Relevant bibliographies by topics / Preschools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Preschools'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Preschools"

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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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Żebrowska, Barbara. "W krainie dzieciństwa – nazwy krakowskich przedszkoli." Poznańskie Studia Polonistyczne. Seria Językoznawcza 23, no. 2 (December 4, 2016): 263–81. http://dx.doi.org/10.14746/pspsj.2016.23.2.15.

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Article attempts to describe modern names of preschols. Nowadays, preschools are becoming similar to companies. The main purpose of their names is to encourage parents (and to some extent also children) to choose specific facility. Initially, this trend was associated with mainly non-public, private preschool, now also public preschools. This involves the development of consumption, characteristic of modern civilization. Creativity in the choice of name supports the presence of competition, and therefore described tendency can be noticed in large cities, such as Cracow. Material required for the analysis, that includes 334 names, was provided by the Internet databases that help parents in choosing a specific facility (abcprzedszkola.pl, przedszkolak.pl, przedszkolowo.pl), recruitment system for preschools FORMICO (krakow.formico.pl) and webpages of individual preschools.
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Tran, Viet-Nhi, Tuan-Vinh Nguyen, Kim-Nhung Ta Thi, and Nhung Le Thi. "The status of the education of science for children aged 5–6 in some central Vietnamese public preschools." Hungarian Educational Research Journal 11, no. 4 (December 20, 2021): 360–76. http://dx.doi.org/10.1556/063.2021.00075.

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Abstract The study aims to determine the status of organizing science activities for preschoolers aged 5–6 and teachers' views on improving science education quality for 5–6-year-olds in Vietnam. The research was undertaken on 150 preschool teachers working with 5–6 years old classes in 24 public preschools in 3 provinces, including Quang Binh, Quang Tri, and Thua Thien Hue. Mixed methods, including surveys, interviews with teachers, and observation of science discovery activities, were used. According to the study results, science education activities were regularly organized in the preschools with specific plans following the school-year curriculum and the national ECE framework of Vietnam. Teachers used various methods and forms for organizing scientific activities, but the classroom environment was dominant. The participation of family and society in science activities at preschools was limited. Teachers also highlight some measures to improve the quality of science education in preschools, including providing necessary facilities, equipment, toys for preschools and increasing modern teaching methods. The findings of this study provide necessary evidence on science education for preschool children in practical terms as the basis for further studies on solutions to improve the efficiency of science education for preschool children in Vietnam.
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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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Jankovitz, Kristine Z., Karen J. McGaughey, Kyla Tom, Dayna Ravalin, and Ann Yelmokas McDermott. "Prevalence of Overweight and Obesity in Hispanic Preschool Children in San Luis Obispo County, California." Californian Journal of Health Promotion 10, SI-Latino (December 1, 2012): 114–22. http://dx.doi.org/10.32398/cjhp.v10isi-latino.1488.

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The purpose of the study was to determine the prevalence of overweight and obese (OW/OB) preschool children in San Luis Obispo County. Preschool children ages 3-5 years were measured for height and weight in 2006 (n = 482) and in 2009/10 combined (n = 559). The CDC BMI calculator for ages 2-20 was used to determine BMI classification. In 2006, 26.4% were OW/OB and by 2009/10, 34.8% were OW/OB. Rates were similar among boys and girls (p = 0.70) and increased significantly over time (p = 0.0070). Caucasian and Hispanic children had similar OW/OB rates in 2006, but by 2009/10 the Hispanic children were 2.7 times more likely to be obese (CI: 1.68, 4.57). Because Hispanic children were more likely to attend Head Start or California State preschools versus private preschools (78.0%, 81.0% and 7.4% respectively), it appears Head Start and California State preschools would be a likely place for interventions directed to meet the needs of Hispanic preschoolers, and may serve to reverse the trend in childhood obesity and address the disparity in weight status among Hispanic preschool aged children.
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Ernst, Julie, Claire Curran, and Leah Budnik. "Investigating the Impact of Preschool Type on Young Children’s Empathy." Sustainability 14, no. 15 (July 29, 2022): 9320. http://dx.doi.org/10.3390/su14159320.

