Journal articles on the topic 'Social functioning in preschool children'
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Levchenko, Irina, Tatiana Volkovskaya, Tatiana Skrebets, and Alena Lemekh. "Optimization of social functioning quality of preschool children with cerebral palsy." SHS Web of Conferences 98 (2021): 01018. http://dx.doi.org/10.1051/shsconf/20219801018.
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Among the children with violation of supporting-motor apparatus, the largest group is comprised of those with cerebral palsy (CP). The lack of diagnostic toolkit adequate to pedagogical tasks does not allow to examine such children from the point of view of educational capabilities and socialization. The aim of research is development and scientific substantiation of innovative technology of pedagogical examination of preschool children with CP, aimed at differential evaluation of their educational capabilities and determination of specificity of educational demands. Analysis of the experimental results has allowed to formulate a set of conclusions determining scientific novelty of the research: educational potential of preschool children with CP is characterized by indicators of different levels, which stipulates variability and specificity of demands of psychological and pedagogical support; educational capabilities of preschool children with CP can be manifested at optimum, medium, low, critical levels, each of which is characterized by similar patterns irrespective of age; during the research no direct correlation between the manifestation rate of motor disorders of preschool children with CP and the level of their educational capabilities has been revealed; the educational potential of preschool children with CP significantly depends on the manifestation rate of intellectual disabilities stipulating features of mental development and is not correlated with the severity of motor impairment; the obtained experimental results have allowed to reveal peculiarities of educational capabilities of preschool children with CP, which is the key point in development of individual remedial programs; differentiation of preschool children with CP on the basis of level-driven approach allows to optimize the content of psychological and pedagogical assistance and the selection of remedial actions.
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Karlsberg Bennett, Jenna, Sarah O’Neill, Khushmand Rajendran, and Jeffrey M. Halperin,. "Do Preschoolers’ Neuropsychological Functioning and Hyperactivity/Inattention Predict Social Functioning Trajectories Through Childhood?" Journal of Pediatric Psychology 45, no. 7 (July 17, 2020): 793–802. http://dx.doi.org/10.1093/jpepsy/jsaa053.
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Abstract Objective This longitudinal study examined whether preschool attention deficit hyperactivity disorder (ADHD) symptoms and neuropsychological functioning predicted trajectories of children’s social functioning from age 3 to 4 through 12 years. Methods Three- and four-year-old children (N = 208; 72.6% boys) were evaluated annually through age 12. Parent and teacher Attention Deficit/Hyperactivity Disorder Rating Scale, Fourth Edition responses during the initial evaluation were used to categorize preschoolers as “High” or “Low” risk for ADHD. Children’s neuropsychological functioning was assessed using the NEPSY. Teachers’ reports of children’s social functioning were obtained annually from preschool through age 12 years using the Adaptability, Functional Communication, and Social Skills subscales of the Behavioral Assessment System for Children, Second Edition. Hierarchical linear modeling was used to assess the trajectories of social functioning and determine whether preschoolers’ neuropsychological functioning and ADHD risk status predicted social functioning at age 12 years, and/or change in social functioning throughout childhood. All models controlled for baseline socioeconomic status. Results High Risk children had significantly lower teacher-rated Adaptability and Social Skills at age 12 years. High Risk children and those with lower Verbal neuropsychological functioning in preschool had lower teacher-rated Functional Communication at 12 years old. Lower preschool Verbal neuropsychological functioning predicted greater positive change in teacher-rated Functional Communication across childhood. Conclusions Early identification of and intervention for children exhibiting ADHD behaviors is critical given the enduring negative impact of these behaviors on social functioning. Screening preschoolers for verbal difficulties is encouraged given their long-term impact on children’s ability to clearly express thoughts and feelings and obtain and provide information.
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Martin, Roy P. "Assessment of the Social and Emotional Functioning of Preschool Children." School Psychology Review 15, no. 2 (June 1, 1986): 216–32. http://dx.doi.org/10.1080/02796015.1986.12085223.
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Blau, Rivka, and Pnina S. Klein. "Elicited emotions and cognitive functioning in preschool children." Early Child Development and Care 180, no. 8 (September 2010): 1041–52. http://dx.doi.org/10.1080/03004430802674316.
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Paruch, Daria, and Danuta Al-Khamisy. "Social functioning of a child with autism – Individual case analysis." Special School LXXXI, no. 2 (April 30, 2020): 120–34. http://dx.doi.org/10.5604/01.3001.0014.1337.
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This article presents conclusions from analysis of the social functioning of a boy with autism in a preschool for children with special needs. The purpose of the study was to explore strengths and weaknesses in the social functioning of a boy with autism completing his preschool education. A case study was used as a research method, and observation and interview – as research techniques. The findings suggest that the social functioning of the boy with autism is at a level that allows him to continue education in an integrated or general education school as long as he is supported by a special teacher. The boy communicates his needs, has learned basic self-care skills, and follows preschool classroom rules. With adequate support from specialists and his parents, he is also able to establish healthy peer relationships.
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Pramling Samuelsson, Ingrid, Pia Williams, Sonja Sheridan, and Annette Hellman. "Swedish preschool teachers’ ideas of the ideal preschool group." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 444–60. http://dx.doi.org/10.1177/1476718x14559233.
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In Sweden, preschool has been noted as being of a high quality compared to many other countries. However, dramatic changes in the preschool sector are taking place. A recent law states that it is a child’s right to get a preschool place within a few months. As a consequence, the number of children in preschool has increased, which could influence group sizes since there is no state regulation of the number of children in a group. This article based on the project The impact of group size on children’s affordances in preschool aims to describe and analyse preschool teachers’ ideas of what an ideal preschool group is. It is a qualitative study based on a questionnaire with mainly open-ended questions, answered by preschool teachers. The results show that preschool teachers define a well-functioning group as having a balance between gender, age and ethnicity. The preschool teachers stress that they prefer a group with fewer children than they have today. A key aspect of having a well-functioning group is also the preschool teachers’ competence and the preschool environment. Preschool teachers’ ideas of what constitute an ideal group of children may contribute to why they perceive the group size too large.
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Abdullaev, N. Sh, and I. V. Vinyarskaya. "Gender features of the life quality of preschool children living in Dushanbe." Health care of Tajikistan, no. 3 (October 29, 2021): 5–11. http://dx.doi.org/10.52888/0514-2515-2021-350-5-11.
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Aim. To assess the parameters and gender characteristics of the life quality of preschool children and the influence of a complex of factors on them.Material and methods. A study of the quality of life of 354 children was carried out. Ther were divided into two subgroups - younger (3-4 years old, 97 children) and senior preschool age (5-7 years old, 257 children). The PedsQL ™ 4.0 questionnaire was used to assess the QoL of children.Results and discussion. It was found that with age, the parameters of QOL increase on the scale of “emotional functioning”, and on the scale of “functioning in kindergarten” - decreases. The children of 5-7 years old themselves rated such aspects of QOL as emotional and role functioning significantly higher. Gender differences had specificitiesthe QOL of boys in the younger preschool group was higher in terms of emotional functioning. According to children, differences were established on the scale of “social functioning”, where this indicator was significantly higher in girls. The interrelation of various risk factors on the QOL indicators of children has proved to be valid.Conclusion. The results of the survey showed that parents tend to assess the QOL of their children in this age category somewhat lower than the children themselves. The results once again confirm the influence of various medical and social factors on the QOL of children.
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Curtis, Carmen E., and Joan L. Luby. "Depression and Social Functioning in Preschool Children with Chronic Medical Conditions." Journal of Pediatrics 153, no. 3 (September 2008): 408–13. http://dx.doi.org/10.1016/j.jpeds.2008.03.035.
