Journal articles on the topic 'Transition from pre-school to preschool class'

This article focus on how pupils and teachers understand preschool class, school and Leisure Time Centre (LTC) in relation to place. To understand how place is used the concepts of spatial integration and separation are used. The study builds on participant observations - following a group of children during their transition from preschool class to school - observed situations where children and adults talk about LTC are analyzed. The results show that the spatial integration of LTC and preschool class made the children understand them as more alike than the spatial separated LTC and first grade. The results also show that in addition to place, time was significante and that children and adults related time to place in different ways. Children primarily understood different school activities in relation to place and mobility, whereas adults more often refered to clock time in the meaning making processes.

<span lang="EN-GB">In today`s educational system, the transition from pre-school to primary school is considered as a traditional, however, the transition between education is related to a change in the child`s life. Preschool children`s readiness for school has always been a pressing problem for both: in school practice and in theory of pedagogy. This paper analyses the key theories, dealing with child development and learning processes, interaction with others and surrounding environment impacts on child development. A new perspective, which is closely related to these previously mentioned theories, is equivalent to the ecosystem approach, with is defined as a new approach with a view on children`s with visual impairments transition „pre-school – primary school” successful overcoming is needed on planned and targeted support.</span>

Relevance of the studied problem is due to the reforming of the Russia education system that have begun in according to which the pre-school system is the first stage of general education and in this regard at the stage of practical implementation of reforms there is a risk of self-worth loss as the preschool period of development of the foundations of human culture in specific children’s activities. The purpose of the article is the theoretical justification of transition of childhood phenomenon from the information paradigm to the cultural-historical one, in refinement of “early childhood education” category in the context of the FSES, in disclosure of the idea of preschool self-worth. Leading approach to the theoretical justification of the author’s position is a cultural-historical system-activity approach. During the research process there are emerged number of important results: revealed and systematized the conditions for ensuring the childhood self-worth in the process of transformation of the system of preschool education into the stage of general education; was conducted the theoretical study of the need to preserve the specificity of preschool age as a basis for the formation of a full-fledged personality. Overall results of the study can help to solve the problem of formation the state educational policy aimed at improving the social status of preschool children, and may also be useful for developers of teaching materials of vocational and further education in the field of early childhood education.

Рассматривается состояние современного предшкольного образования в России и Монголии. Указано, что в обеих странах предшкольное образование детей – полноправное и полноценное звено государственной системы общего образования. Отмечается важность понимания современных задач дошкольного детства не с позиции подготовки пяти-, шестилетних детей к систематическому обучению именно в школе, а с точки зрения формирования жизнеспособной личности и самоценности дошкольного возраста. Сделан вывод о том, что система предшкольного образования в дошкольных учреждениях Монголии находится на этапе развития, в то время как в России имеется достаточный опыт для распространения и обогащения образовательной системы в целом. The article considers the state of modern pre-school education in Russia and Mongolia. It is indicated that in both countries, preschool education of children is a rightful and integral part of the state system of general education, which assumes the continuity of the educational process with ensuring a harmonious transition of children from preschool to primary school education. The article focuses on the goals and objectives of the education of children of senior preschool age, formed in the normative documents of Russia and Mongolia, based on personality-oriented pedagogy. The importance of understanding the current tasks of preschool childhood in both state educational systems is noted not from the point of view of preparing five- and six-year-olds for systematic education in school, but from the point of view of forming a viable personality and intrinsic value of preschool age. A comparative analysis of the current state of pre-school education in Russia and Mongolia has shown that both systems focus on the needs and age opportunities of the child, with the right to choose institutions, programs, forms of activity, methods of education and upbringing. It is concluded that the system of pre-school education in preschool institutions in Mongolia is at the stage of development, while in Russia there is sufficient experience to spread and enrich the educational system as a whole.

Compared to social factors, some studies have concluded that the quality of school environment is not important for learning. However, other studies have pointed out the divergence from this finding, highlighting the importance of environmental and educators quality regarding cognitive acquisition. Therefore, this article is in the same vein, and this, by seeking in a Moroccan context to identify the factors likely to influence cognitive learning in early childhood. The major features of our research reveal that in the Moroccan context mothers&#39; level of education, environment&rsquo;s quality, the training of educators and class size are among the key factors of preschool learning. Multilevel modeling is applied to data from an ad hoc survey of 780 children in 45 pre-schools.