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Empathy can be a powerful driver for positive social change and is relevant to the Sustainable Development Goals that serve as a global blueprint for peace and prosperity. Empathy has also gained popularity within zoos, aquariums, and other wildlife conservation organizations as a motivator for caring action toward wildlife and nature. As such, there is a need to understand and develop interventions that further people’s empathy, particularly in the context of young children, given the critical developmental period of early childhood. A quantitative study was conducted with 124 children from eight preschools in Minnesota (USA). A modified version of the “Young Children’s Empathy Measure with Humans and Animals” was administered at the beginning and end of a preschool year to measure the impact of preschool type (nature preschool, animal-focused nature preschool, and non-nature preschool) on empathy (cognitive, affective, and empathic behavioral intentions). Results suggest that animal-focused nature preschools and nature preschools were more effective than non-nature preschools for empathic behavioral intentions in the context of humans, as well as for cognitive and affective empathy with wildlife. Further, the animal-focused nature preschools were more effective than nature and non-nature preschools in terms of empathic behavioral intentions in the context of animals. Implications are discussed in light of the study’s limitations.
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Lehto, Reetta, Elviira Lehto, Hanna Konttinen, Henna Vepsäläinen, Mari Nislin, Kaija Nissinen, Ciara Vepsäläinen, et al. "Neighborhood Socioeconomic Status and Feeding Practices in Finnish preschools." Scandinavian Journal of Public Health 47, no. 5 (February 28, 2019): 548–56. http://dx.doi.org/10.1177/1403494819832114.

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Aims: Certain feeding practices, such as role modeling healthy eating and encouragement are recommended to be used in preschools. Little is known about whether preschool characteristics are associated with the use of these feeding practices. Our aim was to examine whether the socioeconomic status (SES) of the preschool neighborhood is associated with the feeding practices in preschools. Methods: This study was part of the cross-sectional DAGIS study. We studied 66 municipal preschools and 378 early childhood educators (ECEs). Preschool neighborhood SES was assessed with map grid data. Feeding practices were assessed by questionnaires and lunchtime observation. Associations between preschool neighborhood SES and feeding practices were tested with logistic regression analyses adjusted for ECEs’ educational level and municipal policies on ECEs’ lunch prices, and on birthday foods. Results: The crude model showed that in high-SES neighborhood preschools ECEs were more likely to eat the same lunch as the children (OR 2.46, 95% CI 1.42–4.24) and to reward children with other food for eating vegetables (OR 2.48, 95% CI 1.40–4.41). Furthermore, in high-SES preschools it was less likely that birthday foods outside of the normal menu were available on birthdays (OR 0.29, 95% CI 0.12–0.71). In the adjusted model, rewarding with other food remained associated with preschool neighborhood SES (OR 2.13, 95% CI 1.12–4.07). Conclusions: After adjustments, preschool neighborhood SES was mostly unassociated with the feeding practices in preschools. Municipal policies may have a significant impact on feeding practices and ultimately on young children’s food intake in Finland where most children attend municipal preschools.
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Le Th Bich, Van, and Danh Nguyen Duc. "The reality of using natural playground in organizing outdoor play for kindergartners." Journal of Science Educational Science 65, no. 9 (September 2020): 134–40. http://dx.doi.org/10.18173/2354-1075.2020-0100.

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The paper presents the situation of using the natural playground in outdoor play of preschool children in kindergartens in Cao Lanh, Dong Thap. The study shows that many preschool teachers in Cao Lanh have not used natural playgrounds to organize outdoor activities for preschoolers. The paper also analyzes the actual causes and discusses the direction of the measures. Research data was conducted on 10 preschools in the region with 199 teachers.
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Frenkel, Hannah, Pooja Tandon, Howard Frumkin, and Ann Vander Stoep. "Illnesses and Injuries at Nature Preschools." Environment and Behavior 51, no. 8 (May 9, 2018): 936–65. http://dx.doi.org/10.1177/0013916518773469.

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Nature preschools, where children spend the entire school day outdoors, are increasingly popular, but their health consequences have not been well researched. This study tested the hypothesis that nature preschools and conventional preschools differ in their illness and injury incidence, by comparing observed illness and injury occurrence in the two types of schools. For 14 weeks, teachers at five nature preschools and four conventional preschools in Seattle, Washington logged absences due to illness. Two nature preschools and three conventional preschools also logged injuries that occurred during the school day. There was no difference in illness incidence by preschool type, and no serious injuries were reported in either setting. Overall, the study found that nature preschools are a healthy and safe child-care model.
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Dissertations / Theses on the topic "Preschools"

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Glenn-Applegate, Katherine. "Caregivers’ Preschool Selection Factors and Their Degree of Agency in Selecting High Quality Preschools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306413949.

