Journal articles: '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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U.V. Kiran, Shivarti. "Design Compatibility of Classroom Furniture in Urban and Rural Preschools." IOSR Journal of Humanities and Social Science 6, no. 2 (2012): 1–5. http://dx.doi.org/10.9790/0837-0620105.

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Chinome Torres, Julián David, Lucía Carlota Rodríguez Barreto, and Javier Humberto Parra Pulido. "Implementation and evaluation of a cognitive stimulation program in rural preschools." psicología desde el caribe 34, no. 3 (September 15, 2017): 184–203. http://dx.doi.org/10.14482/psdc.34.3.11145.

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Yoon, Chungsik, Kiyoung Lee, and Donguk Park. "Indoor air quality differences between urban and rural preschools in Korea." Environmental Science and Pollution Research 18, no. 3 (July 29, 2010): 333–45. http://dx.doi.org/10.1007/s11356-010-0377-0.

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Muda @ Ismail, Farah Laili, Anita Ismail, Mohamad Aizuddin Abdul Aziz, Sumaiyah Abd Aziz, Nur Qamarina Sharom, and Siti Rosilawati Ramlan. "Service Quality of Public Preschool Education in Malaysia: Perceptions of Parents." Sains Insani 3, no. 3 (December 6, 2018): 28–37. http://dx.doi.org/10.33102/sainsinsani.vol3no3.69.

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The increasing number of preschools in Malaysia is a good sign of education development in the country. However, certain issues have risen up when each of the preschools offer different types of benefits such as curriculum, ambiance, quality of teachers and facilities that may lead to non-standardised quality of education. This study aims to explore the level of quality of public preschools in Malaysia from parents' perspectives. In Malaysia, there are four different government agencies providing the education that is (1) Jabatan Kemajuan Masyarakat or Community Development Department (local acronym is KEMAS) under Ministry of Rural and Regional Development, (2) Jabatan Perpaduan Negara or National Unity Department (local acronym is PERPADUAN) under the Ministry of National Unity and Social Integration, (3) Ministry of Education and (4) State Islamic Religion Department. Twelve parents who enrolled their children in public preschools were interviewed and the data were analyzed through content analysis. The result shows there are five main factors that constitute the quality of public preschool education in Malaysia, namely (1) school values, (2) school atmosphere, (3) health and wellbeing, (4) teachers and (5) facilities.Abstrak: Pertambahan jumlah prasekolah merupakan satu petanda yang baik kepada pembangunan pendidikan di Malaysia. Namun beberapa isu mula timbul apabila perbezaan jenis prasekolah ini menawarkan perkhidmatan yang berbeza seperti dari segi kurikulum, suasana pembelajaran, kualiti guru dan kemudahan-kemudahan pengajaran dan pembelajaran. Kajian ini bertujuan untuk melihat kualiti prasekolah yang disediakan oleh pihak kerajaan dari kaca mata ibubapa. Di Malaysia, terdapat empat agensi kerajaan yang menawarkan sistem pendidikan prasekolah iaitu (1) Jabatan Kemajuan Masyarakat (KEMAS), (2) Jabatan Perpaduan Negara (PERPADUAN), (3) Kementerian Pelajaran dan (4) Jabatan Agama Islam Negeri. Dua belas orang ibu bapa yang menghantar anak-anak mereka ke prasekolah kerajaan telah ditemubual. Data yang diterima dianalisa menggunakan ‘content analysis’. Dapatan kajian menunjukkan terdapat lima faktor utama yang menyumbang kepada kualiti prasekolah iaitu (1) nilai-nilai sekolah, (2) persekitaran sekolah, (3) kesihatan dan kesejahteraan, (4) guru-guru dan (5) kemudahan-kemudahan.

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Draper, Catherine, Simone A. Tomaz, Caylee J. Cook, Sasha S. Jugdav, Candice Ramsammy, Sahba Besharati, Alastair Van Heerden, et al. "Understanding the influence of 24-hour movement behaviours on the health and development of preschool children from low-income South African settings: the SUNRISE pilot study." South African Journal of Sports Medicine 32, no. 1 (August 7, 2020): 1–7. http://dx.doi.org/10.17159/2078-516x/2020/v32i1a8415.

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Background: The International Study of Movement Behaviours in the Early Years, SUNRISE, was initiated to assess the extent to which young children meet movement behaviour guidelines (physical activity, sedentary behaviour, screen time, sleep). Objective: The South African SUNRISE pilot study assessed movement behaviours in preschool children from two low-income settings, and associations between these movement behaviours, adiposity, motor skills and executive function (EF). Methods: Preschool child/parent pairs (n = 89) were recruited from preschools in urban Soweto and rural Sweetwaters. Height and weight were measured to assess adiposity. Physical activity was assessed using accelerometers while sedentary behaviour, screen time and sleep were assessed via parent report. Fine and gross motor development were measured using the Ages and Stages Questionnaire-3, and EF was assessed using the Early Years Toolbox. Results: The proportion of children meeting the physical activity guideline was 84% , 66% met the sleep guideline ,48% met the screen time guideline , and 26% met all three guidelines. Rural children were more active, but spent more time on screens compared to urban children. Most children were on track for gross (96%) and fine motor (73%) development, and mean EF scores were in the expected range for all EF measures. EF was negatively associated with screen time, and gross motor skills were positively associated with physical activity. Conclusion: The South African SUNRISE study contributes to the growing literature on 24-hour movement behaviours in SA preschool children, and highlights that these behaviours require attention in this age group.

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Mohd Yunos, Mohd Amerul Akmal, Noor Azean Atan, Mohd Nihra Haruzuan Mohamad Said, Mahani Mokhtar, and Norazrena Abu Samah. "Collaborative Learning in Authentic Environment Apps to Promote Preschool Basic Scientific Process Skills." International Journal of Interactive Mobile Technologies (iJIM) 11, no. 3 (April 27, 2017): 4. http://dx.doi.org/10.3991/ijim.v11i3.5774.