The article reveals the peculiarities of education in pre-school and primary link in the Western countries (primarily in Germany): positive and negative influences on the development and quality of primary education, methods of its estimation are analyzed. The criteria of readiness of children for the transition from preschool to elementary school are described. The general and the particular in the primary education system of various countries of the West are given.

Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten. Methodology. By using three case studies the author has found out how a status of a social disadvantaged child influence a child and its family. The children were from the second class of the kindergarten in the age 5-7. Also, how this problematic is seen by pedagogical workers in chosen kindergarten. As respondents were chosen two teachers in the kindergarten and one teacher assistant, who works directly with the children. The qualitative research was conducted in the kindergarten which is placed in small village with 700 habitats in Vysočina district, Czech Republic. Findings. According to the teachers it is crucial to work differently with the social disadvantaged children. It is important to keep the individual attitude to each child, use diverse method of work with children and keep the motivation high. The children from the social disadvantaged families not always visit the kindergarten. In the Czech Republic, it is an obligation to attend at least one year before the start of compulsory schooling. The environment where they live is not always stimulating enough for the equal development. The kindergarten is place where they can get the potential, familiarize with many activities and rituals. Conclusions. The main challenge is link families of children who visit the kindergarten and continue developing the idea of active family and child from social disadvantaged environment. Due to this attitude the next generation can be influence by this positive thinking. Thus, it can help to build next positive and engaging generation.

The article presents the originality of the cognitive independence manifestation of the cognitive independence of the personality of an older pre-school child. The author has proved that the child’s cognitive independence in older pre-school age is an integral part of the personal development process. The success in developing the cognitive independence of older pre-school children is related to their activation in educational activities based on the skillful implementation of the following didactic principles as awareness, activity and independence, creativity, considering the age and individual characteristics of children in the educational process. Cognitive independence is based on the inclusion of creative tasks in the educational process with a view to nurturing and developing a culture of thought and the ability to learn independently in the environment. An important condition for the development of the child’s cognitive independence is the development of creative thinking, which is ensured not by the child’s reproduction of known patterns and actions, namely, the ability of the child to regroup, to consider new things from different points of view, resort to associations. The formation and development of cognitive independence are divided into three levels: low, medium, and high. This sequence will increase cognitive independence. The older pre-school age is the foundation for the development of the basic skills and abilities that a person needs during lifetime. It provides for synergistic development of qualities and processes, reaching the appropriate age of physical and psychological maturity of emotional, intellectual, and voluntary development. It gives the child the opportunity to learn about a new social situation: the transition to systematic schooling, with a new social role for the pupil and the necessary functions and actions that help to learn new educational activities. It is the maturity of cognitive autonomy that ensures success in the development of educational skills in the next stages of school life. Early school-age education is based on the age of a pre-school child and requires appropriate pedagogical interventions. The prospects for further research could be examined by means of scientific analysis to determine the didactic conditions for the development of the cognitive independence of children before school-age

This research aims to explore the use of teacher’s verbal input in bilingualism practices to children in International Kindergarten. The research design was a qualitative method, specifically thematic analysis. Three preschool teachers from two kindergartens were chosen to be the participants of this research. The teachers were from junior pre-school (3-4 years of age) and senior pre-school (5-6 years of age) in International Islamic School and preparatory class in International Kindergarten Yogyakarta. A set of interview questions served as the instrument for this study. The questions were constructed based on De Houwer et al., (2012) and Hummel (2014) that were related to bilingualism practices through teacher’s verbal input to interview the teacher on how the verbal input works in bilingualism practices and what are the challenges the teacher gets. The result showed that both schools have already implemented adult’s verbal input to their students’ bilingualism practices using two languages at school. The difference is in the most types applied from each school. Most types applied in International Islamic The school was shorter utterances, meanwhile, the most typically applied in International Kindergarten was substantial repetition.