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Laucht, Manfred, Martin H. Schmidt, and Günter Esser. "The development of at-risk children in early life." Educational and Child Psychology 21, no. 1 (2004): 20–31. http://dx.doi.org/10.53841/bpsecp.2004.21.1.20.
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The impact of early childhood risk factors on developmental outcome was investigated in a prospective longitudinal study from birth to preschool age. Motor, cognitive and social-emotional functioning was assessed in a sample of 350 children, at the ages of three months, two years and four-and-a-half years, born with different risks. Organic (obstetric complications) and psychosocial risks (family adversity) were varied in a two-factorial design. Results indicated that the sequelae of early risk factors remained evident up to preschool age. Biological and psychosocial risk factors had equally adverse effects, but were specific to the functional areas they affected. Family adversity primarily influenced cognitive and social-emotional functioning, while the impact of pre- and perinatal complications was concentrated in motor and cognitive functioning. In general, the cumulative effect of organic and psychosocial risks was found to be additive. These findings stress the importance of preventive strategies to reduce the impact of multiple adverse factors on multiple outcomes.
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Bala, Gustav, Ankica Hosek-Momirovic, and Spela Golubovic. "Aberrant behavior and cognitive ability in preschool children." Psihologija 40, no. 4 (2007): 509–29. http://dx.doi.org/10.2298/psi0704509b.
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The sample included 712 preschool boys and girls at the age of 4 to 7 years (mean 5.96 decimal years and standard deviation .96) from preschool institutions in Novi Sad, Sombor, Sremska Mitrovica and Backa Palanka. Information concerning 36 indicators of aberrant behavior of the children were supplied by their parents, whereas their cognitive ability was tested by Raven?s progressive colored matrices. Based on factor analysis (promax method), four factors i.e. generators of aberrant behavior in children were singled out: aggression, anxiousness, dissociation, and hysteria, whose relations with cognitive functioning and age were also analyzed by factor analysis. Aberrant behavior and cognitive abilities show significant interrelatedness. Owing to orderly developed cognitive abilities, a child understands essence and reality of problems, realizes possibilities and manners of solving them, and succeeds in realizing successful psycho-social functioning. Developed cognitive abilities enable a child to recognize and understand her/his own reactions in different situations and develop manners of reacting, which leads to strengthening psycho-social safety and adapting behavior in accordance with her/his age and abilities.
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SCHULTZ, DAVID, CARROLL E. IZARD, BRIAN P. ACKERMAN, and ERIC A. YOUNGSTROM. "Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal." Development and Psychopathology 13, no. 1 (March 2001): 53–67. http://dx.doi.org/10.1017/s0954579401001043.
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We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade, and concurrent relations between emotion knowledge and indexes of social functioning in 143 children from low-income families. After controlling for children's verbal ability in preschool, teacher reports of attentional control and caregiver reports of behavioral control in preschool predicted children's emotion expression knowledge and emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and behavioral control, children's emotion knowledge predicted concurrent teacher-reported social problems and social withdrawal. Results suggest that low levels of emotion knowledge co-occur with many important aspects of children's early social adaptation.
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Grant, Gabrielle G., Keri Brady, Frederick Stoddard, Walter Meyer, Kathleen S. Romanowski, Philip Chang, Lynda E. Painting, et al. "776 A New Outcome Metric for Young Children with Burns: Item Pool Development for the Preschool Life Impact Burn Recovery Evaluation (LIBRE) Computer Adaptive Test (CAT) Profile." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S222—S223. http://dx.doi.org/10.1093/jbcr/iraa024.354.
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Abstract Introduction The assessment of recovery from burn injury is critical to improving pediatric health. However, there is a lack of brief, burn-specific measures to assess preschool-aged burn survivors’ health outcomes. We developed items pools for a new, parent-reported computer adaptive test based assessment of preschool-aged children’s burn outcomes. Methods Initial item pools were informed by the Preschool LIBRE Conceptual Model based on the International Classification for Children (ICF) and the Burn Outcomes Questionnaires (BOQ 0–5) and generated from a review of existing instruments assessing health and developmental outcomes in children 1–5 years. Candidate items underwent a review process to bin items together based on the underlying construct they assessed. Items were then winnowed down and further refined based on clinical expert consensus meetings. The winnowing process focused on ensuring items assessed abilities and behaviors that could be reliably determined by parent report, were age-relevant, and focused on health and developmental concepts that are important in the assessment of children’s burn recovery. To ensure item quality, we conducted parent cognitive interviews. In final reviews, we standardized item recall periods, response options, verb tense, and literacy demands. Results A total of 9,509 items were identified and extracted. Four item pool domains were established: communication and language development (42 items), physical functioning (53 items), psychological functioning (56 items), and social functioning (37 items). The respective item pools aim to assess: children’s ability to receive meaning and produce language; children’s gross and fine motor abilities; children’s emotions and behavior (internalizing and externalizing behaviors, dysregulation, toileting, response to trauma and resilience); and children’s social participation and abilities. Recall period and response options were refined for consistency for all 188 final items. Conclusions Four item pools were developed assessing four domains 1) communication and language development, 2) physical functioning, 3) psychological functioning and 4) social functioning for preschool-aged children. The item pools are currently being field-tested for the calibration and validation of the Preschool LIBRE CAT Profile. Applicability of Research to Practice This work is relevant to researchers and practitioners evaluating the effects of burn injury on preschool-aged children’s health and developmental outcomes.
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Willard, Victoria W., Mallorie L. Gordon, Bethany Means, Rachel C. Brennan, Heather M. Conklin, Thomas E. Merchant, Anna Vinitsky, and Jennifer L. Harman. "Social–Emotional Functioning in Preschool-Aged Children With Cancer: Comparisons Between Children With Brain and Non-CNS Solid Tumors." Journal of Pediatric Psychology 46, no. 7 (March 3, 2021): 790–800. http://dx.doi.org/10.1093/jpepsy/jsab018.
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Abstract Objectives The preschool years (ages 4–6) are essential for the development of social–emotional skills, such as problem solving, emotion regulation, and conflict resolution. For children with cancer treated during this period, especially those with brain tumors, there are questions regarding the consequences of missed normative social experiences. The objective of this pilot study was to explore the social–emotional functioning of young children with brain tumors, as compared to those with non-CNS solid tumors, who have recently completed treatment. Methods Children with brain (n = 23) or solid tumors (n = 20) 4–6 years of age (5.42 ± 0.73 years; 60.5% male, 65.1% white) who were 8.21 (SD = 2.42) months post-treatment completed objective measures (Challenging Situations Task, NEPSY-II) of social functioning while a caregiver completed questionnaires (e.g., BASC-3, NIH Toolbox Emotion Measures). Results A large portion of the sample (brain tumor: 65.2%, solid tumor: 44.4%) fell in the clinical range on parent-report measures of peer interaction. There were no statistically significant differences between patient groups across measures, but effect sizes suggest youth with brain tumors potentially experienced more difficulties on some indices. All children were more likely to choose prosocial responses when presented with a challenging social situation where they were physically provoked (e.g., hit) versus socially provoked (e.g., left out). Conclusions Preschool-aged children with cancer may experience weaknesses in social functioning shortly after treatment, with youth with brain tumors potentially demonstrating greater concerns. Emphasizing social interaction is critical to ensure young children have the opportunity to develop critical social–emotional skills.
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Zavatska, Nataliya, Marianna Toba, Yevgeniya Kashirina, and Liliya Boiaryn. "Psychological correction of preschool children with adaptation disorders." Теоретичні і прикладні проблеми психології, no. 3(50)T3 (2019): 108–18. http://dx.doi.org/10.33216/2219-2654-2019-50-3-3-108-118.