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This study was carried out to evaluate the effectiveness of mobile learning app based on collaborative learning in authentic environment (known as AKSES) and its impact on the preschool students’ basic scientific process skills competency namely; observation, classification and communication. In addition, the study also investigated competency patterns of the students’ skills. This study was a quantitative study which used two sets of instruments which looked into AKSES application and marking rubrics of the students’ basic scientific process skills. Based on quasi-experimental study, the duration of the study was seven weeks and six learning activities were implemented. Two rural preschools were selected based on quota sample selection and 25 students were in each controlled and treatment groups. Analysis of the survey data was carried out in the form of descriptive and inferential analysis involving Mann-Whitney U test. The Mann-Whitney U test analysis found significant differences in competency patterns of basic scientific process skills in both groups. Meanwhile, the competency patterns of basic scientific process skills indicated positive increase among all preschool students after the utilization of AKSES application in learning activities based on collaborative learning strategy in an authentic environment.

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Portela, Nicole Becker, Elba Calesso Teixeira, Dayana Milena Agudelo-Castañeda, Matheus da Silva Civeira, Luís Felipe Oliveira Silva, Alvaro Vigo, and Prashant Kumar. "Indoor-outdoor relationships of airborne nanoparticles, BC and VOCs at rural and urban preschools." Environmental Pollution 268 (January 2021): 115751. http://dx.doi.org/10.1016/j.envpol.2020.115751.

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Janicke, David M., Crystal S. Lim, Anne E. Mathews, Karla P. Shelnutt, Stephen R. Boggs, Janet H. Silverstein, and Babette A. Brumback. "The Community-based Healthy-lifestyle Intervention for Rural Preschools (CHIRP) study: Design and methods." Contemporary Clinical Trials 34, no. 2 (March 2013): 187–95. http://dx.doi.org/10.1016/j.cct.2012.11.004.

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Anderson, Jim, Laura Horton, Maureen Kendrick, and Marianne McTavish. "Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case." Language and Literacy 19, no. 2 (July 6, 2017): 20. http://dx.doi.org/10.20360/g2ct05.

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In this article, we describe how the funds of knowledge in a community in rural Northern Canada were actualized or leveraged in an early childhood classroom. We draw on a video recording of a First Nations elder demonstrating to the children (and early childhood educators) how to skin a marten, a historical cultural practice of the community. We argue that elders are an untapped source of knowledge that preschools and schools can call on to legitimize and bring to the forefront, Indigenous knowledge that has been ignored or undervalued by assimilationist and colonialist policies. We also argue that the elder’s demonstration is culturally congruent with First Nations traditions of sharing or passing on knowledge and that it is imperative that educators are aware of and implement culturally appropriate pedagogical practices. We conclude by sharing some ideas of how early childhood educators might facilitate through play, children’s taking up and appropriating cultural knowledge such as the elder shared in this case.

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Mainka, Anna, and Elwira Zajusz-Zubek. "Indoor Air Quality in Urban and Rural Preschools in Upper Silesia, Poland: Particulate Matter and Carbon Dioxide." International Journal of Environmental Research and Public Health 12, no. 7 (July 8, 2015): 7697–711. http://dx.doi.org/10.3390/ijerph120707697.

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Hu, Bi Ying, Shuang Wang, Yingquan Song, and Jennifer LoCasale-Crouch. "Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools." Children and Youth Services Review 116 (September 2020): 105112. http://dx.doi.org/10.1016/j.childyouth.2020.105112.

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Chen, Kevin, Chengfang Liu, Xinghua Liu, Zimeiyi Wang, Renfu Luo, Shaoping Li, Yanying Yu, and Harold Alderman. "Nutrition, Cognition, and Social Emotion among Preschoolers in Poor, Rural Areas of South Central China: Status and Correlates." Nutrients 13, no. 4 (April 16, 2021): 1322. http://dx.doi.org/10.3390/nu13041322.

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Existing empirical evidence suggests that the prevalence of undernutrition in remote and poor, rural areas is still high among Chinese children. While evidence reveals that undernutrition may detrimentally affect child development, studies focusing on rural Chinese preschoolers are sparse. Using the baseline survey of a preschool’s free nutritious lunch pilot program, this study examined the relationship between child undernutrition and developmental outcomes among a preschool-aged sample in poor, rural areas of China. We conducted the baseline survey in Hunan province in south central China in September 2018. A total of 1293 preschoolers living in two (then) nationally designated poverty counties in rural Hunan served as our study sample. Children’s nutritional statuses were measured using height-for-age z-score, weight-for-age z-score, and anemia, while their cognitive and socio-emotional skills were assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and Strengths and Difficulties Questionnaire (SDQ), respectively. We find that 33% of sample preschoolers were anemic, whereas the incidences of stunting and wasting were 11% and 2%, respectively. About 54% of the sample children had delay in at least one of the developmental domains measured in this study. Our findings provide suggestive evidence supporting that children from certain backgrounds tend to experience worse nutritional and developmental outcomes than their counterparts. After controlling for socioeconomic status, we observed that both anemia and stunting were negatively associated with children’s cognitive performance; however, they were not associated with socio-emotional performance. As such, this study suggests that free lunch programs have the potential to change children’s developmental trajectory in preschool. We believe that our results will contribute to the debate surrounding whether the nutritious lunch program in China should be expanded to the preschool education level.

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N, Jayalakshmi, Pity Koul, and Kamalam S. "EFFICACY OF PROTEIN MIX SUPPLEMENTATION AMONG MALNOURISHED CHILDREN IN SELECTED PRESCHOOLS OF BENGALURU RURAL AREA, KARNATAKA STATE, INDIA." Journal of Evolution of Medical and Dental Sciences 7, no. 33 (August 13, 2018): 3693–98. http://dx.doi.org/10.14260/jemds/2018/829.

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Smith, R., C. Foley, A. White, C. Rogers, S. Severin, L. Sheldon, and S. Kannan. "Development of a Nutrition Education Program to Introduce Children to Exotic Fruits Targeted at Head Start Rural Western Massachusetts Preschools." Journal of the American Dietetic Association 110, no. 9 (September 2010): A61. http://dx.doi.org/10.1016/j.jada.2010.06.227.

