Methodical guidelines on effective preventive education of senior preschoolers prone to negative behaviours have been outlined. The forms, methods and techniques of preventive work that promote constructive behaviours in children have been implemented and verified; the level indicators of development of a sustainable and responsible attitude towards negative behaviours in preschoolers during interpersonal communication have been determined.
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Siew, Nyet Moi, Mui Ken Chin, and Agnis Sombuling. "THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON PRESCHOOLERS’ SCIENTIFIC CREATIVITY." Journal of Baltic Science Education 16, no. 1 (February 25, 2017): 100–112. http://dx.doi.org/10.33225/jbse/17.16.100.
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This research aimed to determine the effects of Problem based learning (PBL) with cooperative learning (CL) and ‘Numbered Heads Together’ (NHT) on preschoolers’ five trait dimensions of scientific creativity: Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 216 six-year-old preschoolers from three randomly selected preschools and assigned to PBL-CL‘NHT’ (n=72), PBL (n=72), and hands-on (TG) (n=72) instructional methods. The Figural Scientific Creativity Test was used as the pre-test (Form A) and post-test (Form B). Multivariate Analysis of Covariance (MANCOVA) was conducted on the post-test scores with pre-test scores as the covariates to determine whether a significant difference existed across the three methods. The results indicated that preschoolers taught in the PBL-CL‘NHT’ method significantly outperformed their peers in the PBL method who, in turn, significantly outperformed their peers in the TG method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. Large effect sizes were obtained for comparing PBL-CL ‘NHT’ with PBL and TG method. The findings suggest that the PBL-CL ‘NHT’ method has a significant positive impact on fostering preschoolers’ five trait dimensions of scientific creativity. Key words: cooperative learning, preschoolers, problem based learning, scientific creativity, trait dimensions.
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Hutagalung, Fonny, Liyan Lai, and Donnie Adams. "THE EFFECTS OF DRAMATIC PLAY ON VOCABULARY LEARNING AMONG PRESCHOOLERS." Journal of Nusantara Studies (JONUS) 5, no. 1 (January 30, 2020): 294–314. http://dx.doi.org/10.24200/jonus.vol5iss1pp294-314.
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Background and Purpose: Studies have documented the value of dramatic play in enhancing vocabulary development. However, very few studies in Malaysia have examined the effects of dramatic play on vocabulary development among preschoolers. Hence, the purpose of this study is to investigate the effects of dramatic play on the enhancement of vocabulary learning among preschoolers in Malaysia.
Methodology: The research was a quasi-experimental study with a pretest and post-test design. Preschoolers from two government preschools participating in a vocabulary instruction with dramatic play for eight weeks were compared with preschoolers who did not participate in vocabulary instruction with dramatic play. Comparison of vocabulary scores between the experimental and control groups was gathered using the Curriculum-Based Measurement (CBM) instrument. Data were analysed using SPSS version 23. Descriptive statistics of mean and standard deviation, and inferential statistics using t test were utilised to analyse the target vocabulary pre-test and post-test scores between the control and experimental groups.
Findings: The study showed there were significant differences in the vocabulary scores after the use of vocabulary instruction with dramatic play in the experimental group compared to the control group. In addition, there were significant differences in the vocabulary scores for female preschoolers in the experimental group compared to the control group.
Contributions: This study is hoped to be useful for early childhood educators in the employment of effective vocabulary instruction to suit preschoolers’ learning preferences in order to develop their vocabulary learning.
Keywords: Curriculum-based measurement, dramatic play, language development, pre-schoolers, vocabulary.
Cite as: Hutagalung, F., Lai, L., & Adams, D. (2020). Effects of dramatic play on vocabulary learning among preschoolers in Kuala Lumpur. Journal of Nusantara Studies, 5(1), 294-314. http://dx.doi.org/10.24200/jonus.vol5iss1pp294-314
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Nurlanbekova, Y. K., and M. K. Suranshieva. "FEATURES OF THE FORMATION OF INITIAL IDEAS ABOUT ECONOMIC CULTURE IN PRESCHOOL ORGANIZATIONS." Bulletin of the Korkyt Ata Kyzylorda University 60, no. 1 (2022): 208–14. http://dx.doi.org/10.52081/bkaku.2022.v60.i1.027.
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The article focuses on the relevance of the formation of initial ideas about economic culture of preschoolers as an important component of the holistic development of personality in modern society. Economic culture is a part of the general human culture that influences economic policy in the state, the efficiency of work in society, and the well-being of each family. The formation of an economic culture among older preschoolers is relevant, modern and necessary.The theoretical context of the economic development of a preschooler’s personality testifies to the importance of the problem under consideration. The theoretical aspects of the essence of the problem of economic literacy of children at the stage of preschool childhood have been revealed in the article. In the process of organizing the experimental part of the study, the authors paid special attention to the attitude of teachers of preschool educational organizations to the problem of the formation of economic culture among preschoolers, since the teacher is the main figure of the pedagogical process and a decisive factor in economic education.