<p>Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A part of this process has included re-aligning professional development models to support implementation of these new standards. While K-12 professional educators have been hard at work in this changeover, little attention has been paid to early childhood contexts and the need of pre-school curriculum to support learners in moving toward new kindergarten goals in the Common Core.</p><p>This study examines the alignment between an existent professional development model for preschool literacy widely employed in one Southern state and the new Common Core Standards. The researcher’s goal was to examine the existent professional development model to determine if the offered curriculum supported teachers in supporting learners’ knowledge and skills expected in a kindergarten classroom preparing students for the common core. The researchers sought to determine where the curriculum supported learners in this new standards environment as well as to recommend revising the professional development content as necessary in light of the new standards. The overarching goal of the study was to support preschool teachers’ abilities to prepare their students for the new expectations for school-based literacy.</p>

An urgent issue for preschool education is the training of specialists in the specialty 012 “Preschool Education” to carry out educational work in the field of art, and creativity. Modern scientific works that cover the issues of training future teachers on these issues have been studied. The article is devoted to the issues of preparing future pedagogues for leadership of artistic and creative activity in artistic labor of preschool children in pre-school establishments. It was found that the acquisition of professional competencies should take place not only through the enrichment of knowledge, skills and abilities of students from higher educational institutions but also through the improvement of their own culture. The aim of the article is to outline the features of professional preparation of future educators to guidance artistically-creative activity of children of preschool age in the process of artistic labor. In the article, some scientific research on the problem of formation of professional competence of future educators are analyzed. The peculiarities of professional training of students to the leadership of artistic and creative activity of artistic labor of preschool children are revealed in the article. The author proposes the use of modern pedagogical technologies to intensify the students’ activity in the course of studying the course “Art work and the basics of design”: educational games, master classes, mini-projects, heuristic receptions of training (“transformation”, “brain attack”, “improvement”, “Direct analogy”, “symbolic analogy”, “professional self-improvement”), receptions of creative training “Karus”: “combining”, “search analogues”, “universalization”, “suggestive questions”. The author discovered the use of various non-traditional artistic techniques that have been included in the work with preschool children recently: quilling, beading, decoupage, sculpting out of salty dough, creation of a lapbook, workshop, etc. The application of the proposed pedagogical technologies contributes to the effective training of future educators for the leadership of artistic labor in modern pre-school establishments. Keywords: artistic and creative activity, artistic labor, training of specialists, competency, modern pedagogical technologies, master class, mini-project, workshop.

This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.

The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.

Whereas US-based data have contributed to our understanding of family composition changes over the last decades, data on Canadian families are limited, and previous studies have stressed the need for in depth, longitudinal investigations. This article begins to fill this gap in the literature by providing a current and detailed portrait of family composition changes from 1996 to 2008 (Study 1). Additionally, we performed an analysis of the role of specific child, parent and family characteristics, in interaction with family composition and family transition, in predicting pre-school children’s behavioral outcomes (Study 2). Using nationally-representative Canadian data collected from the National Longitudinal Survey of Children and Youth (NLSCY), we focus our inquiry on a mean sample for 0–5-year-olds of 2,866 children at cycle 8 (2008). Results show increases in non-traditional family households over time, as well as significant relationships between child characteristics, household characteristics, and family processes in predicting three behavioral outcomes: emotional problems, hyperactivity/impulsivity, and physical aggression.

<p class="apa">Promoting child mental wellbeing is an important part of UK early intervention policy. Children with poor physical or mental health have significantly lower educational attainment and lower social status as adults. ‘Activity’ projects are one form of early intervention used to try and help vulnerable children. Evidence relating to the effectiveness of activity programmes is limited and there is little to say which children benefit most.</p><p class="apa">This paper reports on a summer activity project for children identified as vulnerable in the transition from primary to secondary school and is a repeat measures, longitudinal design. Reasons that children were referred to the transition project included concerns about their behaviour, school attendance, self-confidence and self-esteem. Pre-project Strengths and Difficulties Questionnaires show that most of these children have borderline or high Overall Stress scores, suggesting teachers are right to be concerned about them. The most significant improvement following the project was for children with high scores for emotional distress. There were no improvements for children referred for behavioural concerns.</p>

America's early education sector remains so radically decentralized—a far flung archipelago of pre-schools, family child-care homes, and subsidized individuals providing services-that basic information on local organizations and staff members remains scarce. This, despite rising policy interest in, and skyrocketing appropriations for, preschool programs which are aimed at boosting children's school readiness. Working from a social ecology framework, this study aimed to learn more about local populations of early education organizations. This paper uses 1990 household census data aggregated to the zip-code level to report on features of the early education workforce nationwide. Teachers and other staff in preschools and center-based programs reported low wages, averaging about $7,300 per year ($10,700 in 2000 dollars), with most working less than full time. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median worker in family child-care homes earned even less and only had a high school diploma. About 15% of all preschool teachers in urban areas were African-American; about 8% were Latina. Twice as many preschool and center teachers per 1,000 young children resided in affluent zip codes, relative to poor and lower middle-class areas. Preschools and centers located in blue-collar and middle-income zip codes displayed the lowest level of organizational formalization, compared to those operating in poor or affluent areas. We discuss the utility of 2000 census data to assess inequalities in the supply and quality of early education organizations and their staff, and modeling how economic and policy forces may shape organizational variability.