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The article deals with the psychological peculiarities of the personality of preschool children with adaptation disorders and the means of their correction. It is shown that the study of socio-psychological factors of adaptation disorders in preschool children and their correction is due to the need to understand the problems associated with the presence of preschool children who have difficulties in the process of social adaptation. This category includes children who have adaptive reactions with disturbances in the emotional sphere (with complaints of parents on anxiety, fearfulness, tearfulness, daily fluctuations of activity, mood), in the behavioral sphere (with complaints of parents on irritability, aggressiveness, negativity, negativity relations with others), with mixed disorders (children whose parents have sought help in connection with anxiety, anxiety, fearfulness of the child - on the one hand, and its aggressiveness, irritability, conflict - on the other). Given that adaptation disorders among preschoolers are included in the structure of neuroses, neurodevelopmental disorders, they are the correlate of pre-morbid conditions, the issues of their effective correction are especially acute in the face of modern psychological science and practice. The particular importance of adaptation disorders in preschool children is one of the main conscious reasons for parents seeking the help of psychologists and other professionals. Adaptation disorders affect the whole structure of the child's personality and often develop into persistent forms of mental pathology. The focus of the study was the system of psychological correction of preschool children with adaptation disorders. This system was considered as a set of components: individual psychocorrection (for the purpose of psychological processing, resolution of intrapersonal conflict); group psycho-correction (with the aim of increasing social adaptation, correction of interpersonal plan of functioning of personality); family counseling (to create acceptable conditions for a microsocial plan for personality functioning).
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Foreman, David. "Safeguarding preschool children: A public health perspective." Journal of Health Visiting 7, no. 7 (July 2, 2019): 352–60. http://dx.doi.org/10.12968/johv.2019.7.7.352.
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This article proposes a safeguarding model based on public health principles appropriate for health visitors in routine practice, focusing on the idea of safeguarding as primary prevention of maltreatment. Ecological risk is the current best model for the aetiology of maltreatment but may be hard to assess in practice, so assessment of social capital is proposed as a convenient simplification of this in primary care. The importance of combining clinical evaluation (monitoring) with structured normed assessment tools is demonstrated. Policy frameworks for safeguarding are discussed as maps to guide interventions, which ensure timely delivery of appropriate services in a coordinated fashion. The most important skills for safeguarding children are those related to developmental assessment, family functioning, and understanding complex and disorganised case information.
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Travar, Marica, and Smilja Bozalo. "Relationship between preschool institution and social environment from the perspective of preschool staffs." Research in Pedagogy 11, no. 2 (2021): 395–404. http://dx.doi.org/10.5937/istrped2102395t.
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One of the most important social activities and responsibilities is to provide children from an early age with opportunities for high-quality education. One of the most important issues in the functioning of the preschool institution is the issue of openness to the social environment and establishing partnerships with it. The preschool institution and the programmes that are used in it have an effect on the development of children only when, together with the programme, parents and the entire social environment are engaged. The aim of the research conducted on a suitable sample of 41 respondents employed in preschool institutions was to examine their attitudes about the connection of preschool institutions with the social environment consisting of various institutions and organisations. For the purposes of the research, a descriptive method were used. Our initial expectation about the existence of statistically significant differences in the respondents' attitudes of the implementation of cooperation with institutions / organisations from the social environment, as well as the implementation of activities in the field of cooperation with the family, considering some characteristics of the respondents proved correct. The obtained results show that the respondents in kindergartens observe high degree of cooperation with cultural institutions, but also there is the lack of necessary cooperation with institutions in the field of health care. Also, the respondents considered that traditional forms of cooperation with the family are the most common in preschool institutions while modern forms of cooperation are present to a lesser extent. In the future, it is necessary to more intensively connect preschool institutions with the social environment, because in this way children are given the opportunity to expand and enrich their experiences in a direct encounter with the world around them.
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Golubović, Špela, Mirjana Đorđević, Snežana Ilić, and Željka Nikolašević. "Engagement of Preschool-Aged Children in Daily Routines." International Journal of Environmental Research and Public Health 19, no. 22 (November 9, 2022): 14741. http://dx.doi.org/10.3390/ijerph192214741.
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Child engagement refers to the time spent interacting with physical and social environments according to age, abilities, and a situation. The aim of this study is to assess the functioning of children in early childhood routines using engagement assessment instruments relative to the presence of developmental disabilities, age, gender, and parental characteristics within the contexts of preschool and family routines. The sample comprised 150 children aged 3–5 (AS = 4.02, D = 0.78), including typically developing children (N = 49) and children with developmental disabilities (N = 101). To assess the children’s engagement in preschool classrooms, we used the Classroom Measure of Engagement, Independence, and Social Relationships (ClaMEISR), and the Child Engagement in Daily Life Measure was used to assess the children’s engagement in family routines. The results obtained indicate a significantly higher rate of engagement in routines and activities among girls and older children. Parental characteristics associated with children’s engagement included employment and marital status. Children with developmental disabilities, compared to their typically developing peers, had lower levels of engagement in social relationships and functional independence in daily routines. The results indicate that both instruments have a high internal consistency and are thus suitable for future use in the Republic of Serbia.
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Jarrett, Matthew A., Ansley Tullos Gilpin, Jillian M. Pierucci, and Ana T. Rondon. "Cognitive and reactive control processes." International Journal of Behavioral Development 40, no. 1 (March 10, 2015): 53–57. http://dx.doi.org/10.1177/0165025415575625.
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Attention-deficit/hyperactivity disorder (ADHD) can be identified in the preschool years, but little is known about the correlates of ADHD symptoms in preschool children. Research to date suggests that factors such as temperament, personality, and neuropsychological functioning may be important in understanding the development of early ADHD symptomatology. The current study sought to extend this research by examining how cognitive and reactive control processes predict ADHD symptoms. Data were drawn from a larger study that measured the cognitive, social, and emotional functioning of preschool children. Eighty-seven children (aged 4–6 years) were evaluated using teacher report and laboratory task measures relevant to cognitive control (i.e., conscientiousness, working memory) and reactive control (i.e., neuroticism, delay of gratification) processes. In multiple regression analyses, cognitive control variables added unique variance in the prediction of both inattention and hyperactivity, but only reactive control variables added unique variance in the prediction of hyperactivity. The current findings align with past research suggesting that cognitive control processes (e.g., conscientiousness) are related to both inattention and hyperactivity/impulsivity, while reactive control processes (e.g., neuroticism) are more strongly related to hyperactivity/impulsivity in preschool children. Future longitudinal research utilizing various methods and measures is needed to understand how cognitive and reactive control processes contribute to ADHD symptom development.
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Brady, Keri J. S., Gabrielle G. Grant, Frederick J. Stoddard, Walter J. Meyer, Kathleen S. Romanowski, Philip H. Chang, Lynda E. Painting, et al. "Measuring the Impact of Burn Injury on the Parent-Reported Health Outcomes of Children 1 to 5 Years: A Conceptual Framework for Development of the Preschool Life Impact Burn Recovery Evaluation Profile CAT." Journal of Burn Care & Research 41, no. 1 (June 21, 2019): 84–94. http://dx.doi.org/10.1093/jbcr/irz110.
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AbstractDue to the rapid developmental growth in preschool-aged children, more precise measurement of the effects of burns on child health outcomes is needed. Expanding upon the Shriners Hospitals for Children/American Burn Association Burn Outcome Questionnaire 0 to 5 (BOQ0–5), we developed a conceptual framework describing domains important in assessing recovery from burn injury among preschool-aged children (1–5 years). We developed a working conceptual framework based on the BOQ0–5, the National Research Council and Institute of Medicine’s Model of Child Health, and the World Health Organization’s International Classification of Functioning, Disability, and Health for Children and Youth. We iteratively refined our framework based on a literature review, focus groups, interviews, and expert consensus meetings. Data were qualitatively analyzed using methods informed by grounded theory. We reviewed 95 pediatric assessments, conducted two clinician focus groups and six parent interviews, and consulted with 23 clinician experts. Three child health outcome domains emerged from our analysis: symptoms, functioning, and family. The symptoms domain describes parents’ perceptions of their child’s pain, skin-related discomfort, and fatigue. The functioning domain describes children’s physical functioning (gross and fine motor function), psychological functioning (internalizing, externalizing, and dysregulation behavior; trauma; toileting; resilience), communication and language development (receiving and producing meaning), and social functioning (connecting with family/peers, friendships, and play). The family domain describes family psychological and routine functioning outcomes.