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Romero-Abal, María Eugenia, Jesús Bulux, Ivan Mendoza, Carlos Grazioso, and Noel W. Solomons. "Haematological Status of Preschool and School-Age Children in Urban and Rural Areas of Guatemala." Food and Nutrition Bulletin 16, no. 1 (March 1995): 1–7. http://dx.doi.org/10.1177/156482659501600110.

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We studied the prevalence of low haematocrit values (defined as <38%) in 1,253 children from urban and rural areas of Guatemala, to examine any urban-rural or age-related trends. Though the crude prevalences of low haematocrit for all the children showed a significant difference between urban and rural residents, the significance disappeared when these values were adjusted for differences in the age profiles of the two groups. As expected, preschool children had significantly more low haematocrits (32.0%) than school-age children (6.0%) (p < .05). Ferritin levels were available for 35.9% of the preschool children (one urban and one rural location); of these, 51.8% had levels below 12 mg/l, indicating iron deficiency. These values were used to determine the predictive value of haematocrit compared with ferritin values, and the cut-off at which haematocrit reaches optimum sensitivity and specificity to diagnose iron depletion. A cut-off of 39% had a sensitivity of 61% and a specificity of 45% in urban preschoolers, and a cut-off of 38% had a sensitivity of 75% and specificity of 42% in rural preschoolers.

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Kea, Cathy D. "Connecting Rural African American Families with Differentiated Home Learning Instruction for Their Preschoolers." Rural Special Education Quarterly 28, no. 4 (September 2009): 10–20. http://dx.doi.org/10.1177/875687050902800403.

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African American preschoolers living in rural areas are potentially at greater risk for entering schools less well prepared than their white counterparts. This article examines the importance of family involvement and engagement and dimensions of cultural competence needed to work with African American rural families to develop culturally responsive strategies for both home and early education school environments. Recommendations for rural service providers to improve African American preschooler learning outcomes also are shared.

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Black, Maureen M., Sylvia Fernandez-Rao, Kristen M. Hurley, Nicholas Tilton, Nagalla Balakrishna, Kimberly B. Harding, Greg Reinhart, Kankipati Vijaya Radhakrishna, and Krishnapillai Madhavan Nair. "Growth and development among infants and preschoolers in rural India." International Journal of Behavioral Development 40, no. 6 (July 9, 2016): 526–35. http://dx.doi.org/10.1177/0165025416644690.

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Economic inequities are common in low and middle-income countries (LMIC), and are associated with poor growth and development among young children. The objectives are to examine whether maternal education and home environment quality: 1) protect children by attenuating the association between economic inequities and children’s growth and development, or 2) promote children’s growth and development, regardless of economic inequities. The sample includes 512 infants and 321 preschoolers in 26 villages in rural India (Project Grow Smart). Data for children: physical growth (weight and length/height measured) and development (Mullen Scales of Early Learning); for mothers/households: economic inequities measured by household assets, education, depressive symptoms, and home environment (HOME Inventory). Data are analyzed with linear mixed models (LMM) for infants and preschoolers separately, adjusted for village/preschool clustering, including asset-by-education/home interactions. Among infants, but not preschoolers, the education/home factor attenuates relations between assets and growth, eliminating differential relations in infant growth between high/low-asset families, suggesting protection. Among infants and preschoolers, the education/home factor is significantly or marginally associated with most child development scales, regardless of economic inequities, suggesting promotion. Strategies to enhance maternal education and home environment quality may protect infants in low-asset families from poor growth, promote development among infants and preschoolers, and prevent early disparities.

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Hatefnia, Effat, Esmat Hossini, and Mitra Rahimzadeh. "Predictors of mothers’ performance in daily use of five servings of fruit and vegetables by rural preschoolers." Health Education 120, no. 1 (December 19, 2019): 1–10. http://dx.doi.org/10.1108/he-06-2019-0028.

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Purpose Using the PRECEDE model, the purpose of this paper is to determine the predictors of mothers’ performance in daily consumption of fruit and vegetables (FV) in rural preschoolers. Design/methodology/approach This study was carried out on 350 mothers of preschool children who had health records in the rural health-care centers of Iran. To collect data, a researcher-made questionnaire based on the PRECEDE model was used. The data were analyzed using the SPSS 19 software. Findings The results showed that 11.42 percent of the mothers observed the FV intake for their children recommended by WHO. The independent t-test showed a significant difference between the mean scores of predisposing, enabling and reinforcing factors. Originality/value This study showed that the rate of FV intake by preschool children in rural areas was much lower than the recommended WHO rate. To promote behavior, attention to the predisposing, enabling and reinforcing factors seems to be necessary.

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Wadsworth, Danielle D., Jerraco L. Johnson, Alexandra V. Carroll, Melissa M. Pangelinan, Mary E. Rudisill, and Julia Sassi. "Intervention Strategies to Elicit MVPA in Preschoolers during Outdoor Play." International Journal of Environmental Research and Public Health 17, no. 2 (January 19, 2020): 650. http://dx.doi.org/10.3390/ijerph17020650.

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Approximately 50% of preschoolers do not meet physical activity recommendations and children who reside in low-income rural communities may be further at risk for higher levels of sedentary behavior. Outdoor play is essential for preschool children; however, literature is unclear as to which types of interventions elicit moderate-to-vigorous physical activity (MVPA) for all preschoolers. The aim of this study was to determine which type of intervention, physical activity or fundamental motor skill focus, elicits MVPA during outdoor play. Ninety-eight preschool children (M age = 4.48 years) from one Head Start center participated in an outdoor play intervention two days per week for 7 weeks. Classes were randomly assigned to one of four groups: fundamental motor skill focus (FMS), physical activity focus (PA), FMS and PA (FMS + PA), and control. An accelerometer worn on the hip measured MVPA. Results showed that age, sex and group assignment contributed to MVPA at the beginning of the intervention and age, sex, group assignment and MVPA during the beginning of the intervention contributed to MVPA at the end of the intervention. Overall, the FMS + PA group elicited MVPA from males and females of all ages. Interventions that combine both FMS and PA may reduce physical activity disparities in preschool children.