Introduction. The number of children with speech disorders increases from year to year. Work on the development of speech at preschool and school educational organizations is not always planned, systematic, and coherent. This composite group of children is insufficiently studied in pedagogical science and practice. In classes on speech development and children’s independent activity, not enough time is devoted to collective activities. Materials and methods. The pilot study involved 147 children from four preparatory groups and two first grades of the elementary school in Orekhovo-Zuevo (Moscow Region, Russian Federation). The following research methods were used: analysis of foreign and domestic scientific literature, survey, and experimental research. The results were compared using Pearson's chi-squared test χ2. The study used the authors' toolkit adjusted for the conditions of the experiment. Results. The study showed a fairly high quality of the toolkit prepared for testing. Initially, the groups of respondents showed a low level of speech development – 47% (69 children), an average level – 51% (75 children), and a high level – 2% (3 children). Collective activities were widely used at the formative stage during class time and after classes. The results of the control stage (low level 8.1%, average 47.3%, high 44.6% of children) convincingly demonstrate the effectiveness of using collective activities in speech development (χ2 = 96.813; p < 0.01). Discussion and conclusion. The toolkit chosen for collecting primary information was shown to be of sufficient quality. The study showed the effectiveness of using active social and psychological education methods (in particular, Olympiads, creative workshops, creative weeks, collective creative activities) by teachers of pre-school educational organizations and primary school teachers to develop children's speech. An important condition for the development of speech in children of older preschool and primary school age is using collective activities, insufficiently studied in Russia and abroad, in the pedagogical process.

IntroductionSelf-regulation (the ability to regulate emotion, attention, cognition and behaviour) is an integral part of early learning competence in the years prior to school. Self-regulation skills are critical to ongoing learning behaviours, achievement and well-being. Emerging neurological evidence suggests coordinated music and movement participation could support self-regulation development for all children. A pilot study in 2016 introduced a coordinated music and movement programme designed to boost self-regulation skills in children in disadvantaged communities, delivered by visiting specialists, with promising findings. The intervention is based on the neuroscience of beat synchronisation, rhythmic entrainment and the cognitive benefits of music therapy and music education—and is called Rhythm and Movement for Self-Regulation (RAMSR). This study builds on the pilot by training regular teachers to deliver RAMSR in their classrooms (rather than visiting specialists). The study aims to establish the effectiveness of RAMSR, which is designed to translate the cognitive benefits that accrue from rhythm participation to address self-regulation for children who do not typically access high-quality music programmes.Methods and analysisWe will recruit 237 children from up to eight kindergartens in low socioeconomic areas. Intervention: teachers will be trained to deliver the RAMSR intervention during group time in kindergartens, daily for 8 weeks. Control: usual practice kindergarten programme. Follow-up: end of intervention using child assessments and teacher report; 12 months postbaseline using school teacher reports following school transition. Primary outcomes: executive function and self-regulation. Secondary outcomes: school readiness; visual-motor integration; teacher-reported behaviour problems, school transition and academic competency; teacher knowledge, confidence, practice and attitudes related to self-regulation, rhythm and movement; fidelity of intervention implementation.Ethics and disseminationQueensland University of Technology Human Research Ethics Committee, approval 1900000566. Findings dissemination: in-field workshops to service providers, conference presentations, journal and professional publications.Trial registration numberACTRN12619001342101; Pre-results (30 September 2019).