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Black, Maureen M., Sylvia Fernandez-Rao, Krishnapillai Madhavan Nair, Nagalla Balakrishna, Nicholas Tilton, Kankipati Vijaya Radhakrishna, Punjal Ravinder, et al. "A Randomized Multiple Micronutrient Powder Point-of-Use Fortification Trial Implemented in Indian Preschools Increases Expressive Language and Reduces Anemia and Iron Deficiency." Journal of Nutrition 151, no. 7 (April 20, 2021): 2029–42. http://dx.doi.org/10.1093/jn/nxab066.
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ABSTRACT Background Anemia is a global public health problem that undermines childhood development. India provides government-sponsored integrated nutrition/child development preschools. Objectives This double-masked, cluster-randomized controlled trial examines whether point-of-use multiple micronutrient powder (MNP) compared with placebo fortification of preschool meals impacts child development and whether effects vary by preschool quality (primary outcome) and biomarkers of anemia and micronutrients (secondary outcomes). We also measured growth and morbidity. Methods We randomly assigned 22 preschools in rural India to receive MNP/placebo fortification. We administered baseline and endline blood sampling and measures of childhood development (Mullen Scales of Early Learning, inhibitory control, social–emotional), anthropometry, and morbidity to preschoolers (aged 29–49 mo). Preschools added MNP/placebo to meals 6 d/wk for 8 mo. We conducted linear mixed-effects regression models accounting for preschool clustering and repeated measures. We evaluated child development, examining effects in high- compared with low-quality preschools using the Early Childhood Environment Rating Scale–Revised and the Home Observation for the Measurement of the Environment Inventory, modified for preschools. Results At baseline, mean age ± SD was 36.6 ± 5.7 mo, with 47.8% anemic, 41.9% stunted, and 20.0% wasted. Baseline expressive/receptive language scores were higher in high-quality compared with low-quality preschools (P = 0.02 and P = 0.03, respectively). At endline (91% retention, n = 293/321), we found MNP compared with placebo effects in expressive language (Cohen's standardized effect d = 0.4), inhibitory control (d = 0.2), and social–emotional (d = 0.3) in low-quality, not high-quality, preschools. MNP had significantly greater reduction of anemia and iron deficiency compared with placebo (37% compared with 13.5% and 41% compared with 1.2%, respectively). There were no effects on growth or morbidity. Conclusions Providing multiple micronutrient-fortified meals in government-sponsored preschools is feasible; reduced anemia and iron deficiency; and, in low-quality preschools, increased preschoolers’ expressive language and inhibitory control and reduced developmental disparities. Improving overall preschool quality by incorporating multiple components of nurturing care (responsive care, learning, and nutrition) may be necessary to enhance preschoolers’ development. This trial was registered at clinicaltrials.gov as NCT01660958.
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Mohamad, Norazlinda, Haryanti Mohd Affandi, Massitah Saari, Mohd Firdaus Mustaffa Kamal, and Mohd Sallehuddin Mat Noor. "The Impact of Preschool Outdoor Environment on Children’s Socio-Emotional Development." Jurnal Kejuruteraan si5, no. 1 (October 30, 2022): 15–22. http://dx.doi.org/10.17576/jkukm-2022-si5(1)-02.
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Children are involved in various forms of social interactions, experiences, and the setting of environments in outdoor play areas that support children’s socio-emotional growth. It is necessary because the environment leaves a memorable experience for children. Other than that, it is crucial for their training and physical coordination. In addition, children’s emotional and social skills were indirectly assessed. This paper intends to incorporate an outdoor environment in preschools to meet the socio-emotional developmental needs of preschool children. Preschools located in Peninsular Malaysia were considered to be discussed in this paper. Conducting interviews with four teachers from various types of preschools can provide an initial picture of the external environment development in preschools. Early experiences of external environment interactions and the presence of social interactions with teachers and peers in preschool often impact the children’s learning experience. Two conclusions from the research findings guide the discussion on how the relationships of the preschools’ outdoor environment can foster the preschoolers’ socio-emotional growth. First, they acquire social and emotional competence with a combination of different experiences through shared or solitary experiences. Second, it was found that a variety of outdoor games with engaging spaces that offer attractions imminently stimulates game-based learning in contributing to the socio-emotional competence of preschoolers.
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Monroe-Lord, Lillie, Hasti Ardekani, and Ana Vasquez. "SNAP-Ed Intervention to Improve the Nutritional Behavioral Habits in Preschoolers in Washington D.C." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 721. http://dx.doi.org/10.1093/cdn/nzaa051_018.