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Worthington, Emily Marie. "Effective learning environments in preschools." [Ames, Iowa : Iowa State University], 2008.

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Ramli, Liza Isyqi Binti. "Attitudes of preschool teachers towards the introduction of Inclusive Education (IE) in Malaysian government preschools." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19566/.

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The Ministry of Education in Malaysia intends to introduce Inclusive Education (IE) at the preschool level. The introduction of IE will place high demands on preschool teachers and to include all children with special education needs (SEN) will require a significant shift in practice. Thus, this study explored the attitudes of preschool teachers towards IE and identified factors which may have influenced these attitudes. This thesis presents the findings of mixed-method research study investigating preschool teachers’ attitudes towards the introduction of IE in Malaysia. A theoretical framework based on the combination of ecological system theory (Bronfenbrenner, 1979) and the three-component model of attitude (Eagly and Chaiken, 1993; Triandis, 1971) was utilised to explore teachers’ attitude. 421 preschool teachers in one Malaysian state completed a survey and 18 took part in a semi-structured interview. The findings indicated that the preschool teachers in this study feel that they are generally prepared for implementing IE. However, the qualitative data revealed many barriers to the implementation of IE that influenced teachers’ attitudes. Factors such as skills and training, resources and facilities as well as knowledge and awareness about IE and children with special educational needs (SEN) are highlighted in this study. This study highlights the importance of knowledge and understanding of IE, teachers’ skills and abilities and the values and commitment needed from every agency. Recommendations address improvements to in-service teacher professional development and pre-service teacher education courses as well as the upgrading of school facilities. Most importantly, this research suggests that there is a need to raise awareness and increase knowledge about IE and SEN through strengthened collaboration between parents, specialists, schools and society.
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Saunders, Sue. "The organisational climate of preschools and associated characteristics : a study of a group of preschools in England." Thesis, Cardiff Metropolitan University, 2018. http://hdl.handle.net/10369/9566.

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This study investigated the organisational climate of 26 preschools in England using a multi stage mixed methods design. Data collection included an initial questionnaire administered to all preschools, followed by a second questionnaire and interview process focusing upon preschools at the opposite ends of the climate continuum (high climate n= 6, low climate n = 5). Using data from the Early Childhood Work Environment Survey, ECWES, (Bloom, 2010), preschool and staff variables showed no statistically significant association with the overall assessment of organisational climate. However, the data did reveal a significant statistical difference between staff from the high and low climate groups across each of the separate ECWES ten climate dimensions. In addition, there was a significant statistical difference between the perception of support staff and teachers in the low climate group across several climate dimensions. Questionnaire and interview data revealed low pay as a variable, which was perceived negatively by many staff. However, the processes which differentiated to the greatest extent between the high and low climate groups, on a day to day basis, were social and operational in nature. The high climate preschools had transparent and effective organisational processes in place, which created a strong social system, where subsystems within the school were connected. In this positive environment staff felt supported, and there was an atmosphere where all staff worked harmoniously together with a collective drive to address problems and adapt to change. Preschools with smaller staff numbers, and where there was a discrete educational focus upon early years, appeared best suited to achieving these ends. Future implications of this study appear twofold. The first suggests a need for greater communication across preschool subsystems for high levels of climate to be established. The second is a broader strategy and involves policy makers addressing the low levels of remuneration, and the heavy workload, which the constant drive for change has created for many staff. While the effective management and operational systems within high climate preschools were found to mitigate against such external challenges, where these systems were not in place organisational climate was negatively impacted upon.
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Jassiem, Shamiemah. "Montessori and Religious Education in Western Cape Preschools." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24462.