Universal pre-kindergarten (UPK) is a popular reform in West Virginia, offering part-time readiness-oriented instruction for four-year-olds and some three-year-olds with special needs. The reform joins public school sites and community partners (private preschool and/or Head Start resources) in the goal of pre-kindergarten for all eligible children, and has targeted the struggling lower-middle class. UPK may position parents between choices and rights by providing discrepant public and private choices for families who do not qualify for the Head Start strand while naming access “universal”. In this case study, I examine the context of access in relation to the discourses and politics of neoliberal globalism. Neoliberal globalism has shaped West Virginia’s UPK policy towards producing particular childhoods and roles for teachers and parents in service to the economic growth of the state. Specifically, I analyze the role of social class dynamics among lower-middle class parents who sought readiness opportunities in one UPK community. The results indicate that Bourdieu’s theory of social reproduction is relevant. Lower-middle class parents were active and instrumental choosers within the hybrid market system. Given two groups of lower-middle class participants (RMC-recent members of the lower-middle class descended from the middle class and HMC-historical members of the lower-middle class), RMC advantageously engaged resources traditionally designated for poor and working class families while HMC used social networks built locally over time to support their choice-making. In order to re-think West Virginia UPK’s position towards cultural pluralism and social justice, I suggest several possibilities in the areas of policy, community deliberation, and educational practice.

It has been suggested that the quality of pre-primary education influences children's learning abilities in a variety of ways. Teachers’ behaviors are among the major factors relating to the quality of the classrooms, and one aspect of them – teachers’ self-efficacy – has been put forward to predict successful development of childrens’ learning and abilities to learn. Given this, it is surprising that relatively few studies have taken pre-primary techers' self-efficasy into account, and no research on the topic has been conducted in Lithuania. Futhermore, a few studies have analyzed how teachers' self-efficacy relates to childrens' learning abilities, such as, tasks persistence and self-regulation. Consequently, the present study analyzed relations between teachers' self-efficacy, childrens' task persistence and self-regulation. This study is based on the theory of teachers’ self-efficacy by Tschannen-Moran and Woolfolk Hoy (2001). The aim of the current study is to determine whether the self-efficacy of Lithuanian pre-primary teachers' is related to the learning outcomes, in particular, childrens' tasks persistence and ability to regulate their behavior. Childrens' tasks persistence was measured using the Behavioral strategy rating scale (teachers' form) (Aunola et al., 2000; Zhang et al., 2011); the Head-Toes-Knees-Shoulders task (McCellandet al., 2007; Ponitz et al., 2008; Ponitz at al., 2009) was used to measure childrens' self-regulation. Participants were 18 pre-primary education teachers from six Lithuanian schools and their 229 pre-primary class students (116 [50.7%] girls and 113 [49.3%] boys). Teachers answered questionnaires concerning their self-efficacy towards the whole class and towards each child’s task persistence; school psychologists tested each child on their self-regulation. The statistical analyses of this study comprised of correlation analyses and hierarchical regression analyses. The results supported our expectations about the positive significant relations between teachers' self-efficacy, childrens' tasks persistence and self-regulation. That is, the greater teachers' self-efficacy was, better childrens' tasks persistence and self-regulation were. The results stayed significant even after controlling for, child gender, parental education, and teachers’ experience. MoreoverIn particular, gilrs and children of higher educated parents were more likely to have better task persistence and self-regulation. Moreover, surprisingly, it was found that teachers' work experience predicted childrens' self-regulation. Taken together, the results have verified that techers' self-efficacy plays a meaningful role in promoting childrens’ tasks persistence and self-regulation in Lithuanian preschool. Thus, from the practical point of view, in order to facilitate children’s learning in preschool and primary school, one should also pay attention to the ways of strengthening teachers’ self-efficacy.

Background: There is reduction of childhood under nutrition and at the same time a gradual increase in childhood obesity especially urban area is seen due to rapid urbanization, economic and food transition and changes in lifestyle. On this backdrop present study is taken up to find out the prevalence of overweight and obesity among adolescent school children of urban Sambalpur and its association with lifestyle behaviour.Methods: A comparative, cross-sectional study was conducted from December, 2016 to April 2017 among 600 children of class VI to X of two government and two private schools. Thirty students were chosen in each class using systematic sampling method. Pre-designed and pre-tested questionnaire was used to elicit the information on demographic variables and lifestyle behaviours. The risk factors were assessed by using the Chi-square test. For all the statistical tests, a p- value of<0.05 was considered as statistically significantResults: Prevalence of overweight and obesity were 8.9% and 3.4% respectively. Obesity was found more among girls (3.8%) and more children from private school were obese. Association of fast food, physical inactivity with obesity was significant.Conclusions: Overall combined prevalence of childhood overweight and obesity was 12.3 per cent. Percentage of overweight and obese children studying in private schools was more as compared to government school children. School health program should incorporate health education of teachers, students, parents and a convergence of education and health sector can reduce the modifiable lifestyle behaviours.