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Abstract Objectives The Supplemental Nutrition Assistance Program Education (SNAP-Ed) offers complementary education programs to improve public health through improving nutritional behavioral habits in preschoolers in Washington D.C. This study examines the influence of the SNAP-Ed program on changing a set of positive nutritional behaviors in preschoolers to encourage healthier eating habits. These nutritional behavioral changes include recognizing, choosing, and consuming nutritious and healthy foods. Methods The SNAP-Ed program implemented nutritional education in 37 preschools, schools, and community centers located in Washington D.C for Fiscal Year 2019. During the program, the nutritional behavior of 1679 children aged 2 to 5 years old was examined before and after educational interventions. Interventions focused on the types and the related benefits of different groups of foods including fruits, vegetables, dairy, and whole grains. Designed questionnaires were filled out by 130 teachers based on their observations of the children's nutritional behavioral habits. Teachers were asked if children had an increase in the amount of food consumption from different groups. Children were also observed for an increase in independently choosing healthier foods. Results The SNAP-Ed program observed a positive change in all questions in comparison to the beginning of the program. According to the questionnaires, there were 75%, 75%, 78%, and 75% increases in the amount of fruits, vegetables, dairy, and whole grains preschoolers consumed, respectively. After the educational interventions, 78% of preschoolers showcased healthy food choices, 76% of them selected fruits and vegetables in the cafeteria and 75% of them brought fruits and vegetables as a healthy snack. Conclusions SNAP-Ed nutrition education positively changed preschoolers’ nutritional knowledge and established healthier eating habits. Further research, done in multiple states, is essential to enhance the knowledge of preschoolers nationwide. More research can also be done to examine how effective nutritional education was between SNAP eligible and non-eligible preschoolers. Funding Sources Congress, through the Nutrition Education and Obesity Prevention Grant Program in the Healthy, Hunger-Free Kids Act of 2010.
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Kozlovskaya, Natal'ya, and Evgeniya Tolstova. "Dynamic Transformations of Cognitive Processes in Senior Preschoolers in the Context of Role-Playing Games." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2022, no. 1 (February 21, 2022): 26–33. http://dx.doi.org/10.21603/2542-1840-2022-6-1-26-33.
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The present research featured the development of cognitive processes in senior preschoolers. It focused on the specifics of role-playing games, which provide positive dynamic transformations of cognitive abilities at this age. The article describes various theoretical approaches to game as a cultural phenomenon that facilitates socialization and enriches experience. It also describes the cognitive processes and their development, which depend on the personality of a particular preschooler. A role-playing game is a leading type of preschoolers' activity. They acquire new ideas about the world, learn to compare data about objects, develop useful patterns, and accumulate experience in problem solving. Children's emotional attitude to their own activities and those of their game partners accompany the dynamic transformations of cognitive processes, thus increasing the productivity of various types of activities.
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Andrasciuc, Vasilica. "Shameful approaches as a disturbing factor in preschool socialization." Univers Pedagogic, no. 3(71) (November 2021): 102–4. http://dx.doi.org/10.52387/1811-5470.2021.3.14.
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The preschool period is an important part of the optimal development of the human being. The preschooler who interacts with other children and adults, who is involved in age-specific play activities, have the opportunity to develop their social part in a harmonious way. As long as preschoolers are induced by other children, or adults, feelings of shame, fear, psychologists and neuroscientists say that the feeling of shame lowers their self-confidence, produces negative beliefs about themselves, reduces creativity and increases the response to stress, consequences that no loving adult wants when trying to correct the child’s behavior.In the social development of preschoolers,the first form of adaptation occurs at the family level, the second at the level of the playgroup and the kindergarten, and the third at the types of activities they carry out.
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Wahyuningrum, Eka, Sri Hartini, and Ibrahim Rahmat. "EFFECT OF HEALTH EDUCATION OF SLEEP HYGIENE ON SLEEP PROBLEMS IN PRESCHOOLERS." Belitung Nursing Journal 4, no. 1 (February 27, 2018): 68–75. http://dx.doi.org/10.33546/bnj.208.
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Background: Children need adequate sleep for good health status. Without a balanced sleep, it will encourage the emergence of serious health or developmental problems. Previous studies showed more than 40% of preschoolers experienced sleep problems.Objective: To examine the effect of HESH (Health Education of Sleep Hygiene) on sleep problems in preschoolers.Methods: Pretest posttest design non-equivalent control group was used in this study. Sixty participant recruited by consecutive sampling. Parents in the experimental group received health education using power point and booklet HESH for 100 minutes, parents in the control group received health education using power point for 100 minutes without booklet HESH. Telephone follow up was done for evaluation program. Sleep problem was measured with Children’s Sleep Habits Questionnaire (CSHQ) completed by children’s parents. Data analysis used unpaired t-test with 95% confidence interval.Results: The result showed that there was effect of HESH toward sleep problems in preschooler (experimental group: -3.367±5.269; control group: 0.033±5.061, p= 0.015).Conclusion: HESH in parents could decrease sleep problems in preschoolers in Indonesia. It is expected that HESH can be used as an alternative nursing intervention involved parents to decreases sleep problem in preschooler.
