Relevant bibliographies by topics / Rural preschools

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Rural preschools'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Rural preschools"

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Melenets, Liudmyla. "Research of functioning of rural preschool institutions of Ukraine in the period from 1945 to 1963." ScienceRise: Pedagogical Education, no. 3(42) (May 31, 2021): 17–21. http://dx.doi.org/10.15587/2519-4984.2021.232621.

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It is necessary to study the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the past. This gives an opportunity to see certain patterns and conventions, to identify positive experiences that were once rejected or forgotten, the opportunity to reveal how contemporaries, responded to such problems, what was the pedagogical argument and its implementation in practice. The historical facts of the organization of public preschool education in the Ukrainian village, which has its own rather complex, contradictory phenomena and processes, are generalized. The focus is on the periodization of the development of preschool institutions in the countryside of Ukraine in the chronological framework of 1945–1991. There are three periods of formation and development of rural preschools: I period (1945–1963) – the revival and formation of preschools in rural areas, II period (1963–1984) – the implementation of preschool education in rural preschools, III period (1984–1991) – renewal of the educational space of preschool institutions in rural areas. The subjective factor of the process of development of rural preschool institutions in Ukraine during the І period of the revival and formation of preschool institutions in rural areas is revealed (1945-1963). Prospects for further historical and pedagogical research in revealing the problem of implementing preschool education and updating the educational space in rural preschools of Ukraine are outlined
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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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Olalowo, Iyanuoluwa Emmanuel, and Ishola Akindele Salami. "Combatting the Danger of a Single Story: Empirical Comparison of Resource Availability among Ibadan Rural and Urban Pre-School Centers, Nigeria." International Journal of Social Learning (IJSL) 1, no. 2 (April 20, 2021): 202–14. http://dx.doi.org/10.47134/ijsl.v1i2.35.

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Learning in the early years of life is not just an intra-personal effort of the child alone; rather, it involves the interplay of several social factors, which can affect a child’s development. However, literature that considered and presented these factors as obtainable within preschools mostly revealed their facts and figures in a single story of either urban or rural preschools, cheering an uneven intervention from developmental agencies afterward. This study sought to provide an empirical comparison of the state of preschool resources in Ibadan rural and urban communities. A descriptive survey research design was adopted. The population includes public preschool centers in Ibadan. A proportionate stratified sampling technique was used to select 20% of the preschools from two selected local governments of Ibadan which represent the urban and rural communities. A total sample of 33 preschools was used. Data was collected using Pre-primary School Resources Availability Checklist (PREPSRAC, r = 0.89). Findings were that classroom resources are more available in urban preschools compared to rural pre-primary schools of Ibadan contrary to generalized remarks. Equity rather than equality of resources distribution is therefore recommended as a way of discontinuing the danger of a single story in pre-primary education for promoting equal learning.
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Gong, Xin, Caixing Niu, and Jing Wang. "The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province." Best Evidence in Chinese Education 6, no. 1 (September 22, 2020): 715–38. http://dx.doi.org/10.15354/bece.20.ar070.

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The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three national-level poverty-stricken counties and one non-poverty county in Hubei Province showed that current rural preschool teachers are facing greater professional pressure. Approximately 44.47% thought that the pressure is high, but has not yet reached the level of high burnout; non-poverty county preschool teachers have relatively high pressure. According to the Demand-Control-Support (DCS) model, the main pressure stems from the work requirements of children and parents, especially parents’ excessive emphasis on children’s safety, knowledge, and skills. The results of the Ordered Probit Model showed that the influencing factors of preschool teachers’ professional pressure in rural preschools in China include work factors such as workload and the number of children in difficulty; control factors like perseverance and professional identity; support factors such as staffing status, salary satisfaction, family support, and work support; as well as demographic variables such as age and household registration type (Hukou); and certain inter-county differences exist. Therefore, we recommend that the government, society, and preschools establish effective incentive and restraint mechanisms to reduce the professional pressure of preschool teachers in terms of salary, social status, parental guidance, workload, and stress training, and improve their ability to cope with pressure. Meanwhile, more focus need to be given on teachers who are for the first year preschool, older in age, lacking staffing status, no non-agricultural household registration, and overloading working.
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Tishabaeva, Irodaxon. "FORMATION OF PRESCHOOL EDUCATIONAL INSTITUTIONS IN UZBEKISTAN(1960-1990)." JOURNAL OF LOOK TO THE PAST 11, no. 3 (November 30, 2020): 70–77. http://dx.doi.org/10.26739/2181-9599-2020-11-10.