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Khalifa, Ghaidaa, Peter Rosenbaum, Kathy Georgiades, Eric Duku, and Briano Di Rezze. "Exploring the Participation Patterns and Impact of Environment in Preschool Children with ASD." International Journal of Environmental Research and Public Health 17, no. 16 (August 6, 2020): 5677. http://dx.doi.org/10.3390/ijerph17165677.
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Participation in everyday activities at home and in the community is essential for children’s development and well-being. Limited information exists about participation patterns of preschool children with autism spectrum disorder (ASD). This study examines these participation patterns in both the home and community, and the extent to which environmental factors and social communication abilities are associated with participation. Fifty-four parents of preschool-aged children with ASD completed the Participation and Environment Measure for Young Children and the Autism Classification System of Functioning: Social Communication. The children had a mean age of 48.9 (8.4) months. Patterns of participation were studied using descriptive statistics, radar graphs, and Spearman correlations. Children with ASD participated in a variety of activities at home and in the community, but showed a higher participation frequency at home. Parents identified different barriers (e.g., social demands) and supports (e.g., attitudes) in both settings. There was a moderate positive association between children’s social communication abilities and their levels of involvement during participation and the diversity of activities. This study highlights the importance of social communication abilities in the participation of preschool children with ASD, and the need to support parents while they work to improve their child’s participation, especially within their communities.
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DUPAUL, GEORGE J., KARA E. MCGOEY, TANYA L. ECKERT, and JOHN VANBRAKLE. "Preschool Children With Attention-Deficit/Hyperactivity Disorder: Impairments in Behavioral, Social, and School Functioning." Journal of the American Academy of Child & Adolescent Psychiatry 40, no. 5 (May 2001): 508–15. http://dx.doi.org/10.1097/00004583-200105000-00009.
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Liu, Jianghong, and Adrian Raine. "Nutritional status and social behavior in preschool children: the mediating effects of neurocognitive functioning." Maternal & Child Nutrition 13, no. 2 (May 1, 2016): e12321. http://dx.doi.org/10.1111/mcn.12321.
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Graham-Bermann, Sandra A., and Alytia A. Levendosky. "The Social Functioning of Preschool-Age Children Whose Mothers Are Emotionally and Physically Abused." Journal of Emotional Abuse 1, no. 1 (July 7, 1997): 59–84. http://dx.doi.org/10.1300/j135v01n01_04.
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Surette, Kate E., Pengsheng Ni, Khushbu F. Patel, Silvanys L. Rodríguez-Mercedes, Camerin A. Rencken, Renata Fabia, Carrie Tully, et al. "66 The Association of Burn Size and Global Functioning: A Preschool LIBRE1-5 Study." Journal of Burn Care & Research 43, Supplement_1 (March 23, 2022): S45—S46. http://dx.doi.org/10.1093/jbcr/irac012.069.
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Abstract Introduction Between the ages of one and five, children gain increased mobility and begin to explore their surroundings. This makes them a particularly vulnerable age group for burn-related injuries, which can influence a child’s physical and psychosocial development. Previous research in adult burn survivors associated larger burn size with poorer functional outcomes for social activities. Currently, there are limited data on the association in preschool aged survivors between burn size and functioning. The aim of this study is to understand how demographic characteristics, particularly burn size, correlate with the global functioning items using data from the Preschool-LIBRE1-5 study. Methods The Preschool-LIBRE1-5 was field-tested with 426 parents of burn survivors. Eight global items assessed change in functioning in four domains (physical, psychological, communication & language, and social) compared to pre-burn functioning. Demographic variables included gender, race, age at survey completion, total body surface area burned (TBSA), ethnicity, and pain severity. Post-burn abilities were assessed with “Following the burn injury, my child lost abilities he/she had before the burn injury in…”, measured with a yes or no response and compared to other children without burns with, “Compared to other children in the same age, in general, how would you rate your child’s…”, measured with a 5-point Likert scale ranging from much worse to much better. Multivariate logistic regression with multiple imputation for missing values were used to measure the association between demographic characteristics and global items. Results The population had a mean age at time of burn injury of 1.9 + 1.1 years and mean TBSA% of 4.2 + 8.0. Of the 426 participants, 305 have a TBSA < 5%, 45 have a TBSA between 5%-15% and 45 have a TBSA >15%. Larger TBSA was associated with lower odds of abilities in functional status for all four global functioning items. Adjusted odd ratios with 95% CI’s included communication and language 0.57(0.35,0.93), physical function 0.55(0.37,0.83), social function 0.33(0.2,0.52), and psychological/behavioral function 0.49(0.31,0.75). There was also a negative correlation of larger TBSA with weaker social abilities of the child compared to other children without burns. Conclusions The findings of this study show a negative association between a child’s burn size and parent-reported functioning in the four domains post-burn injury. These findings may help clinicians improve pediatric recovery and rehabilitation.
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Pavuluri, Mani N., Siu-Luen Luk, John Clarkson, and Rob McGee. "A Community Study of Preschool Behaviour Disorder in New Zealand." Australian & New Zealand Journal of Psychiatry 29, no. 3 (September 1995): 454–62. http://dx.doi.org/10.3109/00048679509064954.
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A two stage epidemiological study of 320 children aged between 2.5 and 5 years of age, from eight randomly selected preschool centres, was performed in order (1) to test the psychometrics of the Behaviour Check List (BCL), a parent report instrument for preschool children, (2) to estimate the prevalence, and (3) to describe the correlates of preschool behaviour disorder. After the initial screening using the BCL, the Hyperactivity Scale (HAS) and the Internalising Disorder Scale (IDS), parents were interviewed using the Behaviour Screening Questionnaire (BSQ); the children were examined using the Rutter and Graham's interview. Data was also collected on family functioning, maternal mental health, social adversity, development, physical health and perinatal history. The BCL was found to be a reliable and valid screening measure. A cut off point of 8+ was established for New Zealand preschoolers; this is lower than that in the UK sample, illustrating the importance of retesting the instruments in a different culture. The prevalence rate of behaviour problems based on clinical diagnosis was 22.5%. Results of logistic regression analysis showed that poor family functioning, poor maternal mental health and parental separation were associated significantly with behaviour disorder. This study emphasises the need to identify preschool behaviour disorder and associated risk factors to enable an early intervention.
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Gardner, Lauren M., Jonathan M. Campbell, Andrew J. Bush, and Laura Murphy. "Comparing Behavioral Profiles for Autism Spectrum Disorders and Intellectual Disabilities Using the BASC-2 Parent Rating Scales–Preschool Form." Journal of Psychoeducational Assessment 36, no. 6 (January 24, 2017): 535–51. http://dx.doi.org/10.1177/0734282916689438.
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We contrasted Behavior Assessment System for Children, Second Edition–Parent Rating Scales–Preschool Form (BASC-2 PRS-P) parent ratings for 242 (52% African American; 39% White) preschool-aged children from three diagnostic groups: autism spectrum disorder (ASD), intellectual disability (ID), and ASD and ID (ASD/ID). Across diagnostic groups, atypical behavior, attention, and adaptive functioning were rated as problematic; Developmental Social Disorders (DSD) scores were elevated across diagnostic groups and did not differ. Several BASC-2 clinical and adaptive scales differed across diagnostic groups, with parent-rated aggression higher for the ID group, parent-rated social withdrawal higher for the ASD group, and parent-rated social skills lower for the ASD/ID group. No differences in BASC-2 scores were found across African American and White preschoolers. The BASC-2 identified problem areas in a preschool clinical sample that were consistent with those of preschoolers with developmental disabilities. However, findings did not support use of the DSD as an ASD-specific screening measure.