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Dalgan, Norma, Amour Camua, Amour Camua, Melda Abellar, Sittie Rahema Daglok, and Analie Tabulong. "School Readiness of Supplemental Fed Preschoolers in Maguindanao." Advances in Social Sciences Research Journal 8, no. 4 (May 6, 2021): 613–18. http://dx.doi.org/10.14738/assrj.84.10029.
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Please Pass the Bread” (PPtB) feeding program is an international program that aims to reduce the number of malnurished children in the province of Maguindanao. Thus, this study sought to determine the School Readiness of Supplementally Fed Preschoolers in Maguindanao. Specifically, the study determined the significant improvement of the preschoolers’ scores after the intervention (“Please Pass the Bread” (PPtB) feeding program). The pretest-posttest design of research was used, with the School Readiness Year-end Assessment Checklist (SReYA). The Checklist was the main tool for data gathering. The mean and percentage counts were used to describe the pretest and posttest score of the preschoolers. The t-test was used to determine the significant difference between the pupils’ pretest and posttest scores. The t-value was set at 0.05 levels of significance. Findings show that there is a significant difference in gain between the control and experiment group. This implies that the scores of the pupils improved significant after the exposure to the Please Pass the Bread” (PPtB) feeding program intervention. This mean that “Please Pass the Bread” (PPtB) feeding program intervention really helped improved the pupils’ school readiness.Thus, it is concluded that the “Please Pass the Bread” (PPtB) feeding program intervention significantly improves the readiness of the preschooler children in Maguindanao.
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Kuzmenko, Vira, and Irina Karabaeva. "CREATIVE IMAGINATION AS A COMPONENT OF SENIOR PRESCHOOL CHILDREN'S PSYCHOLOGICAL READINESS FOR LEARNING IN THE NEW UKRAINIAN SCHOOL." PSYCHOLOGICAL JOURNAL 7, no. 4 (April 30, 2021): 88–98. http://dx.doi.org/10.31108/1.2021.7.4.9.
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The article analyzes the role of creative imagination in preschoolers’ psychological readiness for learning. Creative imagination, being the leading new formation at preschool childhood and an essential sign of a new type of thinking, is, therefore, an evidence of the transition from preschool to primary school age and an indicator of intellectual readiness to learn at school. The authors studied theoretically the development of senior preschoolers' creative imagination. Despite numerous works on preschool childhood, scientists’ attention to creativity, creativity development, ingenuity and creative imagination as an important part of preschool education and a component of first-form children’s psychological readiness for learning have increased only recently. Namely, creative imagination should be regarded as an integral component (and an indicator) of senior preschoolers’ readiness to learn in the new Ukrainian school. The authors discussed the assessment, development and control stages of the experimental part of the scientific research, as well as the goals and content of each stage. The express-method, used by the authors to diagnose children’s creative imagination, included a special "Magic transformations" technique: children were asked to finish the drawings of standard (familiar to children) geometric figures. The children’s drawings were assessed as creative products in its narrow meaning, that is, as a result of creative problem solving. The criteria for senior preschoolers’ creative imagination were determined: the focus on creating a mental image, independence in creating a mental image, an initiative in creating a mental image, and the desire to create a new mental image. Analysis of the obtained experimental data revealed the need for a special program and favorable conditions for the development of senior preschoolers' creative imagination. The authors describe in detail the method developing creative imagination during learning the basics of literacy. Children's activities are considered as the leading means for creative imagination development. According to a popular opinion, a leading means for developing senior preschoolers' creative imagination is speech activities, in particular, reading and writing. The authors note that the developmental effect of the method is due to the promotion of children's imagination and creativity, not only their mastering of operational activities, i.e. reading letters. A detailed statistical analysis allowed concluding that the development of children's creative imagination with the basics of literacy was quite effective. The further research may focus on expanding the range of creative tasks for the development of senior preschoolers’ creative imagination, taking into account children’s individual characteristics, as well as on clarifying the creative imagination criteria. Besides, preschoolers’ psychological readiness for school, peculiarities of preschooler’s imagination as well as the experimental and statistical confirmation of the leading role of preschoolers’ creative imagination in their psychological readiness for learning may also be the subjects of new scientific research.