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Kotov, Petr Pavlovich, and Tatyana Aleksandrovna Martynchuk. "PRESCHOOL CAMPAIGN AS AN ELEMENT OF CULTURAL AND EDUCATIONAL CAMPAIGN OF THE LATE 1920S - EARLY 1930S: BASED ON THE MATERIALS OF THE KOMI-ZYRYAN AUTONOMOUS OBLAST." Yearbook of Finno-Ugric Studies 15, no. 1 (April 2, 2021): 147–56. http://dx.doi.org/10.35634/2224-9443-2021-15-1-147-156.

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The paper discusses the features of the phenomenon of "Preschool campaign" as part of the cultural revolution in Soviet Russia. General trends in the development of preschool education in Soviet Russia are described. The main attention is paid to the peculiarities of the "Preschool campaign" in the Komi-Zyryan Autonomous oblast. The problems of formation and development of the preschool system, their financing, material resources forming, training, organization of food, medical care and improving the methodology of working with preschoolers are analyzed. The authors point to ways to attract the population to the problems of public preschool education. It was revealed that the implementation of the "Preschool campaign" was accompanied by measures to promote a new, Marxist-Leninist ideology. The ideological component has become a mandatory component of all measures to expand the system of pre-school institutions and develop methods of pre-school education. The researchers believe that the implementation of the "Preschool campaign" in the Komi autonomy, even if various shortcomings were identified, contributed to large-scale changes in the system of upbringing of young children, and the activation of women workers in the social and production life of the region. It was identified that pioneer, Komsomol, Trade Union and party organizations played an important role in conducting the "Preschool campaign". The authors note the development of methods of working with preschoolers as a positive phenomenon. The improvement of methodological assistance consisted not only in practical assistance to teachers, but also in showing the best experience through the press. It is shown that in order to overcome the shortage of professional staff for preschool institutions in the Komi region, they went beyond the existing short-term pedagogical courses and sometimes attracted casual workers. In 1931, a pre-school Department of the Syktyvkar Pedagogical College was opened. During the "Preschool campaign" in the Komi-Zyryan Autonomous oblast, it was possible not only to open a significant number of new pre-school institutions, to diversify the measures of pre-school education in towns and rural areas, but also to force population to reconsider it views on raising children.

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Tomaz, Simone A., Trina Hinkley, Rachel A. Jones, Estelle D. Watson, Rhian Twine, Kathleen Kahn, Shane A. Norris, and Catherine E. Draper. "Screen Time and Sleep of Rural and Urban South African Preschool Children." International Journal of Environmental Research and Public Health 17, no. 15 (July 29, 2020): 5449. http://dx.doi.org/10.3390/ijerph17155449.

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This study aimed to investigate the extent to which preschool children meet guidelines for screen time (<1 h/day) and sleep (10–13 h/24-h) and explored home factors that affect these behaviors. Parents of preschoolers across income settings in South Africa (urban high-income n = 27, urban low-income n = 96 and rural low-income n = 142) completed a questionnaire. Urban high-income children had higher rates of exceeding screen time guidelines (67.0%) than children from urban low-income (26.0%) and rural low-income (3.5%) settings. Most children (81.0%) met sleep guidelines on weekdays and on weekends (75.0%). More urban high-income children met the sleep guideline, in comparison to both low-income settings. Fewer urban high-income parents (50.0%) thought that screen time would not affect their preschooler’s health, compared to urban low-income (90.4%) and rural low-income (81.7%) parents. Weeknight bedtime was positively correlated with both weekday screen time (p = 0.001) and weekday TV time (p = 0.005), indicating that more time on screens correlated with later bedtimes. Meeting screen time and sleep guidelines differs across income settings, but it is evident that parents of preschoolers across all income settings would benefit from greater awareness about guidelines.

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Subramaniam, Priya, and Rajas Surendran. "Oral Health Related Quality of Life and its Association with Dental Caries of Preschool Children in Urban and Rural Areas of India." Journal of Clinical Pediatric Dentistry 44, no. 3 (January 1, 2020): 154–60. http://dx.doi.org/10.17796/1053-4625-44.3.4.

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Background: In early childhood due to dental neglect, children suffer from multiple decayed teeth and experience pain, interfering with their daily activities. This study aimed to assess Oral Health Related Quality of Life (OHRQoL) of preschool children in urban and rural Bangalore, and to correlate it with their dental caries status. Study design: Oral health examination of 1545 preschool children, aged 3 to 5 years were selected from urban and rural Bangalore. The parents answered the Oral Health-Related Early Childhood Quality of Life OH-ECQOL proforma on OHRQoL of their children. Results: The mean OHRQoL of urban preschool children was 17.86 and was significantly different from 20.42 of rural preschool children. (p<0.001). The mean deft score was 2.60±2.26 in rural preschool children and it was significantly higher than 1.92±2.05 seen in urban preschool children (p< 0.001). A significant correlation was seen between dental caries (deft) and OHRQoL in urban preschool children (p=0.04). Their OHRQoL was significantly associated with the ‘decayed’ component.(p=0.03) Multiple regression analysis showed OHRQoL to be significantly associated with dental caries. Conclusion: OHRQoL among preschool children living in urban Bangalore was found to be better than those in rural Bangalore.

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Temple, Judy A. "Rural Gaps in Participation in Early Childhood Education." Journal of Agricultural and Applied Economics 41, no. 2 (August 2009): 403–10. http://dx.doi.org/10.1017/s107407080000287x.

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While state government spending on early education has grown in recent years, accessibility of preschool programs for rural children remains a problem. Using census-tract data from a nationally-representative data set on U.S. children, multinomial logit estimation reveals significant differences in early education experiences between rural and nonrural children. Both rural children and children of less-educated mothers are less likely to participate in preschool. This paper concludes by discussing the appropriate role of local, state, or federal governments in funding rural preschool programs. While early educational investments are being touted as effective economic development tools, the nature of the positive externalities associated with preschool makes it unlikely that any single rural community would invest in high-quality programs without state or federal assistance.

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Luybli, Megan, Hanna Schmillen, and Mercedes Sotos-Prieto. "School-Based Interventions in Low Socioeconomic Settings to Reduce Obesity Outcomes among Preschoolers: A Scoping Review." Nutrients 11, no. 7 (July 4, 2019): 1518. http://dx.doi.org/10.3390/nu11071518.