The available methodological approaches to assessing the noise dose characterize the multiplicity of exceeding the permissible dose, but do not reflect the transition to the weighted average equivalent level for the tasks of assessment of health risk to population living under exposure to the noise factor. Within the framework of the study, there were proposed methodical approaches which allow the transition from the multiplicity of exceedences of an individual noise dose to the calculation of the weighted average daily noise equivalent (Lden) by taking into account the number and duration of noise events. The proposed method allows the assessment and prognosis of the risks of health disorders using the approved method from the impact of noise factor (MR 2.1.10.0059-12 [9]). Testing methodological approaches using the example of children's pre-school institutions in the city of Perm made it possible to establish a daily noise dose with an assessment of the impact of each factor and determine the possible risks to health of children attending preschool institutions near transport infrastructure facilities. According to the results of this study, it was found that self-induced noise makes the main contribution to the daily noise dose.

This article traces the turn in Russian historical scholarship from the “encounter” that occurred in the 1970s between historiography, the philosophy of science [naukovedenie] and class interest as an explanation for the appearance of scholarly communities of various types, to the creation of and transition to a new model of scholarship in the early twenty-first century oriented on the study of scholarly communities understood from an anthropological perspective. Analysis of various methods of studying schools of historiography in pre-revolutionary Russia enables the authors to identify the heuristic potential of a post-modern concept of a scientific or scholarly “school,” and to identify questions awaiting future research.

Background: Adolescence is a period of transition from childhood to adulthood. As adolescents are less vulnerable to diseases than the children, health problems specific to this group is given less importance. Their emotional problems are little noticed by the parents.Methods:A cross sectional study was conducted in a rural government higher secondary school, Kilimanoor during November 2013. 10th and 11th class students (110 girls and 107 boys) were interviewed with the help of a pretested questionnaire.Results: A total of 217 students in the age group of 15-17 years were studied. Obesity was found in 2.8% of students. 45.6% falls under normal category and the rest 51.6% were in the underweight category. Hypertension was observed only in males i.e. 4.2%. 24.4% were in the pre hypertensive group. Systolic BP is correlated with BMI (r = 0.270, p-value <0.001). The prevalence of hypertension and pre hypertension in males are 8.4% and 30.8% respectively, whereas none of the females are hypertensive and 18.2% are in pre hypertensive group. Among the 106 girls, the prevalence of premenstrual symptoms is 83%. Among the 107 boys it was found that 13.0% students smoked cigarettes and 15.8% had consumed alcohol at this age. 11.2% students reported that they have both these habits.Conclusions:This study brought out the problems of malnutrition both under nutrition and over nutrition so also the prevalence of hypertension and pre hypertension among adolescents which are going to be serious health problems in future.

School-age children are transition period into early adolescence. This school-age children period begins with coming into to school environment, which has a significant impact on children's development and relationships with others. In this transition, it must be children adjustment in touch with others and also a process of physical and sexual maturation. One sign of sexual maturity in a young girl is experiencing a menstrual period. Based on the early survey were obtained from 10 students in class IV-V SDN Gedongkiwo Yogyakarta that 6 of them do not understand about menstruation, it is shown by their confused and feelings of anxiety and fear of first menstruation when asked. This suggests that health information is needed to be given to young girl students so that they can face and prepare for and give respond to menarche happening to them. Purpose: The purpose of this research is to know the influence of health education using Menarche Module towards the level of knowledge about menstruation on girl students class IV-V in SDN GedongkiwoYogyakarta 2013. Method: The research conducted in this study uses Quasi-experiments “pre-test post-test with control design”. The populations in this study were all girl students in class IV-V SDN Gedongkiwo Yogyakarta. The researcher uses the total sampling technique that divided into 2 groups: a control group and a treatment group with inclusion and exclusion criteria, so the total samples in this study as many as 53 people. Result: The result showed there are influences of health education using Menarche Modules towards the level of knowledge about menstruation on girls students class IV-V in SDN Gedongkiwo Yogyakarta. This is indicated by the value of t account is greater than t table about 3.519>2.000 or p = 0.001 (p < 0.05).