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Sun, Yaoyao, Renee Lamoreau, Samantha O’Connell, Raquel Horlick, and Alessandra N. Bazzano. "Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 11 (June 5, 2021): 6091. http://dx.doi.org/10.3390/ijerph18116091.
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Early childhood and the pre-school stage of development constitute a dynamic period for acquisition of social-emotional competencies. Yoga and mindfulness practices (YMP) have become increasingly used in schools for social emotional learning, but less is known about their utility in early childhood settings. A systematic review using PRISMA guidelines was undertaken to explore the effect of YMP on social emotional function among preschool-aged children (3–5 years). The review resulted in identification of 1115 records, of which 80 full text articles were screened, with final inclusion of 16 studies. Included studies evaluated the effect of YMP on social-emotional functioning, and identified the potential for YMP to improve regulatory skills such as behavioral self-regulation and executive function. Among studies reviewed, 13 reported improvements in these domains, but quality appraisal indicated significant variability in risk of bias across studies, and heterogeneity of outcome measurements hindered comparison. Programs appeared to produce better results when implemented for at least 6 weeks and among children who had lower baseline social-emotional functioning. YMP constitute a promising strategy for social emotional development in early childhood settings, but additional rigorously designed studies are needed to expand understanding of how and why these programs are effective.
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Butti, Niccolò, Annalisa Castagna, and Rosario Montirosso. "Psychosocial Difficulties in Preschool-Age Children with Beckwith–Wiedemann Syndrome: An Exploratory Study." Children 9, no. 4 (April 13, 2022): 551. http://dx.doi.org/10.3390/children9040551.
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Beckwith–Wiedemann syndrome (BWS) is a rare overgrowth disease and is not usually associated with intellectual delay. Living with a chronic illness condition such as BWS, however, might affect emotional-behavioral functioning and psychosocial development. To investigate this issue, parents of 30 children with BWS between 1.5 and 6 years old compiled standardized questionnaires assessing the presence of emotional-behavioral and developmental problems. The group mean scores in each scale of behavioral problems fell within the average range. Nevertheless, 23% of the sample presented scores beyond the risk threshold for social withdrawal. As regards psychomotor development, a lower mean score was reliable in the social domain compared to other developmental scales, and in the gross-motor compared to fine-motor functions. Moreover, scores in the at-risk band were reliable in almost half of the children for social development. Notably, older age was overall associated with higher emotional-behavioral and developmental difficulties, while no other socio-demographic or clinical variables accounted for the scores obtained in the questionnaires. These findings ask for a wider consideration by health and educational professionals of the psychosocial functioning of children with BWS, so as to early detect at-risk conditions and eventually promote adequate interventions.
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Tallal, Paula, Dianne Dukette, and Susan Curtiss. "Behavioral/emotional profiles of preschool language-impaired children." Development and Psychopathology 1, no. 1 (January 1989): 51–67. http://dx.doi.org/10.1017/s0954579400000249.
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AbstractPrevious research has suggested that language-impaired (LI) children have a high prevalence of psychiatric disorders, and conversely, that children being treated for psychiatric disorders have a high incidence of language impairment. To investigate the relationship between developmental language and psychiatric disorders further, the behavioral and emotional status of a large, well-defined group of preschool-age LI and matched control children were evaluated using the Achenbach Child Behavior Checklist (CBCL). Based on parent report, data were analyzed for broad- as well as narrow-band syndromes. For the broad-band syndromes, results demonstrated significant between-group differences for boys, but not girls. However, for the narrow-band syndromes, unexpectedly few significant between-group differences were found for boys or girls. Only the Immaturity scale for boys and Social Withdrawal scale for girls proved significantly different between groups. Inspection of the items that comprised these two scales revealed a high prevalence of items which relate to attention, perception, and motor functions. As previous research with LI children has demonstrated that highly significant perceptual/motor disorders characterize this population, additional analyses were performed to determine the extent to which attention, perception, and motor items on the CBCL contributed to the significant group differences found. When items classified as assessing attention, perception, or motor functioning were excluded, few significant between-group differences remained. Subsequent analyses demonstrated a high correlation between the CBCL items classified as assessing attention, perception, or motor functions and the performance of LI and normal children on a battery of non-verbal attention, perception, and motor tasks. These results suggest that psychiatric disorders previously identified in LI children may be related primarily to specific neurodevelopmental delay in perceptual/motor functioning.
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Burdette, Hillary L., Robert C. Whitaker, Jean Harvey-Berino, and Robert S. Kahn. "Depressive Symptoms in Low-Income Mothers and Emotional and Social Functioning in Their Preschool Children." Ambulatory Pediatrics 3, no. 6 (November 2003): 288–94. http://dx.doi.org/10.1367/1539-4409(2003)003<0288:dsilma>2.0.co;2.
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Di Rezze, Briano, Peter Rosenbaum, Lonnie Zwaigenbaum, Mary Jo Cooley Hidecker, Paul Stratford, Martha Cousins, Chantal Camden, and Mary Law. "Developing a classification system of social communication functioning of preschool children with autism spectrum disorder." Developmental Medicine & Child Neurology 58, no. 9 (May 17, 2016): 942–48. http://dx.doi.org/10.1111/dmcn.13152.
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Hooper, Stephen R., Arlene C. Gerson, Rebecca J. Johnson, Susan R. Mendley, Shlomo Shinnar, Marc B. Lande, Matthew B. Matheson, et al. "Neurocognitive, Social-Behavioral, and Adaptive Functioning in Preschool Children with Mild to Moderate Kidney Disease." Journal of Developmental & Behavioral Pediatrics 37, no. 3 (April 2016): 231–38. http://dx.doi.org/10.1097/dbp.0000000000000267.
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Vaughn, Brian E., Lori Elmore-Staton, Nana Shin, and Mona El-Sheikh. "Sleep as a Support for Social Competence, Peer Relations, and Cognitive Functioning in Preschool Children." Behavioral Sleep Medicine 13, no. 2 (February 14, 2014): 92–106. http://dx.doi.org/10.1080/15402002.2013.845778.
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Netten, Anouk P., Carolien Rieffe, Stephanie C. P. M. Theunissen, Wim Soede, Evelien Dirks, Anna M. H. Korver, Saskia Konings, Anne Marie Oudesluys-Murphy, Friedo W. Dekker, and Johan H. M. Frijns. "Early identification: Language skills and social functioning in deaf and hard of hearing preschool children." International Journal of Pediatric Otorhinolaryngology 79, no. 12 (December 2015): 2221–26. http://dx.doi.org/10.1016/j.ijporl.2015.10.008.
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RUDENKO, Yuliia. "APPLICATION OF MARKETING STRATEGIES IN PRESCHOOL EDUCATION." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 2 (2022) (August 31, 2022): 68–71. http://dx.doi.org/10.54891/2786-6998-2022-1-11.