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This article describes the expansion of the network of preschool education institutions in Uzbekistan in 1960-1990, the level of coverage of preschool children in educational institutions on the basis of scientific, historical literature and sources. The study also included children's attendance and demographic indicators in preschools, urban and rural kindergartens.
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Kaur, Jasleen, and Anupam Sharma. "Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children." SAGE Open 11, no. 3 (July 2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031873.

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The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.
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Rajapakse Mudiyanselage, Shashanka Indeevara Rajapakse, Wadu Arachchige Dharshika Lakmali Amarasiri, Bannek Mudiyanselage Gedara Duminda Yasaratne, Janith Warnasekara, and Suneth Agampodi. "Epidemiology of wheeze among preschool children: a population-based cross-sectional study from rural Sri Lanka." BMJ Open 11, no. 7 (July 2021): e046688. http://dx.doi.org/10.1136/bmjopen-2020-046688.

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ObjectivesTo assess the prevalence of wheeze and factors associated with its severity among 3–6 years old children.MethodologyDesignA population-based, cross-sectional study using the WHO 30 cluster methodology with probability proportionate to size sampling.Setting36 preschools registered at the divisional secretariat offices of Anuradhapura district, Sri Lanka.ParticipantsWe recruited 1060 preschool children from 36 preschools aged 3–6 years.Main outcome measurementsWe used the International Study of Asthma and Allergy in Childhood questionnaire to assess the prevalence, symptomatology and associated factors of wheeze.ResultsThe study sample consisted of 548 (51.70%) male and 512 (48.30%) female children with a mean age of 4.41 (±0.66) years. At least one wheezing episode ever was reported in 323 (30.47%; 95% CI 27.71% to 33.34%) children and 247 (23.30%; 95% CI 20.79% to 25.97%) children had a wheezing attack in the preceding year. Severe episodes of wheezing were reported in 76 (7.17%; 95% CI 5.69% to 8.89%) participants. However, only 27 (35.53%; 95% CI 24.88% to 47.34%) children with severe wheezing had been diagnosed as asthmatics by a clinician. The identified independent risk factors for severe wheeze were allergic rhinitis (OR 6.90; 95% CI 3.84 to 12.40), domestic dog(s) (OR 2.34; 95% CI 1.01 to 5.40), frequent consumption of skipjack tuna (OR 1.94; 95% CI 1.11 to 3.39) and passive smoking (OR 1.70; 95% CI 0.93 to 3.11) while living in a house with a cement floor is a protective factor (OR 0.41; 95% CI 0.21 to 0.80).ConclusionWheezing commonly affects one-fourth of preschool children in rural Sri Lanka. Severe wheezing is often not diagnosed as asthma despite frequent symptoms, probably due to hesitancy in labelling preschool children as asthmatics. Allergic rhinitis, domestic dogs, frequent consumption of Skipjack tuna fish and exposure to passive smoking were independent risk factors for severe wheeze.
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Bi, Jieying, Chengfang Liu, Shaoping Li, Zhenya He, Kevin Chen, Renfu Luo, Zimeiyi Wang, Yanying Yu, and Haiquan Xu. "Dietary Diversity among Preschoolers: A Cross-Sectional Study in Poor, Rural, and Ethnic Minority Areas of Central South China." Nutrients 11, no. 3 (March 6, 2019): 558. http://dx.doi.org/10.3390/nu11030558.