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The debate about whether or not religious education should be included in early childhood education is a longstanding one. Even those who believe that Religious Education should be included in early childhood programs cannot agree about the content or method for including it. The phenomenon of religious education in Montessori pre-primary schools in the Western Cape Province of South Africa is explored in this study, using a qualitative research approach. More specifically, the study explored the goals of their religious education; the level of awareness of Montessori's approach to religious education and finally looked at how they were implementing religion in their schools. A sample of 4 pre-schools were selected from the 90 Montessori pre-schools in the Western Cape. These included a Non-Denominational, Muslim, Christian and a Jewish School. The Muslim and Non-Denominational schools are full Montessori schools, while the Christian and Jewish schools have incorporated Montessori alongside other curriculums, namely the Jubilee Excellence School Curriculum and Reggio-Emilia approach, respectively. A collective case study approach was adopted and data was collected through observations and interviews. While the findings cannot easily be generalized, it is significant in providing a starting point to understanding the phenomenon of religious education in Montessori pre-schools in the Western Cape. The study highlighted Dr Montessori's personal and professional struggle with religion and found that the struggles Dr Montessori faced in terms of Religion have still not been resolved today. The schools in the Western Cape still grappled with the essence of Montessori's struggle, i.e. where to place religion and how to integrate it in the Montessori method and philosophy. Dr Montessori's beliefs about the importance of spirituality in the early years were found to be consistent with the contemporary views of scholars around the world. The religious schools followed guidelines of their own religions when deciding on which values to focus on. At the Jewish school, the focus was on the community, while at the Muslim school the focus was on the individual and selfetiquette. The focus of the Christian school was on discipline and obedience. The schools had various commitments to spiritual and ethical development of the children. Finally, the study found that the Montessori method was ideal for teaching the practices of religion, but when schools delved into issues of faith or love of God, they switched to other modes of teaching (e.g. preaching). This disjuncture between teaching faith and practices was ultimately Dr Montessori's reason for abolishing religious education from her method.
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Jernlund, Anna, and Niklas Pedersen. "Environmental adjustments of the mobile preschools in Uppsala." Thesis, Uppsala universitet, Institutionen för teknikvetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-323361.

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The mobile preschools of Uppsala are buses that are provided as a complement for stationary preschools. The buses are connected to one stationary preschool that provides the necessities such as food and a place for the children to be before and after the daily trips. In Uppsala, there are five mobile preschool buses and they have been operated since 2009. For the bus to provide heat, warm food and energy for activities on the bus, there is a generator installed that runs on biodiesel. The emissions from the generator, in combination with the loud noises that it emits, are of concern for both the children and educators on the bus as well as the people around it. This has caused for alternative ways to deliver electricity to the bus. This study examines three scenarios for delivering electricity and tries to evaluate what the best option could be from different Points of view. The three scenarios are replacing the generator with either a battery, replacing the generator with electricity poles and to replace the generator with a more efficient and quieter one. When evaluating the different scenarios from an economical point of view, the study found that the electricity poles would be the best option. When evaluating the best option with respect to the children and educators, the study found that the battery would be the best option. The negative consequences for continuing to use a generator to supply electricity would be a health hazard for the children and a limitation for the educators in the freedom of choosing location for the bus to visit.
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Witthohn, Anna-Lena. "Outdoor Learning as a Chance for Preschool Children to become a ´We´ and an ´I´ : Preschool Teachers´ Perception towards Outdoor Learning in Swedish Preschools." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177847.

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The study investigates preschool teachers’ individual perceptions towards outdoor learning in Swedish preschools. The aim is to understand how preschool teachers describe outdoor learning and which effects on children´s behavior are recognized. Furthermore, the study aims to highlight children particularly benefiting from learning outdoors. Therefore, semi-structured interviews following a qualitative research approach are hold in order to outline and evaluate the perceptions of seven preschool teachers working in southern Sweden. A literature review should allow a contextual location focusing on outdoor education and outdoor learning, the Swedish preschool curriculum, nature´s influence on human’s health and well-being and children with special needs. The interviews show that preschool teachers mainly recognize positive effects of learning outdoors regarding children´s social, emotional, cognitive and physical development. Outdoor learning offers children possibilities to play in bigger groups and seems to cause less conflicts. Little attention is put on negative effects only regarding outdoor surroundings. Preschool teachers identify two main character traits of children certainly benefiting from learning outdoors, referring to children needing increased movement and children indoors appearing shy and introverted. As possible explanations for positive effects of outdoor learning on children the preschool teachers mainly relate to larger space and increased feelings of freedom. Nature seems to provide possibilities for a lower distraction of the senses, allowing a clearer perception. Children´s ability to concentrate seems to increase through nature. Additionally, outdoors the opportunity of taking a timeout increases in order to allow children spending time alone.
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Bennedict, Elizabeth A. "Assessment and implementation of positive behavior support in preschools /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419021&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136 - 145). Also available for download via the World Wide Web; free to University of Oregon users.
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Imoto, Yuki. "The production and consumption of international preschools in Japan." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508409.

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Ekegren, Scheffer Lovisa, and Tramosljanin Ana. "Determinants of School Segregations : - The Case of Independent Preschools." Thesis, Stockholms universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-196402.