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Pediatric obesity continues to grow globally, specifically in low-socioeconomic rural areas. Strategies that combat pediatric obesity have not yet been fully determined. While the implementation of some interventions in preschool (ages 2–5) populations have demonstrated successful results, others have proven to be inconclusive and less have focused specifically on low socioeconomic populations. This scoping review aims to examine the literature to study the effectiveness of the school-based interventions in low socioeconomic settings on adiposity-related outcomes among preschoolers. PubMed/MEDLINE and EBSCO (ERIC (Education Resource Information Center) and Food Science Source) were used to conduct the search strategy. A total of 15 studies were assessed that met the inclusion criteria: Studies that included school-based interventions; reported adiposity-related data; targeting preschoolers (2 to 5 years old) in rural/low socioeconomic/underserved/areas. Interventions were then described as successful or inconclusive based on the primary outcome. Nine out of the fifteen studies were labeled as successful, which had a reduction in adiposity-related outcomes (BMI (body mass index), BMI z-score, waist circumference, skinfold, percent body fat). Current evidence, although scarce, suggest that obesity outcomes can be targeted in low socioeconomic settings through school interventions with a multicomponent approach (nutrition and physical activity) and the inclusion of parents. Further research is needed to determine effective interventions, their efficacy, and their long-term outcomes.

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Nair, S., S. Desai, H. Gupta, and V. Dhamankar. "An Eye Opener: Lessons Learnt in Retinoblastoma Awareness and Screening Program." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 209s. http://dx.doi.org/10.1200/jgo.18.84200.

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Background: Retinoblastoma is most common intraocular malignancy of infancy. Globally screening is recommended for ‘at risk’ children. Despite knowing this, Indian Cancer Society undertook general screening at behest of a corporate donor. Scenario in India is challenging as children at rural, urban slums are not routinely screened for any of eye disease. ICS implemented the pilot project among underprivileged children with primary aim of spreading awareness and improve the ocular health. Though expected outcome was zero retinoblastoma suspect cases; based on past projects it was expected that other eye conditions like squint, cataract etc. would be identified in a few. Aim: To screen 4500 children below 4 years of age at Indian rural and suburban slum areas. To create awareness about retinoblastoma and other eye conditions in community. Methods: Locations were identified where literacy, awareness, immunization coverage were low. Partners were selected a team of experts (ocular oncologists, pediatric ophthalmologists, optometrists, paramedical staff) were deployed for implementation. For awareness, all parents coming for the immunization, Aaganwadis and preschools etc. were given a talk on the importance of child eye screening and various disease which can be detected and prevented through simple eye examination. Special community level programs planned to create awareness about retinoblastoma and early childhood eye screening. Brochures and pamphlets were to be given in the vernacular language of the region. Screening for retinoblastoma was planned in 2 phases, those found to have positive red reflex in stage 1 are subjected to dilation, after obtaining consent from the parents. Proformas were filled in and treatment was given as per the pediatric eye disease identified. Results: In 5 months 2450 children were screened, at tribal area and in suburban slum areas. Awareness sessions were conducted for 348 mothers in batches at the tribal area and similarly for mothers and teachers at Anganwadi, schools. None of the parents/teachers were aware about cancer of eye. A thorough eye check-up was done based on the suggestions of the American Association of Pediatric eye diseases and special attention was given to tests such as Bruckners test. Number of children suspected of retinoblastoma was nil, however, 6% children were found to have other eye conditions such as congenital cataract, corneal opacity, refractive errors, squints and ptosis in the tribal area and project is ongoing in suburban area. Treatment was given as per the protocol for same. Conclusion: Screening for retinoblastoma for not at risk children is not recommended. Main aim for implementing retinoblastoma awareness program is to integrate it with immunization or nutritional program in India. This would ensure standardized ocular care. Challenges are numerous, such as lack of infrastructure, poor literacy rates, low income levels. Yet, innovative strategies are needed for better impact of awareness programs.

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BATRAKOVA, L. V., P. V. NEFEDOV, and I. S. ZACHARCHENKO. "ON THE HEALTH OF PRESCHOOL CHILDREN OF KRASNODAR REGION RURAL LOCALITY." Kuban Scientific Medical Bulletin 25, no. 4 (October 3, 2018): 13–21. http://dx.doi.org/10.25207/1608-6228-2018-25-4-13-21.

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Aim. This study was performed to assess the state of health of preschool children from Krasnodar Region rural locality according to the incidence rate.Materials and methods. The study was conducted on the basis of six municipal preschool institutions in Krasnodar Region rural locality with the coverage of 855 preschool children aged 3 to 7 years.Results. When dividing children into health groups, it was evident that most of them belonged to I health group. Among children with various health abnormalities categorized as II, III, IV and V health groups, chronic tonsillitis, reduced visual acuity, and anemia were more common. Girls more often than boys had chronic pyelonephritis, bronchial asthma, Type I diabetes mellitus, anemia, chronic pancreatitis, chronic bronchitis, and cystitis. The boys were more likely to experience reduced visual acuity and tunnel vision.Conclusion. As a result of the conducted research, it was determined that the majority of children attending preschool institutions in Krasnodar Region rural localities were almost healthy. In comparison with other regions (according to the literature), the health indicators of rural preschool children in Krasnodar Region are somewhat better. The results of the study also showed gender differences in the morbidity patterns of preschool children, indicating that girls are at risk.

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Taufik, Ali, Tatang Apendi, Suid Saidi, and Zen Istiarsono. "Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 8, 2019): 356–70. http://dx.doi.org/10.21009/jpud.132.11.