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The aim of this study was to document the dietary diversity status of preschool children in poor, rural, and ethnic minority areas of Central South China and examine its associated factors both at home and in preschools. A cross-sectional study including 1328 preschool children aged three or five years from two nationally designated poverty counties in Hunan Province was conducted. A dietary diversity score (DDS) was constructed to measure the dietary patterns based on the 24 h recall method. The mean DDS among the sample children was 5.77 (95% confidence interval: 5.70–5.83, range 1 to 9) with a standard deviation of 1.22. Both household characteristics (including the education level of the child’s primary caregiver and the nutritional knowledge of the caregiver) and preschool factors (including the nutritional knowledge of the child’s preschool principal and teachers, nutritional training to children, and the preschool kitchen manager) were positively associated with children’s DDS. The dietary diversity status of children in poor, rural, and ethnic minority areas of Central South China is much lower than that of their peers in other areas. Nutritional education should be provided to caregivers, preschool staff, and children to narrow the gap.
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Abang Ahmad, Dayang Nurshafiqa, and Suziyani Mohamed. "TEACHERS PERCEPTION TOWARD PLAY BASED LEARNING USING GADGET IN PRESCHOOL." International Journal of Modern Education 3, no. 9 (June 15, 2021): 24–39. http://dx.doi.org/10.35631/ijmoe.39003.

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Ministry of Education in Malaysia has urged the implementation of 21st-century learning starting from 2014 to fulfil the needs of education in Malaysia. The use of gadgets in learning is normal in this century but to some rural schools in Malaysia. This study was conducted to identify the teachers’ perception towards play-based learning using gadgets in rural preschool in the Kapit Division of Sarawak. This study focused on 3 important aspects which are the usage of gadgets and their effects in teaching and learning, and the challenges faced by the preschool teachers in using gadgets during their teaching and learning process. The samples of this descriptive research involved 40 teachers from Song and Kapit districts in Sarawak. The research instrument used for this study was a structured questionnaire which consisted of 10 items using five points Likert scale. The reliability coefficient value of Alpha Cronbach is 0.65. The data was analysed using SPSS to get the frequency and percentage values. It showed that preschool teachers have positive perceptions towards play-based learning using gadgets in preschools. Despite that, using gadgets in play-based learning has some cons such as students’ unfamiliarity with using gadgets and poor internet coverage in rural areas. This study enables preschool teachers to vary their teaching methods and approaches to ensure their students have an equal education as those who are in the urban area.
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Steed, Elizabeth A., Tina Pomerleau, Howard Muscott, and Leigh Rohde. "Program-wide Positive Behavioral Interventions and Supports in Rural Preschools." Rural Special Education Quarterly 32, no. 1 (March 2013): 38–46. http://dx.doi.org/10.1177/875687051303200106.

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Dissertations / Theses on the topic "Rural preschools"

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Hessler, Karen Lee. "Physical activity patterns of rural northwestern Colorado preschoolers /." Connect to abstract via ProQuest. Full text is not available online, 2008.

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Parker, Steven Daniel. "Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83363.

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As the number of public school students identified as living in poverty increases, so does the number of children entering kindergarten with inadequate pre-literacy skills. This lack of preparation creates a gap in literacy achievement that is persistent and grows throughout a child's K-12 experience. One rural Virginia school division has begun offering a full-day prekindergarten program for the most at-risk three year-old children. The purpose of this study was to examine the efficacy of the three year-old preschool program in this one rural school division in eastern Virginia. This study examined the literacy achievement data for the first five cohorts of these students, and determined what difference, if any, exists in achievement as measured by the Virginia Phonemic Awareness Literacy Screening (PALS), the Scholastic Reading Inventory (SRI), Get Ready to Read" Revised (GRTR-R) and teacher-generated student growth assessments. A two-tailed t-test was used to identify potential differences in mean scores on the appropriate achievement measures between those students who received the three year-old preschool intervention and those that did not. For each of the first five cohorts of students, no significant difference was identified in literacy achievement on the four assessments administered where such difference may be assumed to occur, indicating that early intervention may make a difference in closing the literacy achievement gap for students in poverty.
Ed. D.
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Valero, Alicia. "Emergent literacy development among Latino students in a rural preschool classroom /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.

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Mtahabwa, Lyabwene. "Pre-primary educational policy and practice in Tanzania observations from urban and rural pre-primary schools /." Thesis, Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38877028.