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Guo, Haixia, Michaela A. Schenkelberg, Jennifer R. O’Neill, Marsha Dowda, and Russell R. Pate. "How Does the Relationship Between Motor Skill Performance and Body Mass Index Impact Physical Activity in Preschool Children?" Pediatric Exercise Science 30, no. 2 (May 1, 2018): 266–72. http://dx.doi.org/10.1123/pes.2017-0074.
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Purpose:To determine if weight status modifies the relationship between motor skill (MS) performance and physical activity (PA) in preschoolers.Methods:Preschoolers (N = 227, age 3–5 y) were recruited from 22 preschools. Preschoolers’ MS (locomotor, object control, and total MS) were assessed with the Children’s Activity and Movement in Preschool Study MS protocol. PA was measured by accelerometry. Mixed linear models were used to examine the relationship of MS performance and body mass index (BMI)zscore to PA. Models were adjusted for age, race, sex, and parent education, with preschool as a random effect.Results:There was a significant correlation between MS performance and PA (r = .14–.17,P < .05). A significant interaction was observed between BMIzscore and object control, and between BMIzscore and total MS score on PA (P = .03). Preschoolers with higher BMIzscores and high object control scores engaged in significantly (P = .03) more PA than preschoolers with lower BMIzscores and high object control scores (PA = 15.04 min/h and 13.54 min/h, respectively). Similarly, preschoolers with higher BMIzscores and high total MS scores spent significantly (P = .01) more time in PA compared with those with lower BMIzscores and high total MS scores (PA = 15.65 min/h and 13.91 min/h, respectively).Conclusion:Preschool children’s MS performance is positively correlated with PA, and BMIzscore modified the relationship between MS performance and PA.
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Bauminger-Zviely, Nirit, and Analia Shefer. "Naturalistic evaluation of preschoolers’ spontaneous interactions: The Autism Peer Interaction Observation Scale." Autism 25, no. 6 (February 24, 2021): 1520–35. http://dx.doi.org/10.1177/1362361321989919.
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Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are scarce. This study examined psychometric qualities of the newly developed Autism Peer Interaction Observation Scale. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient > 75; 35 typical). Groups were matched for age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, in favor of typical. In cognitively able preschoolers with autism spectrum disorder, correlation analyses indicated that more typical peer relations on Autism Peer Interaction Observation Scale were linked with better adaptive and socialization skills (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities (Social Responsiveness Scale, 2nd ed.). Higher intelligence quotient scores were linked with better Autism Peer Interaction Observation Scale social-communication functioning. Only a few Autism Peer Interaction Observation Scale social-communication categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating between groups and providing knowledge about peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes. Lay abstract Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient > 75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children’s functioning.
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Ulzytuyeva, Alexandra, Tatiana Voronchenko, and Nina Vinogradova. "DEFINING CRITERIA FOR EVALUATING CULTURAL AND DIALOGIC DEVELOPMENT OF BILINGUAL PRESCHOOLERS." CBU International Conference Proceedings 4 (September 22, 2016): 372–77. http://dx.doi.org/10.12955/cbup.v4.782.
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This paper examines an issue of cultural and dialogical development of bilingual children. The preschooler period is an essential time for learning a second language and forming ethnical and cultural components of education. The need for bicultural and bilingual education is urgent and vivid in Transbaikal Siberia region of Russian Federation as it is a multinational territory. Russian is the official language, and numerous members of the indigenous group of Buryat speak Buryat (minority) language. The study focuses on the Transbaikal Agin-Buryat preschooler institutions. Linguistic, cultural, and person-oriented approaches are used. The authors discuss criteria for evaluating cultural and dialogic development of bilingual preschoolers, taking into consideration that such a process is determined by a child’s identification of self in social relations and his or her ability to construct interactive dialogue using native and non-native languages. The study shows that cultural and dialogic development of a preschooler can be successful in a bilingual educational environment.
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Xiang, Caihong, Youjie Zhang, Cuiting Yong, Yue Xi, Jiaqi Huo, Hanshuang Zou, Jiajing Liang, Zhiqian Jiang, and Qian Lin. "Association between Parents’ Perceptions of Preschool Children’s Weight, Feeding Practices and Children’s Dietary Patterns: A Cross-Sectional Study in China." Nutrients 13, no. 11 (October 25, 2021): 3767. http://dx.doi.org/10.3390/nu13113767.