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The article is devoted to the study of the use of marketing approaches in the management of preschool education institutions. The relevance of the study is determined by the need to choose the right marketing strategy of the preschool institution, which depends on its success, competitiveness and further development. The relevance of the research is confirmed by the urgent need for the functioning of private preschool education institutions in the conditions of martial law, which will allow not to interrupt the child’s development even in adverse conditions. The purpose of the study is the application of marketing elements in the development of marketing strategies in private preschool education institutions. The publication examines the application of the basic elements of marketing in existing private preschool education institutions, as an outline for building marketing strategies of preschool education institutions in Ukraine as a whole. It was determined that education, in particular pre-school, ensures the acquisition of systematized competencies and acts as an essential factor in social development, on which the future of our country depends. As a result of the study of strategies for the development of education and the economy of Ukraine, it was found that today’s challenges regarding preschool education are the inability of the network of its institutions to cover all children of preschool age with quality and inclusive services; the need to update the content of preschool education in accordance with the needs of forming the primary social experience of children; insufficient incentives for the functioning of private preschool education institutions. It was determined that in the system of socio-economic relations in Ukraine, the field of preschool education is gradually being reformed, and marketing as a consumer-oriented methodology increasingly dominates the field of preschool services, in particular, preschool education institutions of various forms of ownership, sizes, and types of educational services operate on the market, which creates and intensifies competition between them. As a result, the article proposes to develop a marketing strategy of a private preschool educational institution in terms of the elements of the classic marketing complex, namely such strategies as product, price and promotion strategy.
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Gunn, Summer L., Tyra P. Sellers, and Ben Lignugaris/Kraft. "Application of Coaching and Behavioral Skills Training During a Preschool Practicum With a College Student With Autism Spectrum Disorder." Clinical Case Studies 16, no. 4 (February 21, 2017): 275–94. http://dx.doi.org/10.1177/1534650117692673.
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The current study looked at the effects of coaching using behavioral skills training (BST) outlined by Parsons, Rollyson, and Reid. The participant was a young adult with autism spectrum disorder (ASD) enrolled in a preschool practicum course as part of the early childhood special education (ECSE) licensure program at the university that she attended. Impairment in social pragmatics and executive functioning are associated with ASD and are critical for engaging in an evaluative and analytic process necessary for success as an ECSE teacher. Coaching, using the BST model paired with observation and immediate feedback in the practicum environment, was used to systematically address the participant’s deficits in social pragmatics and executive functioning as it related to the practicum setting. The current applied study relied on a single-case demonstration to measure treatment outcomes and inform clinical decision making. Dependent measures in the study included visual scanning, verbal interactions, and engagement with preschool age children. Outcomes included an increase in all dependent variables. The impact of treatment on the participant’s success in her preschool practicum will be discussed.
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Raz, Sarah, Jamie C. Piercy, Andrew M. Heitzer, Brittany N. Peters, Julie Bapp Newman, Angela K. DeBastos, Noa Ofen, Beau Batton, and Daniel G. Batton. "Neuropsychological Functioning in Preterm-Born Twins and Singletons at Preschool Age." Journal of the International Neuropsychological Society 22, no. 9 (October 2016): 865–77. http://dx.doi.org/10.1017/s1355617716000758.
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AbstractObjectives: A limited body of research is available on the relationships between multiplicity of birth and neuropsychological functioning in preterm children who were conceived in the age of assisted reproductive technology and served by the modern neonatal intensive care unit. Our chief objective was to evaluate whether, after adjustment for sociodemographic factors and perinatal complications, twin birth accounted for a unique portion of developmental outcome variance in children born at-risk in the surfactant era. Methods: We compared the neuropsychological functioning of 77 twins and 144 singletons born preterm (<34 gestational weeks) and served by William Beaumont Hospital, Royal Oak, MI. Children were evaluated at preschool age, using standardized tests of memory, language, perceptual, and motor abilities. Results: Multiple regression analyses, adjusting for sociodemographic and perinatal variables, revealed no differences on memory or motor indices between preterm twins and their singleton counterparts. In contrast, performance of language and visual processing tasks was significantly lower in twins despite reduced perinatal risk in comparison to singletons. Effect sizes ranged from .33 to .38 standard deviations for global language and visual processing ability indices, respectively. No significant group by sex interactions were observed, and comparison of first-, or second-born twins with singletons yielded medium effect sizes (Cohen’s d=.56 and .40, respectively). Conclusions: The modest twin disadvantage on language and visual processing tasks at preschool-age could not be readily attributable to socioeconomic or perinatal variables. The possibility of biological or social twinning-related phenomena as mechanisms underlying the observed performance gaps are discussed. (JINS, 2016, 22, 865–877)
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Shepilova, Natalia A., Olga V. Pustovoitova, and Larisa A. Yakovleva. "Comprehensive support of health care of children of senior preschool age in a preschool educational organization." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 199–218. http://dx.doi.org/10.32744/pse.2021.3.14.
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Introduction. The relevance of the problem of health care of older preschool children is explained by the fact that statistical data indicate an annual decline in the health index of preschool children. The World Health Organization notes that the number of healthy preschoolers has decreased by 5 times and is only about 10% of the contingent of children, the prevalence of functional disorders reaches more than 70%, chronic diseases – 50%, physiological immaturity – 60%, more than 20% of children have a body weight deficit. Therefore social and pedagogical importance of preserving the health of the child increases in the modern conditions of development of preschool education. The purpose of the study is to organize a comprehensive health-saving support for children of senior preschool age through a specially developed and implemented technology. Materials and methods. The experimental study was conducted on the basis of the Municipal state preschool Educational Institution Kindergarten no. 125. (Russia, Yekaterinburg). The study sample consisted of 106 children of senior preschool age. As research methods were used group theoretical (analysis, synthesis, generalization) and empirical (observation, diagnostic task «Our habits» O.V. Dubina, the questionnaire «Healthy person» I.I. Malozemovа, diagnostic methods «Parovozik» S.V. Veliyeva, analysis of disease incidence and physical health, experiment) techniques, methods of data processing. The Student's t-test was used for statistical comparison of the results. Results of the study. The formation of health-saving competence of preschool children, a conscious attitude to their own health was carried out systematically, consistently and purposefully through specially designed blocks of joint activity of the subjects of the educational process of health-saving technologies for older preschool children, which were used in a complex on the basis of an individually differentiated approach. The obtained values of the t-criterion at the significance level p < 0.06 indicate a positive effect of the developed technology on the effectiveness of all health-saving criteria for older preschool children. Discussion and conclusion. Children's health is the most important indicator of social well-being and the normal functioning of society. Psychophysiological and environmental overload, the weakening of the role of preschool educational institutions and the family today actualize the problem of preserving and strengthening the health of the younger generation.
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Southwell, Jenni. "Using ‘Expressive Therapies’ to Treat Developmental Trauma and Attachment Problems in Preschool-Aged Children." Children Australia 41, no. 2 (April 11, 2016): 114–25. http://dx.doi.org/10.1017/cha.2016.7.
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yourtown's Expressive Therapies Intervention (YETI) is a trauma and attachment informed creative arts and play therapy intervention developed for young children with emotional and behavioural problems stemming from traumatic exposure. YETI aims to improve participants’ emotional and social wellbeing; behavioural adjustment; quality of attachment relationships and self-concept. The intervention is integrated within holistic family support programmes, chiefly a domestic and family violence refuge and a young parents programme. This paper describes YETI's therapeutic model and presents findings of a two-year outcome evaluation. The findings suggest that the intervention can achieve significant positive outcomes for preschool-aged children associated with healing from developmental trauma and attachment difficulties. Analysis of pre/post assessments of participants’ social, emotional and behavioural functioning using the Child Behaviour Checklist revealed significant improvements from intake to exit in children's internalising, externalising and total problems. There were also marked decreases in the proportion of children with symptoms in the clinical or borderline clinical ranges. Thematic analyses of parent/carer surveys and therapists’ end-of-therapy reports similarly indicate widespread improvements in social, emotional and behavioural functioning as well as improvements in children's self-confidence and self-esteem, and in the quality of the parent–child attachment relationship.
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Kravchenko, Irina A., Sergey A. Oprischenko, Valeri S. Polunin, and Galina N. Buslaeva. "Improvement of primary medical care for preschoolers: medical and social research." Medical Journal of the Russian Federation 28, no. 4 (October 10, 2022): 281–90. http://dx.doi.org/10.17816/medjrf109954.