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Tomaz, Simone Annabella. "Physical activity and gross motor skills in rural South African preschool children." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29464.

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Background: Global levels of overweight and obesity in preschool-aged children have increased dramatically in the last two decades, with most overweight and obese children younger than five years living in low- and middle-income countries (LMICs). Statistics from the 2013 South African National Health and Nutrition Examination Survey (SANHANES-1) confirm that levels of overweight and obesity are high in South African preschool-aged children, with prevalence rates of overweight and obesity up to 18.2% and 4.7%, respectively. This increasing problem of overweight and obesity in South African preschoolaged children highlights the need for intervening in this age group. Overweight and obesity interventions in preschool children typically include one or more of the following behaviours: physical activity, sedentary behaviour and screen time. Aim and objectives: The aim of this study was to characterise the preschool environment in rural South Africa, and to explore physical activity, gross motor skill proficiency, sedentary behaviour and screen time in rural South African preschool-aged children. Additionally, aims of this study were to explore the associations between gross motor skills, body composition and physical activity; and to assess compliance with current physical activity and sedentary behaviour guidelines. Methods: Preschool-aged children (3-5 years old, n=131) were recruited from three Preschools and two Grade R (reception year) settings in Agincourt, a rural village in north eastern South Africa. In order to gain an understanding of the Preschool and Grade R settings, an observation of the preschool environments was conducted using a tool adapted from the Outdoor Play Environmental Categories scoring tool, Environmental and Policy Assessment and Observation instrument, and the Early Learning Environments for Physical Activity and Nutrition Environments Telephone Survey. Each child’s height and weight was measured. Physical activity and sedentary behaviour were measured objectively using a hip-worn ActiGraph GT3X+ accelerometer for 7 days (24 hours, only removed for water-based activities). Gross motor skills were assessed using the Test for Gross Motor Development–Version 2 (TGMD-2). Physical activity and sedentary behaviour, including the contextual information for these behaviours, during the preschool day (08h00 until ±12h00) were measured using the Observational System for Recording Physical Activity in Children (Preschool Version). A separate sample of parents/caregivers were recruited (n=143) to complete a questionnaire that was adapted from the Healthy Active Preschool Years questionnaire and Preschool Physical Activity Questionnaire. Parents reported on their child’s screen time, and on factors within the home and community contexts in which physical activity and sedentary behaviours occur. Results: In terms of the environment, the Preschools and Grade R settings differed in that fixed play equipment only featured in the Preschool settings. Grade R settings had more open space in which to play. All Preschool and Grade R settings provided children with limited portable play equipment, and none of the schools had access to screens. Although all children recruited for the study were preschool-aged, the Grade R children were significantly older than the Preschool children (5.6±0.3years vs. 4.4±0.4 years, p <0.05). According to IOTF cut-offs, the prevalence of overweight/obesity was low (5.0%) in the sample, and 68.1% of children were classified as normal weight. On average, children spent 477.2±77.3 minutes in light- to vigorous-intensity physical activity (LMVPA) per day, and 93.7±52.3 minutes in moderate- to vigorous-intensity physical activity (MVPA). In terms of the new current guidelines (180min/day LMVPA, including 60min of MVPA, described as ‘energetic play’), and using average daily average of LMVPA and MVPA, 78.2% met current guidelines. Observed and objectively measured sedentary behaviour results revealed that children were more sedentary during preschool time (between 08:00 to 12:00) compared to the afternoons. Overall, boys were significantly more physically active than girls; and Preschool children did more physical activity during preschool time than Grade R children (all p< 0.05). Over 90% of the sample achieved an ‘average’ or better ranking for gross motor skill proficiency. The Grade R children were significantly more proficient than the Preschool children for all gross motor skill components (raw scores and standardised scores). Overall, boys achieved significantly better object control raw scores than the girls, and displayed greater proficiency than the girls in the strike (p=0.003), stationary dribble (p< 0.001) and kick (p< 0.001). None of the preschool or Grade R settings had access to screens such as televisions or iPads, and parent-reported screen time was low for the total sample (0.5±0.3hr/day). The majority of the sample (97.9%) met current screen time guidelines (<1 hour per day). Parents (82.5%) reported that they believed that their child did sufficient PA for their health, but 81.8% also reported believing that television time would not affect their child’s health. Parent responses revealed neighbourhood safety as a potential barrier to being physically active in the community. Conclusions: Rural preschool-aged children in South Africa appear to be engaged in adequate amounts of physical activity, particularly LMVPA, and are adequately proficient in gross motor skills. The children did not engage in excessive amounts of screen time. Overweight and obesity were not prevalent in this sample of rural preschool-aged children, and therefore it would appear that an intervention to reduce or prevent obesity by increasing physical activity, improving gross motor skills and reducing screen time is unnecessary. Rather, interventions that facilitate the increase in levels of MVPA in order to meet current physical activity guidelines are warranted. Additionally, it is essential that the high levels of physical activity (LMVPA) and good foundation of gross motor skills observed in this sample are promoted in an effort to maintain them throughout childhood. Future research may want to determine whether these activities (high levels of LMVPA, low levels of screen time) track throughout childhood and into adolescence.
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Austin, Kimberly. "Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3341.