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Books on the topic "Preschools"

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Aboud, Frances E. Evaluation of SUCCEED preschools. Dhaka: SUCCEED, Save the Children USA, Bangladesh Country Office, 2009.

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Preschools by the bay. [United States]: [publisher not identified], 2010.

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Shaughnessy, Mary Angela. Catholic preschools: Legal issues. 2nd ed. Washington, DC: National Catholic Educational Association, 2008.

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Catholic preschools: Some legal concerns. Washington, DC: National Catholic Educational Association, 1990.

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Magagula, Cisco M. Conditions of preschools in Swaziland. [Swaziland: s.n., 1990.

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Snow, Catherine E. Language and literacy environments in preschools. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1999.

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1946-, Farrell Patricia, ed. Creating literacy-rich preschools and kindergartens. Boston, MA: Pearson/A&B, 2008.

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Hirsch, Jennifer. The Bitty twins go to school. Middleton, Wis: Pleasant Company Publications, 2006.

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Hirsch, Jennifer. The Bitty twins go to school. Middleton, Wis: Pleasant Company Publications, 2006.

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Lokon, Elizabeth. Ideas for teaching about Japan in preschools. [College Park, Md.]: National Intercultural Education Leadership Institute, 1995.

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Book chapters on the topic "Preschools"

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Wallerstedt, Cecilia, and Malin Nilsen. "Enabling Knowledge Development Relevant for ECEC." In Methodology for Research with Early Childhood Education and Care Professionals, 3–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_1.

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AbstractIn this first chapter of the volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume), we will introduce the themes and chapters included. Eight examples of research projects will be given, and even if many denotations are used in the different chapters to describe the methods used, they are all aimed at improving preschool practice and take on social problems in a broader sense. We will discuss how development projects or studies, research projects and innovation, inquiry-based research and professional development programmes, and action research approach relate to praxis-related methodology and its key references. A central aspect is that the focus is on problems that are experienced in preschool, even if the process of formulating these problems differs. Sometimes it is the preschool that initiates contact with academia, while other times it is the researchers who consider it important to collaborate with preschools. Regardless, they are all collaboration projects in which participants from preschools and participants from academia (i.e. researchers) work together, but often in a more explorative way, compared to other studies within the development and praxis-related research tradition.
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Hellman, Anette. "Negotiating ‘’ in Swedish Preschools." In Nordic Families, Children and Early Childhood Education, 101–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16866-7_6.

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Yngvesson, Tina, and Susanne Garvis. "Parental involvement in Swedish preschools." In Parental Engagement and Early Childhood Education Around the World, 256–68. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367823917-22.

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Thedvall, Renita. "Introduction." In Fast Childcare in Public Preschools, 1–20. Abingdon, Oxon : New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351012836-1.

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Thedvall, Renita. "Words." In Fast Childcare in Public Preschools, 21–42. Abingdon, Oxon : New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351012836-2.

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Thedvall, Renita. "Meetings." In Fast Childcare in Public Preschools, 43–63. Abingdon, Oxon : New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351012836-3.

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Thedvall, Renita. "Colour." In Fast Childcare in Public Preschools, 64–82. Abingdon, Oxon : New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351012836-4.

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Thedvall, Renita. "Flow." In Fast Childcare in Public Preschools, 83–97. Abingdon, Oxon : New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351012836-5.

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Thedvall, Renita. "Plan." In Fast Childcare in Public Preschools, 98–116. Abingdon, Oxon : New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351012836-6.

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Thedvall, Renita. "Conclusion." In Fast Childcare in Public Preschools, 117–29. Abingdon, Oxon : New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351012836-7.

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Conference papers on the topic "Preschools"

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Nazaruk, Stanisława K., and Joanna Marchel. "EFFECTIVENESS IN THE DEVELOPMENT AND ACQUISITION OF MATHEMATICAL SKILLS IN CHILDREN IN RURAL AND URBAN PRESCHOOLS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.145.