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Parental perception of children’s weight may influence parents’ feeding practices, and in turn, child dietary intake and weight status; however, there is limited evidence generated for preschoolers. The aim of this cross-sectional study was to investigate associations between Chinese parents’ perceptions of child weight, feeding practices and preschoolers’ dietary patterns. Participants (1616 parent-child pairs) were recruited from six kindergartens in Hunan, China. Parents’ misperception, concern, and dissatisfaction on child weight were collected through a self-administered caregiver questionnaire. Parental feeding practices and children’s dietary intake were, respectively, assessed using the Child Feeding Questionnaire and a Food Frequency Questionnaire. Linear regression models were applied to analyze associations between parental weight perceptions, feeding practices, and preschooler’s dietary patterns. Associations between parents’ weight perceptions and dietary patterns were significant only among underweight children. Regardless of child weight status, parental weight underestimation and preference for a heavier child were positively associated with pressure-to-eat. Parental weight concern was positively associated with restriction in normal weight child, but this was not found in other weight groups. In conclusion, Parents’ misperception, concern, and dissatisfaction about child weight are associated with parents’ feeding practices and may influence preschoolers’ dietary quality, but the relationships vary by children’s actual weight status.
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Lee, Yoonjeong, and Jiyoung Lim. "Serial Dual Mediating Effects of Preschoolers’ Executive Functions and Counterfactual Thinking on Relationship between Maternal Reflective Functioning and Preschoolers’ Higher-order Thinking." Family and Environment Research 58, no. 2 (May 21, 2020): 131–48. http://dx.doi.org/10.6115/fer.2020.010.
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This study examined the dual mediating effects of preschoolers’ executive function and counterfactual thinking in the relationship between maternal reflective functioning and preschoolers’ higher-order thinking. Participants included 293 preschoolers and their mothers in Daegu city and Gyeongsang province. The mothers completed questionnaires regarding their reflective functioning, preschoolers’ executive function, and creative thinking. Teachers completed questionnaires regarding preschoolers’ critical thinking and caring thinking. Preschoolers’ counterfactual thinking was measured by interviews. Data were analyzed using descriptive statistics and Pearson correlation analysis with SPSS 25.0. Path analysis and bootstrapping were used with AMOS 25.0 program. Also, specific indirect effect were analyzed using AMOS user-defined estimand function. The primary results of this study are as follows. Maternal reflective functioning had an indirect effect on preschoolers’ critical thinking and caring thinking through preschoolers’ executive function and counterfactual thinking; however, maternal reflective functioning had no indirect effect on preschoolers’ creative thinking through preschoolers’ executive function and counterfactual thinking. This study revealed that maternal reflective functioning and preschoolers’ executive function and counterfactual thinking need to be considered simultaneously to explain the level of preschoolers’ higher-order thinking. The results highlight the dual mediating effects of preschoolers’ executive function and counterfactual thinking in the relationship between maternal reflective functioning and preschoolers’ higher-order thinking.
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Schwarz, Amy Louise, Anne van Kleeck, Derek Beaton, Erin Horne, Heather MacKenzie, and Hervé Abdi. "A Read-Aloud Storybook Selection System for Prereaders at the Preschool Language Level: A Pilot Study." Journal of Speech, Language, and Hearing Research 58, no. 4 (August 2015): 1273–91. http://dx.doi.org/10.1044/2015_jslhr-l-15-0056.
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Purpose Many well-accepted systems for determining difficulty level exist for books children read independently, but few are available for determining the wide range of difficulty levels of storybooks read aloud to preschoolers. Also, the available tools list book characteristics only on the basis of parents' or authors' opinions. We created an empirically derived difficulty-level system on the basis of 22 speech-language pathologists' (SLPs) judgments of specific storybooks used in preschooler read-alouds. Method SLPs sorted 11 storybooks into ranked stacks on the basis of how difficult they thought the storybooks would be for preschoolers to understand when read aloud. SLPs described each stack globally as well as why they assigned each storybook to a particular stack. From transcriptions of the explanations, we derived a glossary of book characteristics using content analysis. We created a difficulty-level scale using a multivariate analysis technique that simultaneously analyzed book sorts and glossary terms. Results The book selection system includes a glossary of book characteristics, a 4-level difficulty scale, and exemplar books for each level. Conclusion This empirically derived difficulty-level system created for storybooks read aloud to preschoolers represents a step toward filling a gap in the read-aloud literature.
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Fedortsiv, Olha, and Nataliia Luchyshyn. "Physiological adaptation of modern Ukrainian preschoolers." Medical Science Pulse 7, no. 4 (December 31, 2013): 4–9. http://dx.doi.org/10.5604/01.3001.0003.3144.