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Early Childhood educators agree on the significant influence of a parent on a child’s literacy development. The environment a parent provides, in addition to the opportunities a child has in the early years, have a major influence on a child’s literacy development. This study sought to determine how parents in a low-income socioeconomic group perceived literacy development and how their preschool-age children performed on an emergent literacy assessment. The 64 study participants were recruited from a Head Start program in the central Appalachian Mountains. An overwhelming majority of participants were mother/child dyads, every participant spoke English as a primary language, and the majority of the participants identified their race as white. Participants were asked to complete a demographic survey and a questionnaire. The questionnaire was used to identify parents as either having a more emergent or more traditional perception of literacy development. This data was used to determine if identifying characteristics, such as education level or caregiver role, have an influence on a parent’s perceptions (emergent or traditional) of literacy development. Additionally, parents were asked to document the 5 most important things they are doing to help their child become a successful reader. It was concluded that no significant relationship exists between the parental perceptions and the child’s emergent literacy skills. The significance of this finding is two-fold. First, parent trainings in literacy development must focus on specific skills or methods that parents need to encourage literacy development, instead of the theoretical approach behind literacy development. Additionally, the sample overwhelmingly reported “reading to their child” as something they value; therefore, parent trainings should focus on how to share stories with a child, instead of simply asserting the necessity of reading to a child.
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Webber, Melissa. "Relationship between food insecurity and overweight in preschool-aged children in rural West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5244.

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Thesis (M.S.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains v, 39 p. : map. Vita. Includes abstract. Includes bibliographical references (p. 22-24).
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Buro, Brandy Lynn. "Understanding the Rural Built Environment from the Perspectives of Parents of Preschool-Aged Children." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27331.

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Obesity prevention interventions targeting the built environment are an emerging area of research, but few studies have been applied in rural communities or among preschool-aged children, despite being high-priority populations. This study aimed to identify barriers to accessing nutritious foods and physical activity opportunities from the perspectives of parents of preschoolers living in low-income, rural communities. A mixed methods study design guided by a social ecological model incorporated quantitative surveys and qualitative interviews to gain a comprehensive understanding of the rural built environment. Results indicate proximity to recreation spaces, traffic safety, availability of public indoor space, and the consumer food environment are influential in utilization of resources and possible areas of improvement. However, interventions should be tailored to the community?s stage of readiness, evidenced by the theme ?cognitive reactions to barriers.? Strong social networks in rural communities should be considered an asset for community change in these regions.
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Zhang, Li, and 张莉. "Preschool experience, school readiness, self-regulation, and academic achievement : a longitudinal study in rural China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/197139.