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The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills. Keywords: Parental Perspective; Computer Learning; Early childhood education References: Alkhawaldeh, M., Hyassat, M., Al-Zboon, E., & Ahmad, J. (2017). The Role of Computer Technology in Supporting Children’s Learning in Jordanian Early Years Education. Journal of Research in Childhood Education, 31(3), 419–429. https://doi.org/10.1080/02568543.2017.1319444 Ariputra. (2018). Need Assessment of Learning Inclusive Program for Students in Non-formal Early Childhood. Early Childhood Research Journal. https://doi.org/10.23917/ecrj.v1i1.6582 Atkinson, K., & Biegun, L. (2017). An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership. Journal of Childhood Studies. Aubrey, C., & Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage. Early Years, 34(1), 94–108. https://doi.org/10.1080/09575146.2013.792789 Barenthien, J., Oppermann, E., Steffensky, M., & Anders, Y. (2019). Early science education in preschools – the contribution of professional development and professional exchange in team meetings. European Early Childhood Education Research Journal. https://doi.org/DOI: 10.1080/1350293X.2019.1651937, https://doi.org/10.1080/1350293X.2019.1651937 Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Chen, R. S., & Tu, C. C. (2018). Parents’ attitudes toward the perceived usefulness of Internet-related instruction in preschools. Social Psychology of Education, 21(2), 477–495. https://doi.org/10.1007/s11218-017-9424-8 Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411–433. https://doi.org/10.1080/15391523.2002.10782359 Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98. https://doi.org/10.1080/15391523.2010.10782562 Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research(4th ed.; P. A. Smith, Ed.). Boston: Pearson. Davis, J. M. (2014). environmental education and the future. (May). https://doi.org/10.1023/A Dhieni, N., Hartati, S., & Wulan, S. (2019). Evaluation of Content Curriculum in Kindergarten. Jurnal Pendidikan Usia Dini. https://doi.org/https://doi.org/10.21009/10.21009/JPUD.131.06 Dong, C., & Newman, L. (2016). Ready, steady … pause: integrating ICT into Shanghai preschools. International Journal of Early Years Education, 24(2), 224–237. https://doi.org/10.1080/09669760.2016.1144048 Dunn, J., Gray, C., Moffett, P., & Mitchell, D. (2018). ‘It’s more funner than doing work’: Children’s perspectives on using tablet computers in the early years of school. Early Child Development and Care, 188(6), 819–831. https://doi.org/10.1080/03004430.2016.1238824 Hadzigianni, M., & Margetts, K. (2014). Parents’ Beliefs and Evaluations of Young Children’s Computer Use. Australasian Journal of Early Childhood. https://doi.org/doi/pdf/10.1177/183693911403900415 Huda, M., Hehsan, A., Jasmi, K. A., Mustari, M. I., Shahrill, M., Basiron, B., & Gassama, S. K. (2017). Empowering children with adaptive technology skills: Careful engagement in the digital information age. International Electronic Journal of Elementary Education, 9(3), 693–708. Ihmeideh, F. (2010). The role of computer technology in teaching reading and writing: Preschool teachers’ beliefs and practices. Journal of Research in Childhood Education, 24(1), 60–79. https://doi.org/10.1080/02568540903439409 Jack, C., & Higgins, S. (2018). What is educational technology and how is it being used to support teaching and learning in the early years ? International Journal of Early Years Education, 0(0), 1–16. https://doi.org/10.1080/09669760.2018.1504754 Janisse, H. C., Li, X., Bhavnagri, N. P., Esposito, C., & Stanton, B. (2018). A Longitudinal Study of the Effect of Computers on the Cognitive Development of Low-Income African American Preschool Children. Early Education and Development, 29(2), 229–244. https://doi.org/10.1080/10409289.2017.1399000 Karjalainen.S., A., Pu, E. H., & Maija, A. (2019). Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings. International Journal of Early Childhood. https://doi.org/10.1007/s13158-019-00244-5 Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183–199. https://doi.org/10.1080/1350293X.2015.1016804 Ko, K. (2014). The Use of Technology in Early Childhood Classrooms: An Investigation of Teachers’ Attitudes. Gaziantep University Journal of Social Sciences, 13(3), 807–819. Kong, S. C. (2018). Parents’ perceptions of e-learning in school education: implications for the partnership between schools and parents. Technology, Pedagogy and Education, 27(1), 15–31. https://doi.org/10.1080/1475939X.2017.1317659 Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938 Martin, E., R. Alvarez, Pablo, D., Haya, A., Fernández‐Gaullés, Cristina, … Quintanar, H. (2018). Impact of using interactive devices in Spanish early childhoodeducation public schools. Journal of Computer Assisted Learning. McCloskey, M., Johnson, S. L., Benz, C., Thompson, D. A., Chamberlin, B., Clark, L., & Bellows, L. L. (2018). Parent Perceptions of Mobile Device Use Among Preschool-Aged Children in Rural Head Start Centers. Journal of Nutrition Education and Behavior, 50(1), 83-89.e1. https://doi.org/10.1016/j.jneb.2017.03.006 McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent Distraction With Technology and Associations With Child Behavior Problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822 Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: early childhood teachers’ beliefs and confidence. International Journal of Early Years Education, 23(4), 409–425. https://doi.org/10.1080/09669760.2015.1078727 Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information Communication and Society, 17(5), 594–608. https://doi.org/10.1080/1369118X.2013.808365 Paciga, K. A., Lisy, J. G., & Teale, W. H. (2013). Better Start Before Kindergarten: computer Technology, Interactive Media and the Education of Preschoolers. Asia-Pacific Journal of Research in Early Childhood Education, 85–104. Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. https://doi.org/10.1080/1350293X.2014.929876 Plowman, L. (2015). Researching young children’s everyday uses of technology in the family home. Interacting with Computers, 27(1), 36–46. https://doi.org/10.1093/iwc/iwu031 Plowman, L., & McPake, J. (2013). Seven Myths About Young Children and Technology. Childhood Education, 89(1), 27–33. https://doi.org/10.1080/00094056.2013.757490 Sageide, B. M. (2016). Norwegian early childhood teachers’ stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability. International Journal of Primary, Elementary and Early Years Education. https://doi.org/11250/2435060/955-11623-1-PB Tate, T. P., Warschauer, M., & Kim, Y. S. G. (2019). Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing. Reading and Writing, 32(8), 2059–2082. https://doi.org/10.1007/s11145-019-09940-z Theodotou, E. (2010). Using Computers in Early Years Education: What Are the Effects on Children’s Development? Some Suggestions Concerning Beneficial Computer Practice. Online Submission, (December). UNESCO. Rethinking Education. Towards a global common good. , (2015). Vartuli, S., Bolz, C., & Wilson, C. (2014). A Learning Combination: Coaching with CLASS and the Project Approach. Early Childhood Research & Practice Journal, 1–16. Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43–54. https://doi.org/10.1177/1476718X14523749 Waal, E. D. (2019). Fundamental Movement Skills and Academic Performance of 5- to 6-Year-Old Preschoolers. Early Childhood Education Journal, 455–456. https://doi.org///doi.org/10.1007/s10643-019-00936-6 Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411–419. https://doi.org/10.1080/14703290802377307 Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, 40(4), 387–399. https://doi.org/10.1080/0305764X.2010.526589 YurtaNılgün, Ö., & Kalburan, C. (2011). Early childhood teachers’ thoughts and practices about the use of computers in early childhood education. Early Childhood Educaiton: Yesterday, Today, and Tomorrow. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