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Introduction: High demands of modern social environment to the child’s individual development are connected with their health decline and wide variation of individual capabilities. Because of such inconsistency decreased functional abilities are being observed in preschoolers. It leads mainly to health problems and developmental disorders. Body adaptive properties are considered to be the integral indicator of health. Researches find high prevalence of the lack of adaptation among children of different age groups which might lead to low quality of life.Aim of the study: The aim of the research was to estimate preschooler’s cardiovascular system functioning and the adaptation abilities based on the examples of children from Tarnopol, Ukraine.Material and methods: 170 healthy preschoolers were among the participants of the research. Anthropometry and the assessment of some hemodynamic parameters were performed to draw conclusions about the level of their cardiovascular capacity.Results: Only 54.7% of the examined children reflect the satisfactory level of cardiovascular system adaptation. The deviations mainly result from high BMI, Rate Pressure Product and abnormal reaction of the autonomic nervous system after a squatting test.Conclusions: Simple noninvasive methods (functional changes index, pulse rate and blood pressure and the indicator of arteries’ pressure) help to identify children with reduced circulatory response to stress and physical burden.
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Bushchak, Ihor, and Yuliia Makarii. "THE USE OF ROBOTIC DEVICES IN PRESCHOOL CLASSES FOR THE DEVELOPMENT OF LOGICAL THINKING." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 51–59. http://dx.doi.org/10.31499/2307-4906.2.2021.236634.
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The progressive development of all activities in society requires determination in the modernization of education. The preschool education system is affected by significant changes in the restructuring of the subject and developmental environment in preschool education. It still needs new natural and accessible solutions of the teachings methods for children. Since the basic and initial concepts are formed in early childhood, it is impossible to ignore this period of human life. One of the most important cornerstones for harmonious development is the forming of logical thinking. Under the influence of the rapid growth of the information technology industry, different software, educational devices, educational and learning toys and online environments are created in order to develop preschooler’s logical operations at the basic level. Implementing such tools will be the first basic stage in the understanding of programming and coding for preschoolers, will help to learn something new and will motivate them. Therefore, work on the development of logical thinking will become not only more interesting but also more accessible and effective. Logical thinking is the basis that develops a childʼs skills of analysis, comparison, finding a way out of problematic situations, as well as the ability to draw clear and consistent conclusions. The article presents the views of Ukrainian and foreign scientists, famous teachers on the development of thinking, logical thinking in preschool children. The main stages of development of thinking of preschoolers from birth to six years, as well as the use of robot devices “Makeblock mTiny”, “Bee-Boot”, and online environment “Code.Org” for the preschoolerʼs logical thinking development, are noticed by the authors. The study of the feasibility of using robot devices in logic development activities in preschool education takes an important place in the article. The results of this research are presented.
Keywords: logical thinking, programming, coding, robotic devices, digital skills, educational environment, digital literacy, digital competencies
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Kuzmenko, Vira, and Irina Karabaeva. "CREATIVE IMAGINATION AS A COMPONENT OF SENIOR PRESCHOOL CHILDREN'S PSYCHOLOGICAL READINESS FOR LEARNING IN THE NEW UKRAINIAN SCHOOL." PSYCHOLOGICAL JOURNAL 7, no. 3 (March 30, 2021): 67–77. http://dx.doi.org/10.31108/1.2021.7.3.7.
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The article analyzes the role of creative imagination in preschoolers' psychological readiness for learning. Creative imagination being the leading new formation of preschool childhood and an essential sign of a new type of thinking, is, therefore, an evidence of the transition from preschool to primary school age and an indicator of intellectual readiness to learn at school. The authors present the results of a theoretical study of the development of senior preschoolers' creative imagination. Despite numerous works on preschool childhood, only recent years have seen increased scientists' attention to the problem of developing creativity, creativity, ingenuity and creative imagination as an important part of preschool education and a component of first-graders' psychological readiness for learning. It is the creative imagination that should be an integral component (and an indicator) of senior preschoolers' readiness to learn in a new Ukrainian school. The authors discuss the assessment, development, and control stages of the experimental part of scientific research, as well as the goals and content of each stage. The express-method used by the authors to diagnose children's creative imagination included a special "Magic transformations" technique, which asks children to finish the drawings of standard (and thus familiar to children) geometric figures. The children's drawings were assessed as creative products in its narrow meaning, that is, as the results of solving a creative problem. The senior preschoolers' creative imagination criteria were found to include the focus on creating a mental image, independence in creating a mental image, the initiative in creating a mental image, and the desire to create a new mental image. Analysis of the obtained experimental data revealed the need for a special program and favorable conditions for the development of senior preschoolers' creative imagination. The authors describe in detail the method of development of creative imagination by teaching the basics of literacy. Children's activities are considered as the leading means for the development of children's creative imagination. According to a popular opinion, a leading means for developing senior preschoolers' creative imagination is speech activity, in particular, reading and writing. The authors note that the developmental effect of the method is due to the promotion of children's imagination and creativity, not only their mastering of operational activities, i.e. reading letters. A detailed statistical analysis allowed concluding that the development of children's creative imagination by teaching them the basics of literacy was quite effective. The authors believe that further research may focus on expanding the range of creative tasks for the development of senior preschoolers' creative imagination, taking into account children's individual characteristics, as well as on clarifying the creative imagination criteria. Besides, preschoolers' psychological readiness for school, peculiarities of preschooler's imagination as well as the experimental and statistical confirmation of the leading role of preschoolers' creative imagination in their psychological readiness for learning may also be the subjects of new scientific research.