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Research indicates that preschool experience significantly influences child development and this study examined the influence of preschool learning experiences on children’s school readiness, self-regulation and academic achievement. Participants were 190 children from an impoverished county in Southwest China and their teachers. Classroom observations were conducted and children were assessed in individual and group sessions. There were three different types of preschool programs (kindergartens, pre-primary classes; Grade 1) available in the county. A total of 18 teaching episodes provided in either the kindergarten or primary schools to 164 children were videotaped and analyzed. Results indicated marked variations in preschool quality and pedagogical practices to support children’s self-regulation across programs. Kindergartens had the best physical environments, the most resources and highly qualified teachers. The teachers provided children with meaningful learning opportunities, adequate instructions, clear structure and predictability, and diversified instructional formats. Pre-primary classes had limited resources and unqualified teachers who emphasized academic learning. Compared to kindergarten teachers, pre-primary class teachers prepared fewer activities and frequently required children to simply sit still and listen. Preschool age children who merely “sat in” Grade 1 classrooms were typically neglected by teachers and only received attention from the teacher when they were disruptive. Grade 1 children (89 girls) who had attended kindergarten (n = 60), separate pre-primary classes (n = 55), merely “sat in” Grade 1 classes before being formally enrolled in school (n = 54) or had no preschool experience (n = 21) were assessed at the beginning of Grade 1 (Wave 1), at the end of Grade 1 (Wave 2), and at the end of Grade 2 (Wave 3). Their school readiness was assessed in Wave 1. Their self-regulation skills were assessed using the modified Head-Toes-Knees-Shoulders task in Waves 1 and 2, and seven cognitive regulation tests in Wave 3. Their literacy and mathematics achievement was evaluated using curriculum-based tests across the three waves. Results indicated that children with some form of preschool experience outperformed those with none in almost all the three outcomes across the three waves. Children from the kindergarten had better school readiness than the other three groups and better self-regulation than those attending separate pre-primary classes at the start of school. Children attending separate pre-primary classes had significantly better literacy and mathematics than those from the kindergarten at the start of school and literacy at the end of Grade 2. Children “sitting in” Grade 1 classes achieved lower scores than those from the kindergarten and pre-primary classes on almost all child outcome measures. The growth of self-regulation within the first primary school year was significant and Wave 1 behavioral regulation predicted Wave 3 cognitive regulation. School readiness and self-regulation significantly predicted academic achievement in all three waves and school readiness mediated the close relationship between self-regulation and academic achievement. Findings highlight the importance of (i) preschool experience for children from economically disadvantaged families in rural China; and (ii) self-regulation in school preparedness and early academic attainment. They also have implications for scaling up and enhancing the quality of preschool programs.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Alger, Megan W. "Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.

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Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this dissertation was to evaluate a selected mathematics curriculum utilized by the Happy Faces Head Start1 program, after program data indicated that children’s mathematics achievement was below established targets (Happy Faces Head Start, 2012). Results indicated that the curriculum, Mathematics: A Creative Curriculum Approach, which was implemented in rural Head Start classrooms did not show significant gains in math skills compared to children in the control group.

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Books on the topic "Rural preschools"

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Deheinzelin, Monique. Trilha: Educação construtivismo. 2nd ed. Petrópolis: Editora Vozes, 1997.

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Association for Childhood Education International., ed. The Lydia year: Learning from pre-kindergarten children in rural Appalachia. Olney, MD: Association for Childhood Education International, 2009.

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National Nutrition Monitoring Bureau (India). Prevalence of Vitamin A deficiency among preschool children in rural areas. Hyderabad: National Institute of Nutrition, Indian Council of Medical Research, 2006.

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Pérez, Soledad. Mujer campesina, niños y educación: Los centros infantiles en la provincia del Azuay. Quito, Ecuador: Ediciones ABYA-YALA, 1993.

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Silva, Ana Paula Soares da. Educação infantil do campo. São Paulo, SP: Cortez Editora, 2012.

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Strauss, John. Households, communities, and preschool childrenʼs nutrition outcomes: Evidence from rural Cote dʼIvoire. New Haven, Conn. (Box 1987, Yale Station, New Haven 06520): Economic Growth Center, Yale University, 1987.

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Strauss, John. The effects of household and community characteristics on the nutrition of preschool children: Evidence from rural Côte d'Ivoire. Washington, D.C., U.S.A: World Bank, 1988.