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AIM:The purpose of the study was to conduct a medical and social study of preschool children and scientifically substantiate measures to improve the preventive work of children's polyclinics.
MATERIALS AND METHODS:A study was conducted on 6,458 children aged from 3 to 6 yr, 11 months, and 29 days, and their families permanently reside in the city of Moscow and observed in children's city polyclinics of Moscow Department of Health.
RESULTS:The maximum incidence rate of preschoolers at 4 yr old is 4,221.6. Among them are also more frequently ill, with age the proportion of children with chronic pathology increases from 12.3% at 3 yr to 32.1% at 6 yr, by the age of 6, every 4thchild has disharmonious physical development, and every 3rdhas a bad state of health. With chronic diseases, 64.2% of children are covered by preventive examination. Parents with a high level of medical activity have healthier children. Filters operate only in 29.3% of childrens polyclinics.
CONCLUSION:To improve the preventive work of the childrens polyclinic, it is necessary to actively conduct sanitary and educational work with parents of preschoolers to increase their medical activity and ensure the full functioning of the filter in the children's polyclinic.
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Miller, Lucy Jane, and Peter G. W. Schouten. "Maternal Education and Preacademic Problems as Predictors of Teachers' Ratings and Self-Concept." Perceptual and Motor Skills 69, no. 2 (October 1989): 607–10. http://dx.doi.org/10.2466/pms.1989.69.2.607.
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The Harter Perceived Competence Scale for Children was used to assess teachers' and children's ratings of perceived competence four years after preschool screening. Stepwise multiple regressions showed that maternal education was a significant predictor of teachers' ratings of children's cognitive competence and conduct. Preschool problem/no-problem status was significantly related to teachers' rating in four of five domains but only related to the children's self-concept of social competence and global self-worth. The present findings support the importance of child-centered information versus socioeconomic status as a predictor of future functioning.
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ZAHAROVA, N. "SOCIAL AND LEGAL DIMENSIONS OF THE FUNCTIONING OF THE PRE-SCHOOL EDUCATION INSTITUTION UNDER THE CONDITIONS OF THE MARTIAL LAW." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 139–49. http://dx.doi.org/10.31494/2412-9208-2022-1-2-139-149.
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The article is devoted to the current problem of the organization of the educational process in preschool education institutions under martial law based on the regulatory documents of the Ministry of Education and Science of Ukraine for the period from February to July 2022, which are timely and regulate the protection of childhood and the restoration of the educational process where possible. The author emphasizes the importance of the documents of the Ministry of Education and Science of Ukraine, the content of which is aimed at the organization, restoration of the educational process in preschool education institutions during the martial law, ensuring the support of social adaptation of the participants of the educational process, etc. The leading thesis of all documents of the Ministry of Education and Science of Ukraine of this period is to ensure the maximum possible safety for every child, and every employee of the education system. Due to armed aggression, war crimes, and genocide in Ukraine, some of the settlements in Ukraine do not have basic conditions for the educational process: destroyed infrastructure, residential buildings, and educational institutions, medical institutions, sports facilities, libraries, constant shelling continue, adults and children die. They all need help. It is not only about help in meeting basic life needs, but much more – education and development. It is obvious that in extremely difficult conditions, educational institutions remain the core of the organization of social, psychological, and pedagogical work with children and their parents. In the conditions of martial law, the goals of educational activities of preschool education institutions are significantly expanded and supplemented with new content. Thus, adaptation involves the processing of severe stressful conditions, assistance in perceiving changes and returning to life, assimilating and integrating the experience gained, and creating new life perspectives. It is indisputable that Ukraine, as a social and democratic state, has undertaken to take care of people who have fallen into difficult living conditions, to help them overcome these circumstances. And the children are the priority because they are the ones to rebuild Ukraine. Key words: martial law, legal documents, preschool education institution, statistics, social adaptation.
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Pecuch, Anna, Ewa Gieysztor, Marlena Telenga, Ewelina Wolańska, Mateusz Kowal, and Małgorzata Paprocka-Borowicz. "Primitive Reflex Activity in Relation to the Sensory Profile in Healthy Preschool Children." International Journal of Environmental Research and Public Health 17, no. 21 (November 6, 2020): 8210. http://dx.doi.org/10.3390/ijerph17218210.
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The presence of active primitive reflexes (APRs) in healthy preschool children can be an expression of immaturity in the functioning of the nervous system. Their trace presence may not significantly affect the quality of child functioning. They may also undergo spontaneous and complete integration within the stages of child development. However, a higher level of active reflexes and their significant number can disturb sensory-motor development and lead to additional problems in a child’s motor activities, social life, and education. The main purpose of this study was to examine the types of sensory disorders noticed by parents of children, if any, that accompany the presence of active primitive reflexes. The study was conducted in a group of 44 preschool children (aged 4–6 years). The sensory profile of children was determined using Child Sensory Profile Cards, and Sally Goddard-Blythe tests were used to measure their primitive reflexes. The coefficient of determination (R-squared) indicated that the level of reflex activity was most strongly associated with sensory disorders such as dyspraxia, sensory-vestibular disorders, and postural disorders, at a level of p < 0.005. The obtained research results show that the examination of non-integrated reflexes might be a screening tool for children of preschool age. Knowledge of the subject of reflexes and their impact on sensory-motor functions may contribute to more accurate diagnoses of the causes of problems and higher effectiveness of possible therapy.
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TETI, DOUGLAS M., and DONNA M. GELFAND. "The Preschool Assessment of Attachment: Construct validity in a sample of depressed and nondepressed families." Development and Psychopathology 9, no. 3 (September 1997): 517–36. http://dx.doi.org/10.1017/s0954579497001284.
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Construct validity of the newly developed Preschool Assessment of Attachment (PAA) was examined in a sample of depressed and nondepressed mothers and their preschoolers, focusing on attachment related differences in children's general caregiving environments, maternal psychosocial functioning, and child behavior during interactions with mother. Mothers of secure children were more emotionally and verbally responsive to their children than were mothers of insecure children, and secure children were emotionally more positive to their mothers than were insecure children. Mothers of secure children also reported higher levels of social supports than did mothers of insecure children. Finally, dyads with children who lacked unitary, coherent attachment strategies (i.e., anxious depressed, defended/coercive, and insecure other) showed the worst functioning in all domains relative to all other attachment groups. Similar but slightly less robust findings were obtained with socioeconomic variables statistically controlled. These results lend support to the PAA as a valid system for the conceptualization and measurement of quality of attachment among preschoolers. Future research applications with the PAA are discussed.
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Pleskura, Magdalen. "A CHILD WITH SPECIAL EDUCATIONAL NEEDS AT POLISH PRESCHOOL INSTITUTION." Aesthetics and Ethics of Pedagogical Action, no. 18 (September 9, 2018): 154–61. http://dx.doi.org/10.33989/2226-4051.2018.18.176336.
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The article examines the possibilities of preschool education at Polish kindergartens for children with special educational needs (hereinafter referred to as "SEN"). The emphasis is on inclusive education, which aims at ensuring individual development of the child with SEN and the proper functioning of the inclusive group. The author reveals the methodology of construction of an individual educational and therapeutic program. It is developed during the first thirty days of the child's staying at preschool institution by a multidisciplinary team appointed by the director, based on an interdisciplinary assessment sheet of the level of functioning of each child.The role of an assistant teacher in adapting the child with special educational needs to the preschool environment is described in detail. It helps to establish social contacts with other children, to achieve self-service standards, initiates games, strengthens the child's self-esteem, mobilizes for tasks, explains to other children the behavior and reaction of children with SENs, encourages socially acceptable behaviors, reacts to aggression and auto aggression, etc. The assistant teacher applies a wide range of techniques (positive reinforcement, behavioral therapy elements, training to replace aggression, games, etc.).The author distinguishes the professional competences of inclusive education specialists, in particular the ability to diagnose and interpret their results, provide continuous observation and psycho-pedagogical research, introduce advanced educational experience, readiness for abnormal work according to the needs of the child, knowledge of the medical issues about the nature of the disease / child's dysfunction, identification of a positive emotional attitude towards pupils, belief in the value of integration of education and training of children with disabilities.