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Liu, Xiaoxi. "Design of Educational Art Activities for Preschoolers." Lifelong Education 9, no. 3 (April 4, 2020): 57. http://dx.doi.org/10.18282/le.v9i3.853.
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<p>With the constantly development of social economy, fine art has received more and more attention in people's learning progress. Meanwhile, art, as an important part of fine art education, plays an irreplaceable role. Early childhood is the vital stage for the study of fine arts and promoting toddlers to develop good art capability, which is quite important for preschooler's development. Children's painting should not only be understood correctly and objectively but also need to be given correct guidance. The key to art education for preschoolers is to create a good painting environment for them. Besides, teacher's reasonable and effective teaching method is also a key link in cultivating children's art capability.</p>
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SIGMAN-GRANT, MADELEINE. "Feeding Preschoolers." Nutrition Today 27, no. 4 (July 1992): 13–17. http://dx.doi.org/10.1097/00017285-199207000-00004.
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Imhoff, Molly Carter, and Lynne Baker-Ward. "Preschoolers' Suggestibility." Journal of Applied Developmental Psychology 20, no. 3 (July 1999): 407–29. http://dx.doi.org/10.1016/s0193-3973(99)00022-2.
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Sia, Mal Kong, Wong Chin Yew, and Xin Wei Low. "Exploring the Causal Effects of Outdoor Play on School Readiness of Preschoolers in the Klang Valley, Malaysia." Sustainability 15, no. 2 (January 8, 2023): 1170. http://dx.doi.org/10.3390/su15021170.
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According to research, preschool physical environments (PPE) that promote outdoor play have a positive impact on children’s overall wellbeing, as well as their total developmental competence and academic learning, which then directly affects their school readiness prior to entering primary school. This study analyses the causative impacts of outdoor play on preschoolers’ school readiness for primary school in Klang Valley, Malaysia. Additionally, we attempted to extend a prior research conceptual model on outdoor play in studying the link between PPE and preschoolers’ school readiness. From June to August 2022, 84 private preschool operators from the Klang Valley took part in the survey to offer their viewpoints; however, only 72 completed questionnaires could be used for PLS-SEM analysis using SmartPLS 4. It has been discovered that outdoor play does, in fact, have a favorable, considerable impact on academic learning and school readiness. Other findings offer more proof of the causal links between outdoor play and children’s development. Important stakeholders, such as preschool providers, preschool designers, preschool educators, as well as parents, should make sure that appropriate outdoor play yards are provided in preschools for children’s full development and academic learning, as well as for preschoolers’ readiness for school.
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Shalaginova, K. S., and E. V. Dekina. "Features of the Development of Memory in Older Preschoolers - Representatives of the Digital Generation." Psychological-Educational Studies 14, no. 4 (2022): 52–66. http://dx.doi.org/10.17759/psyedu.2022140404.
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<p>The article deals with the problem of memory development in older preschoolers – representatives of the digital generation. The article contains a description of the experience of the implementation of experimental work to identify the features, technologies and psychological and pedagogical conditions for the development of memory in children 5-6 years old. The article presents the results of an empirical study of the memory features of preschoolers, in which 23 children of preschool institutions of the city of Tula and the Tula region took part. The essence of the research problem is to holistically present the essence of the ongoing changes in the development of the memory of a modern preschooler and to find new landmarks in its development, which occur in the context of digitalization. The purpose of the article is a psychological and pedagogical analysis of the memory features of older preschoolers of the digital generation and the manifestations of these features in the teaching and upbringing of preschoolers. To achieve the goal of the research, the following psychological tools were used: the method "Recognize the figure", "10 words", "Pictograms" L.V. Zankov, D. Veksler's method, A.N. Leontyev. The selected features are considered by the authors in the context of solving the problems of the cognitive development of children. The article describes a program for the development of the memory of older preschoolers, aimed at stimulating the conscious reproduction of the child's experience in play, productive and speech activity; the inclusion of mnemonic actions in the purposeful objective, cognitive and play activities of the child. The program proposed by the authors has been tested on the basis of preschool educational organizations and can be used in the work of a kindergarten psychologist, educator, head of the circle. The empirical data obtained in the study confirm the advisability of taking into account the peculiarities of memory development when planning developmental work with preschool children – representatives of the digital generation.</p>