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1924-, Della Peruta Franco, and Sideri C, eds. Ferrante Aporti e San Martino dall'Argine: Tradizione e innovazione nelle scelte educative di un borgo rurale lombardo. Milano, Italy: F. Angeli, 1985.

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Pérez, Soledad. L'éducation rurale à petits pas: Étude comparative en Équateur. Paris, France: Harmattan, 1996.

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Inside a Head Start center: Developing policies from practice. New York: Teachers College Press, 1998.

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Book chapters on the topic "Rural preschools"

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Wortham, Sue C. "Establishing Preschool Environments in Rural West Africa." In Common Characteristics and Unique Qualities in Preschool Programs, 37–46. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4972-6_4.

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Wortham, Sue C. "Family and Village Partnerships in Rural Schools in Senegal." In Common Characteristics and Unique Qualities in Preschool Programs, 149–58. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4972-6_14.

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Knoche, Lisa L., and Dawn L. Davis. "Rural Language and Literacy Connections: An Integrated Approach to Supporting Low-Income Preschool Children’s Language and Literacy Development." In Rural Education Research in the United States, 181–99. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42940-3_10.

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Parks, Amy Noelle, and Sarah Bridges-Rhoads. "What’s More Important: Numbers or Shoes? Readiness, Curriculum, and Nonsense in a Rural Preschool." In Developmentalism in Early Childhood and Middle Grades Education, 17–34. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230107854_2.

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Yahaya, Nur Arasyi, and Juliana Jalaludin. "Exposure to Indoor PM10 and Volatile Organic Compounds and Its Association with Respiratory Health Among Preschool Children from Urban and Rural Areas in Selangor." In From Sources to Solution, 13–16. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-70-2_3.

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Sargent, Tanja, Shudan Hao, Xiao Yang, and Lin Li. "Universalization of preschool education in rural Shanxi." In Rural Education in China’s Social Transition, 111–31. Routledge, 2020. http://dx.doi.org/10.4324/9781315545868-11.

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Goodman, Geoff, and Valeda F. Dent. "Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries." In Advances in Psychology, Mental Health, and Behavioral Studies, 182–213. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2224-9.ch011.

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This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.
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Goodman, Geoff, and Valeda F. Dent. "Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries." In Early Childhood Development, 1174–205. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch059.

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This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.
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Khader, Vijaya. "Technologies for Food, Health, Livelihood, and Nutrition Security." In Food Science and Nutrition, 94–112. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5207-9.ch005.

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Intervention of various technologies to improve the food and nutritional status of the population proved the following facts: Promotion of malt based small scale food industry not only provides opportunity for rural women to develop entrepreneurship and employment, but also provides food and nutritional security through income generation. Several technologies were developed under NATP like value addition to fish and prawn products, artificial pearl culture, processing of salted fish, which helped the self help group women of Andhra Pradesh, Karnataka, Kerala and Tamil Nadu to improve their economic status. Received two patents and licensed the technology which helped the women to reduce their drudgery and also preserve the fresh fish for a longer time without getting spoiled. Product development can be taken as income generating activity in the rural areas by the illiterate women. Products can be included in supplementary feeding programs in order to improve the nutritional status of the vulnerable groups of the population. The horse gram which is commonly used for cattle feed can be diversified for human consumption with less investment. Mothers as well as Anganwadi workers preferred amylase rich supplementary foods which reduced Grade 3 and grade 4 malnutrition in Preschool children significantly. The studies revealed that spawn multiplication can be done by women as a co-operative venture and mushroom cultivation can be undertaken at household level as an income-generating activity. Introducing red palm oil is beneficial to overcome vitamin A deficiency. Impact of women's supplementary income on family's nutritional status showed that the supplementary income of women has a positive impact on the socioeconomic status of the family. This impact is particularly felt on the food and nutrient intake of the family contributing towards food and nutrition security.
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Hochschild, Jennifer L., and Nathan Scovronick. "School Reform." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0008.