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Donohue, Meghan Rose, Rebecca Tillman, and Joan Luby. "Early socioemotional competence, psychopathology, and latent class profiles of reparative prosocial behaviors from preschool through early adolescence." Development and Psychopathology 32, no. 2 (May 27, 2019): 573–85. http://dx.doi.org/10.1017/s0954579419000397.
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AbstractChildren who have difficulty using reparative behaviors following transgressions display a wide range of poorer social and emotional outcomes. Despite the importance of reparative skills, no study has charted the developmental trajectory of these behaviors or pinpointed predictors of poorer reparative abilities. To address these gaps in the literature, this study applied growth mixture modeling to parent reports of children's reparative behaviors (N = 230) in a 9-year longitudinal data set spanning from preschool to early adolescence. Three distinct trajectories of reparative behaviors were found: a low-stable, moderate-stable, and high-stable latent class. Poorer emotion understanding, social withdrawal, social rejection, and maladaptive guilt in the preschool period predicted membership in a low-stable reparative trajectory. Externalizing diagnoses, particularly conduct disorder and oppositional defiant disorder, also predicted membership in a low-stable reparative trajectory. Preschool-onset depression predicted membership in a low-stable reparative trajectory through high levels of maladaptive guilt. The findings from this study suggest that socioemotional deficits in the preschool period set children on longstanding trajectories of impaired reparative responding. Thus, emotion understanding, social functioning, maladaptive guilt, and early psychiatric symptoms should be targeted in early preventive interventions.
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Vogel, Alecia C., Joshua J. Jackson, Deanna M. Barch, Rebecca Tillman, and Joan L. Luby. "Excitability and irritability in preschoolers predicts later psychopathology: The importance of positive and negative emotion dysregulation." Development and Psychopathology 31, no. 3 (May 21, 2019): 1067–83. http://dx.doi.org/10.1017/s0954579419000609.
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AbstractEmotion dysregulation is a risk factor for the development of a variety of psychopathologic outcomes. In children, irritability, or dysregulated negative affect, has been the primary focus, as it predicts later negative outcomes even in very young children. However, dysregulation of positive emotion is increasingly recognized as a contributor to psychopathology. Here we used an exploratory factor analysis and defined four factors of emotion dysregulation: irritability, excitability, sadness, and anhedonia, in the preschool-age psychiatric assessment collected in a sample of 302 children ages 3–5 years enriched for early onset depression. The irritability and excitability factor scores defined in preschoolers predicted later diagnosis of mood and externalizing disorders when controlling for other factor scores, social adversity, maternal history of mood disorders, and externalizing diagnoses at baseline. The preschool excitability factor score predicted emotion lability in late childhood and early adolescence when controlling for other factor scores, social adversity, and maternal history. Both excitability and irritability factor scores in preschoolers predicted global functioning into the teen years and early adolescence, respectively. These findings underscore the importance of positive, as well as negative, affect dysregulation as early as the preschool years in predicting later psychopathology, which deserves both further study and clinical consideration.
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Kashihara, Koji, and Yoshitaka Matsuda. "Effects of facial expression and gaze interaction on brain dynamics during a working memory task in preschool children." PLOS ONE 17, no. 4 (April 28, 2022): e0266713. http://dx.doi.org/10.1371/journal.pone.0266713.
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Executive functioning in preschool children is important for building social relationships during the early stages of development. We investigated the brain dynamics of preschool children during an attention-shifting task involving congruent and incongruent gaze directions in emotional facial expressions (neutral, angry, and happy faces). Ignoring distracting stimuli (gaze direction and expression), participants (17 preschool children and 17 young adults) were required to detect and memorize the location (left or right) of a target symbol as a simple working memory task (i.e., no general priming paradigm in which a target appears after a cue stimulus). For the preschool children, the frontal late positive response and the central and parietal P3 responses increased for angry faces. In addition, a parietal midline α (Pmα) power to change attention levels decreased mainly during the encoding of a target for angry faces, possibly causing an association of no congruency effect on reaction times (i.e., no faster response in the congruent than incongruent gaze condition). For the adults, parietal P3 response and frontal midline θ (Fmθ) power increased mainly during the encoding period for incongruent gaze shifts in happy faces. The Pmα power for happy faces decreased for incongruent gaze during the encoding period and increased for congruent gaze during the first retention period. These results suggest that adults can quickly shift attention to a target in happy faces, sufficiently allocating attentional resources to ignore incongruent gazes and detect a target, which can attenuate a congruency effect on reaction times. By contrast, possibly because of underdeveloped brain activity, preschool children did not show the happy face superiority effect and they may be more responsive to angry faces. These observations imply a crucial key point to build better relationships between developing preschoolers and their parents and educators, incorporating nonverbal communication into social and emotional learning.
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MUNSON, JEFFREY, SUSAN FAJA, ANDREW MELTZOFF, ROBERT ABBOTT, and GERALDINE DAWSON. "Neurocognitive predictors of social and communicative developmental trajectories in preschoolers with autism spectrum disorders." Journal of the International Neuropsychological Society 14, no. 6 (October 27, 2008): 956–66. http://dx.doi.org/10.1017/s1355617708081393.
Full textAbstract:
AbstractCurrently, the heterogeneity in the developmental trajectories of autism spectrum disorders (ASD) is poorly understood. Preschool children with ASD participating in a longitudinal study received a battery of neurocognitive tasks that measured the learning of reward associations (Lrn-Rew), spatial working memory (SpatWM), and imitation from memory and novelty preference (Mem/Nov), as well as a measure of nonverbal problem-solving ability (NVDQ). Growth curve analyses via HLM were used to predict the variability in growth rates between age 4 to age 6.5 in Vineland Socialization and Communication scores. Individual differences in both Lrn-Rew and Mem/Nov were significantly related to Socialization and Communication growth rates above and beyond NVDQ, whereas SpatWM was not. Thus, specific aspects of neurocognitive functioning appear to be important predictors of developmental variability during the preschool years in children with ASD. We speculate that these findings support the combined role of ventromedial prefrontal and medial temporal lobe systems in the early pathogenesis of ASD and may be useful in predicting developmental trajectory. The benefits and challenges of assessing specific neurocognitive functions in children with autism is discussed with regard to general cognitive/developmental ability and the behavioral requirements of most assessment settings. (JINS, 2008, 14, 956–966.)
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GRINGLAS, MARCY, and MARSHA WEINRAUB. "The More Things Change...Single Parenting Revisited." Journal of Family Issues 16, no. 1 (January 1995): 29–52. http://dx.doi.org/10.1177/019251395016001003.
Full textAbstract:
Weinraub and Wolf investigated maternal and preschool child functioning in households headed by solo mothers. Solo mothers—nonadolescent women raising children from birth without a male partner—differed from demographically matched, married counterparts with regard to stress and social supports, yet no differences in child outcomes were observed. Twenty-eight families (70%) from that original sample were reassessed as children entered preadolescence. Child measures included maternal and teacher report of behavior problems, social competence, and academic performance. Maternal measures included parenting, social supports, and stress. According to teachers, preadolescent children of solo mothers had more behavior problems, lower social competence, and poorer school performance than children of married mothers. Solo mothers continued to be less satisfied with emotional supports and reported higher stress. Maternal stress moderated family status effects on child outcome. Longitudinal analyses revealed stability over time for maternal and child variables, with greater vulnerability for children of solo mothers.