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Gan, Yongtao, Lijun Meng, and Junjun Xie. "Comparison of School Readiness Between Rural and Urban Chinese Preschool Children." Social Behavior and Personality: an international journal 44, no. 9 (October 9, 2016): 1429–42. http://dx.doi.org/10.2224/sbp.2016.44.9.1429.

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Children's future academic success may depend on their readiness to learn and participate in preschool education. We examined school readiness differences in a sample of rural and urban preschool children (N = 82) from Zunyi, China, using the School Readiness Test Battery. The results indicated that school readiness differed between rural and urban children; rural children scored lower on emotional and social skills, basic knowledge, and drawing and language competence subtests than did urban students, but higher on sport skills, and understanding of both time and space. Thus, improving the early education of rural children will likely help to decrease the school readiness differences between rural and urban children.

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Walsh, James Mackin. "A mainstream preschool program: Working model in rural Maine." Rural Special Education Quarterly 7, no. 4 (March 1987): 27–28. http://dx.doi.org/10.1177/875687058700700408.

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Recent permissive legislation in Maine now provides state subsidy for preschool special education programs in public schools. As a result, there has been heightened interest and incentive to develop preschool program models which can be integrated effectively and economically, into current public school systems. This article will describe the development and implementation process of a model preschool program in Richmond, a rural Maine community. There is particular emphasis on identifying practical considerations for those who may be interested in addressing similar service delivery concerns.

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Yağan Güder, Sevcan. "Rose with Thorns: Phenomenological Study Regarding Being a Preschool Teacher in Rural Areas in Turkey." Journal of Qualitative Research in Education 7, no. 3 (August 10, 2019): 1–22. http://dx.doi.org/10.14689/issn.2148-624.1.7c.3s.2m.

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Salort-Calfullán D, Daniella, Gabriela Urrutia-Martínez G, Pamela Lavados-Romo P, and Sergio Martínez-Huenchullán S. "Función física de niños/as de cuatro años con residencia urbana y rural." Ciencias de la Salud 14, no. 3 (September 13, 2016): 399–409. http://dx.doi.org/10.12804/revsalud14.03.2016.07.

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Kumar, Anil, Bal Kishan Gulati, Damodar Sahu, Varsha Ranjan, and M. V. Vardhana Rao. "Socioeconomic determinants of anaemia in preschool children in Uttar Pradesh: evidence from NFHS-4 survey." International Journal Of Community Medicine And Public Health 7, no. 11 (October 26, 2020): 4461. http://dx.doi.org/10.18203/2394-6040.ijcmph20204745.

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Background: In India, 89 million preschool children (6-59 months) suffer from anaemia. As per NFHS-4, the prevalence of anaemia in Uttar Pradesh was 63.2%. A study was undertaken to estimate the prevalence of anaemia among preschool children and to examine rural-urban differentials and association of socioeconomic determinants with anaemia. The secondary data of the National Family Health Survey-4 conducted in the year 2015-16 was used.Methods: The prevalence of anaemia was calculated and chi-square test and binary logistic regression was carried out to identify the association between anaemia status and socioeconomic factors.Results: Results show that 78% and 77% children in 12-23 months age group were anaemic in urban and rural areas respectively. Around 72% and 65% children whose mothers had no formal education were anaemic in urban and rural areas respectively. Around 73% of children belonging to poorest wealth index in urban areas and 64% belonging to poorer wealth index in rural areas were anaemic. Around 70% children whose mothers had anaemia were anaemic in both urban and rural areas of the state.Conclusions: The association between anaemia in preschool children and different socioeconomic variables was profound. Educational status of mother and anaemia in mothers have a significant role in reduction of anaemia. The socioeconomic conditions of households, education level of mothers and their anaemia status need to be improved to reduce anaemia in preschool children in Uttar Pradesh and it requires immediate attention of planners and policy makers.

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Wang, Lei, Mengjie Li, Sarah-Eve Dill, Yiwei Hu, and Scott Rozelle. "Dynamic Anemia Status from Infancy to Preschool-Age: Evidence from Rural China." International Journal of Environmental Research and Public Health 16, no. 15 (August 2, 2019): 2761. http://dx.doi.org/10.3390/ijerph16152761.

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Anemia is a serious nutritional deficiency among infants and toddlers in rural China. However, it is unclear how the anemia status changes among China’s rural children as they age. This study investigates the prevalence of anemia as children grow from infancy to preschool-age, as well as the dynamic anemia status of children over time. We conducted longitudinal surveys of 1170 children in the Qinba Mountain Area of China in 2013, 2015 and 2017. The results show that 51% of children were anemic in infancy (6–12 months), 24% in toddlerhood (22–30 months) and 19% at preschool-age (49–65 months). An even larger share of children (67%) suffered from anemia at some point over the course of study. The data also show that although only 4% of children were persistently anemic from infancy to preschool-age, 8% of children saw their anemia status deteriorate. We further found that children may be at greater risk for developing anemia, or for having persistent anemia, during the period between toddlerhood and preschool-age. Combined with the finding that children with improving anemia status showed higher cognition than persistently anemic children, there is an urgent need for effective nutritional interventions to combat anemia as children grow, especially between toddlerhood and preschool age.