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The aim of the research was to determine whether geometric skills of the children in rural preschools are at the same level as those of their peers in urban preschools. The research included 352 preschool-age children (5 to 7 years old) residing in Poland, both in cities and the countryside. The measurements were carried out in the Biała Podlaska Laboratory of Psycho-Motor Skills. A SensoMotoric Instrument (SMI) eye tracking device and the i ViewX platform registering data with a frame rate of 250 Hz were used. The device has a special measurement system which tracks and records eye movements in a sequence and at a pace of an analyzed person. With a view to demonstrate the differences between the correctness of task performance and the place of residence of the children, a Pearson’s Chi-squared test was performed. To evaluate the differences in the time of task execution, a single factor analysis of variance (ANOVA) and the Student’s t-test for independent samples were employed. In all of the analyzed cases, the level of statistical significance adopted was p=.05. The results of the research conducted on the studied group of children show that there are differences in the level of geometric skills between the children in rural and urban areas. It was established that a crucial factor which affected both the geometric knowledge and skills of the preschoolers were the place of residence, the age at which they started learning, and the duration of preschool education. Keywords: geometry teaching, mathematical skills, preschool-age child, preschool education.
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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.
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Ivanova, Veneta. "CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.178.

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This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.
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Ivanova, Veneta. "CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.16.

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This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.
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Deutscherová, Beáta, and Adriana Wiegerová. "PROFESSIONALIZATION OF TEACHERS OF PRESCHOOLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1347.

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Samuelsson, Robin. "Cultural Affordances as Guiding Preschool Play: Designing Preschools to Support Multilingual Play Encounters." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574659.

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Garcia-Holgado, Lucia, Andrea Vazquez-Ingelmo, Alicia Garcia-Holgado, Francisco J. Garcia-Penalvo, Emel Simsek, Ali Ulus Kimav, Simona Pekarkova, et al. "Empowering preschool teachers and parents for digital education: Influence of the pandemic on children and preschools." In 2022 International Symposium on Computers in Education (SIIE). IEEE, 2022. http://dx.doi.org/10.1109/siie56031.2022.9982357.

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

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.
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SOLOVIOVA, Liudmyla. "HAPPINESS AS A VALUE FOR A PRESCHOOL CHILD." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.57.

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The article is devoted to the explaining of the features of the terminal value of "happiness" at the stage of its appropriation by a child of senior preschool age. The applied diagnostic methods are presented: "Express diagnostics of the sphere of value orientations of a preschooler" and observation "Diagnostics of the levels of manifestation of the activity structural component of the value orientations of senior preschoolers". The structure of values of preschoolers in the unity of their cognitive, emotional and activity components is outlined. The state of formation of the structure value-goal "happiness" of the studied children is characterized. Senior preschoolers' ideas about "happiness" is presented. The level of significance of "happiness" for children in comparison with other important values is determined: "family", "health", "creativity", "friendship", "money", "beauty of nature", "beauty of technology". It is established that "happiness" ranks first among effective values. It is concluded that senior preschoolers feel happy when they are involved in meaningful, independent, creative activities. KEY WORDS: happiness, preschool child, structure of values, terminal values, value regulation.
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Xiao, Nan. "Preschool Beginners' Physiological Stress Responses and Behavior Adjustments in High-Poverty Communities: Case of Boarding Preschools (Poster 29)." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889099.

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Reports on the topic "Preschools"

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

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Derrington, Taletha, Alison Huang, and Joseph Ferrie. Life Course Effects Of The Lanham Preschools: What The First Government Preschool Effort Can Tell Us About Universal Early Care And Education Today. Cambridge, MA: National Bureau of Economic Research, September 2021. http://dx.doi.org/10.3386/w29271.

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

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Bartik, Timothy J. Preschool and Prosperity. W.E. Upjohn Institute, September 2014. http://dx.doi.org/10.17848/pol2014-017.

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Bartik, Timothy. Preschool and Prosperity. W.E. Upjohn Institute, September 2014. http://dx.doi.org/10.17848/pol2015-017.

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Cascio, Elizabeth. Does Universal Preschool Hit the Target? Program Access and Preschool Impacts. Cambridge, MA: National Bureau of Economic Research, March 2017. http://dx.doi.org/10.3386/w23215.

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Andrew, Alison, Orazio Attanasio, Raquel Bernal, Lina Cardona Sosa, Sonya Krutikova, and Marta Rubio-Codina. Preschool Quality and Child Development. Cambridge, MA: National Bureau of Economic Research, August 2019. http://dx.doi.org/10.3386/w26191.

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Rubio Codina, Marta, Sonya Krutikova, Lina Cardona Sosa, Raquel Bernal, Orazio Attanasio, and Alison Andrew. Preschool quality and child development. The IFS, September 2019. http://dx.doi.org/10.1920/wp.ifs.2019.1923.

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Bowers, Prudence. Indirect intervention for preschool stutterers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6090.

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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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