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AMERICANSGIVE A GRADE OF “B PLUS” to the schools attended by their own children, a “B minus” to the public schools in their community, and a “C” to the public schools nationally. Incumbent politicians extol the impact of the educational reforms they have sponsored while insurgents point to the problems that remain. Some analysts call for an “autopsy” on public education, others insist that such rhetoric represents a “manufactured crisis” comprised of “myths [and] fraud.” The American public education system is not in crisis. Some public schools are impressive and many are doing a good job, although most are not as good as they should be. In a few places, chiefly in poor urban districts (and in some poor rural districts as well), schools are failing miserably; they provide the evidence for people who see a crisis. Once again the most serious problems result from inequality. In part because of home and community influences, poor children often come to school less ready to learn than others, and they face more obstacles to educational success as they grow up. Parents and communities can and must contribute to alleviating this problem, just as social policies such as full employment, universal health insurance, and family allowances could help. As we have seen, however, it is the schools to which we have given the central responsibility to make the American dream work, to provide the structure and tools that all children need to pursue their dreams and maintain democracy. America has chosen to invest in schools rather than these other social policies to try to equalize opportunity; if our nation allows public education to fail the children who most need its help, then the dream is merely a sham. We cannot simultaneously substitute schools for other policies to alleviate poverty and permit schools to shirk the tasks needed to do the job. School reform can help poor children, and others, improve their performance. The movement for high standards has created a mechanism that can help all students to learn more. Preschool, summer school, and small classes can help them.
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Conference papers on the topic "Rural 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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Riswandi, Fitta Nurisma, and Harun Rasyid. "The Impact of Body Weight towards Gross Motor Skill on 4–6 Year Old Children in Rural Preschools." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.21.

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Sazhina, Svetlana D. "Field service of correctional and developmental assistance to children with speech pathology living in rural areas." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-336-340.

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The article presents the rationale and summary results of the project, supported by the Presidential Grants Fund in 2019 and 2020, aimed at providing diagnostic and correctional speech therapy assistance to children of preschool and primary school age, as well as advisory assistance to parents and teachers living in rural areas of the Komi Republic.
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Porozovs, Juris. "Preschool and Primary School Teacher Program Students' Opinion on Science Subjects Necessity for the Profession." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.013.

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"An Analysis of the Status Quo of Bilingual Preschool Education in Rural China." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000633.

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Jiang, Wenfei, Huansong Yang, and Lihua Xu. "The Study of the Development of Urban and Rural Preschool Education in JusticeOrientation." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.19.

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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." 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.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to participate in the on-line survey, which was developed in the platform VisiDati.lv. Analysis of collaboration between parents and preschool was based on the framework of six types of school-family-community involvement created by J.L. Epstein. The research analysis revealed that pre-school teachers and parents have different understandings of the child’s need for parental support so that parents can get involved and promote the acquisition of compulsory pre-school curriculum. Teachers and parents have clear communication channels to fully exchange the necessary information, however, to form collaboration, teachers have difficulties in developing individual curricula in some cases. The research results are useful to understand what hinders cooperation and how to improve it.
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Rajapakse Mudiyanselage, Shashanka Indeevara Rajapakse, Lakmali Amarasiri, Duminda Yasaratne, Janith Warnasekara, and Suneth Agampodi. "Prevalence and factors associated with severe asthma among preschool children of rural Sri Lanka." In ERS International Congress 2020 abstracts. European Respiratory Society, 2020. http://dx.doi.org/10.1183/13993003.congress-2020.2607.

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Li, Peng. "Research and Application of performance Evaluation Model of Rural Preschool Teachers based on big data Algorithm." In 2020 International Conference on Big Data & Artificial Intelligence & Software Engineering (ICBASE). IEEE, 2020. http://dx.doi.org/10.1109/icbase51474.2020.00076.

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Reports on the topic "Rural preschools"

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Smith, Kristin. Rural families choose home-based child care for their preschool-aged children. University of New Hampshire Libraries, 2006. http://dx.doi.org/10.34051/p/2020.10.

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Martinez, Sebastian, Sophie Naudeau, and Vitor Pereira. The promise of preschool in Africa: A randomized impact evaluation of early childhood development in rural Mozambique. International Initiative for Impact Evaluation, 2013. http://dx.doi.org/10.23846/ow11009.

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