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Manocha, Anju, and Darshan Narang. "Concept Development Status of Rural Preschoolers." Journal of Human Ecology 16, no. 2 (October 2004): 113–18. http://dx.doi.org/10.1080/09709274.2004.11905723.

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Khetarpaul, Manu, and N. Khetarpaul. "Nutritional profile of Indian rural preschoolers." Nutrition & Food Science 35, no. 6 (December 2005): 428–35. http://dx.doi.org/10.1108/00346650510633837.

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Yue, Ai, Bin Tang, Yaojiang Shi, Jingjing Tang, Guanminjia Shang, Alexis Medina, and Scott Rozelle. "Rural education across China’s 40 years of reform: past successes and future challenges." China Agricultural Economic Review 10, no. 1 (February 5, 2018): 93–118. http://dx.doi.org/10.1108/caer-11-2017-0222.

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Purpose The purpose of this paper is to describe the policy and trends in rural education in China over the past 40 years; and also discuss a number of challenges that are faced by China’s rural school system. Design/methodology/approach The authors use secondary data on policies and trends over the past 40 years for preschool, primary/junior high school, and high school. Findings The trends over the past 40 years in all areas of rural schooling have been continually upward and strong. While only a low share of rural children attended preschool in the 1980s, by 2014 more than 90 percent of rural children were attending. The biggest achievement in compulsory education is that the rise in the number of primary students that finish grade 6 and matriculate to junior high school. There also was a steep rise of those going to and completing high school. While the successes in upscaling rural education are absolutely unprecedented, there are still challenges. Research limitations/implications This is descriptive analysis and there is not causal link established between policies and rural schooling outcomes. Practical implications The authors illustrate one of the most rapid rises of rural education in history and match the achievements up with the policy efforts of the government. The authors also explore policy priorities that will be needed in the coming years to raise the quality of schooling. Originality/value This is the first paper that documents both the policies and the empirical trends of the success that China has created in building rural education from preschool to high school during the first 40 years of reform (1978-2018). The paper also documents – drawing on the literature and the own research – the achievements and challenges that China still face in the coming years, including issues of gender, urbanization, early childhood education and health and nutrition of students.

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Chen, Hua, Jianing Xing, Xiaoxu Yang, and Kai Zhan. "Heterogeneous Effects of Health Insurance on Rural Children’s Health in China: A Causal Machine Learning Approach." International Journal of Environmental Research and Public Health 18, no. 18 (September 12, 2021): 9616. http://dx.doi.org/10.3390/ijerph18189616.

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This paper investigates the impact of Urban and Rural Resident Basic Medical Insurance (URRBMI) on the health of preschool and school-age children in rural China using data from the 2018 wave of the China Family Panel Studies (CFPS). We employ the propensity score matching approach and causal forest to evaluate impacts. Results show that the URRBMI has significantly improved the health status of preschool children. However, the health improvement of school-age children by URRBMI is only limited to obese children, and this effect is not significant. In addition, this paper identifies important variables related to heterogeneity through the causal forest and evaluates the heterogeneity of the impact of URRBMI on the health of two types of children. For preschool children, we find disadvantaged mothers (i.e., with lower wealth, lower educated, or in rural areas) benefit more from the URRBMI. No significant heterogeneity is found for the school-age children. Our study demonstrates the power of causal forest to uncover the heterogeneity in policy evaluation, hence providing policymakers with valuable information for policy design.

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Weiss, Elaine. "Tailoring integrated student supports to rural contexts." Phi Delta Kappan 101, no. 2 (September 23, 2019): 46–51. http://dx.doi.org/10.1177/0031721719879155.

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Rural poverty rises to higher levels than poverty in urban and suburban areas, and rural communities and their schools face greater isolation, which means that families must travel farther than their urban and suburban counterparts to access available services and learning opportunities. Elaine Weiss describes two rural communities, one in Arkansas and another in Kentucky, that provide models for how rural communities might create ways for students and families to access resources that otherwise would be out of reach. Grant funding allowed one district to open up additional spots in a local preschool, while a partner organization in another community converted school buses into preschool classrooms, so they could take learning directly to distant families. These districts also used technology to improve their STEM offerings, provide access to e-books that students could download on school-provided tablets at school and read at home without internet access, and put students in touch with medical care, mentors, and learning opportunities beyond their local community.

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Ouyang, Yufeng, Jiaojiao Zou, Meimei Ji, Yefu Zhang, Tong Yuan, Lina Yang, and Qian Lin. "Study on the Status of Health Service Utilization among 3–5 Years Old Left-Behind Children in Poor Rural Areas of Hunan Province, China: A Cross-Sectional Survey." International Journal of Environmental Research and Public Health 16, no. 1 (January 4, 2019): 125. http://dx.doi.org/10.3390/ijerph16010125.

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The left-behind children (LBC) in China generally refer to children who remain in rural regions under the care of kin members while their parents migrate to urban areas. Due to some reasons, e.g., poverty, poor transportation conditions, lack of health resources, and preschool child care, it is hard for preschool-aged rural LBC to obtain essential health services. Random cluster sampling was used to recruit the caregivers and all the 3–5-year-old LBC in two rural counties in Hunan Province. A questionnaire was used to collect data on LBC demographics via face-to-face interviews with the caregivers. Health service needs were evaluated by the two-week prevalence rate, while health service utilization was measured by the two-week physician visit rate. Of the 559 respondents in the study, the two-week prevalence rate was 44.2% and the two-week physician visits rate was 48.6%. Nearly half of the sick children did not go to a hospital, 45.7% self-treated, and 5.3% did not take any treatment. The utilization rates of “health check,” “eye exam,” and “hearing screening for 3-year-olds” were extremely low (57.3%, 29.3%, 18.7%). The utilization rate of health services for preschool LBC in poor rural areas was extremely low, which can affect the normal growth and development of children.

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Grela, Bernard G., and David Illerbrun. "Evaluating Rural Preschool Speech‐Language Services: consumer satisfaction." International Journal of Disability, Development and Education 45, no. 2 (June 1998): 203–16. http://dx.doi.org/10.1080/1034912980450206.

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Journal articles on the topic 'Rural preschools'

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