The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era. Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts References: Anagnou, E., & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Review of European Studies, 6(1), 133–142. Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Black, M. M., & Hurley, K. M. (2016). Early child development programmes: further evidence for action. The Lancet Global Health, 4(8), e505–e506. Blok, H., Fukkink, R., Gebhardt, E., & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention. International Journal of Behavioral Development, 29(1), 35–47. Borg, F., Winberg, M., & Vinterek, M. (2017). Children’s Learning for a Sustainable Society: Influences from Home and Preschool. Education Inquiry, 8(2), 151–172. https://doi.org/10.1080/20004508.2017.1290915 Borg, F., Winberg, T. M., & Vinterek, M. (2019). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376–391. https://doi.org/10.1080/03004430.2017.1324433 Buchsbaum, D., Bridgers, S., Weisberg, D. S., &, & Gopnik, A. (2012). The power of possibility: Causal learning, counterfactual reasoning, and pretend play. Philosophical Transactions of the Royal Society. Biological Sciences, 367(1599), 2202–2212. Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46–50. Bustamante, A. S., White, L. J., & Greenfield, D. B. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Research Quarterly, 44, 34–42. https://doi.org/10.1016/j.ecresq.2018.02.013 Carr, W. (2006). Philosophy, methodology and action research. Journal of Philosophy of Education, 40(4), 421–435. Colker, L. J. (2008). Twelve characteristics of effective early childhood teachers. YC Young Children, 63(2). Cook, C., Goodman, N. D., & Schulz, L. E. (2011). Where science starts: Spontaneous experiments in preschoolers’ exploratory play. Cognition, 120(3), 341– 349. Dewi Kurnia, H. Z. (2017). Pentingnya Media Pembelajaran. Jurnal Pendidikan Anak Usia Dini, 1 No.1, 81–96. Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150–158. Gersick, C. J. (1988). Time and transition in work teams: Toward a new model of group development. Academy of Management Journal, 31(1), 9–41. Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib: Mind, brains, and how children learn. New York, NY: William Morrow & Company. Guo, Y., Wang, S., Hall, A. H., Breit-Smith, A., & Busch, J. (2016). The Effects of Science Instruction on Young Children’s Vocabulary Learning: A Research Synthesis. Early Childhood Education Journal, 44(4), 359–367. https://doi.org/10.1007/s10643-015-0721-6 Hadders-Algra, M. (2019). Interactive media use and early childhood development. Jornal de Pediatria, (xx), 1–3. https://doi.org/10.1016/j.jped.2019.05.001 Han, S., Capraro, R., & Capraro, M. M. (2015). How Science, Technology, Engineering, and Mathematics (Stem) Project-Based Learning (Pbl) Affects High, Middle, and Low Achievers Differently: the Impact of Student Factors on Achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/10.1007/s10763-014-9526-0 Harris, P. L., & Kavanaugh, R. D. (1993). Young children’s understanding of pretense. Monographs of the Society for Research in Child Development, 58(1), 1–92. Hayati, H. S., Myrnawati, C. H., & Asmawi, M. (2017). Effect of Traditional Games, Learning Motivation And Learning Style On Childhoods Gross Motor Skills. International Journal of Education and Research, 5(7). Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, 21(7), 975–990. https://doi.org/10.1080/13504622.2014.971716 Herakleioti, E., & Pantidos, P. (2016). The Contribution of the Human Body in Young Children’s Explanations About Shadow Formation. Research in Science Education, 46(1), 21–42. https://doi.org/10.1007/s11165-014-9458-2 İlin, G., Kutlu, Ö., & Kutluay, A. (2013). An Action Research: Using Videos for Teaching Grammar in an ESP Class. Procedia - Social and Behavioral Sciences. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.01.065 Jennifer M. Zosh, Emily J. Hopkins, Hanne Jensen, Claire Liu, Dave Neale, Kathy Hirsh-Pasek, S. L. S. and D. W. (2017). Learning through play : a review of the evidence. Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition in children. Child Development, 1459–1473. Kemmis, S., & Taggart, M. (2002). The action research planner. Victoria: Dearcin University Press. Lebel, C., & Beaulieu, C. (2011). Longitudinal development of human brain wiring continues from childhood into adulthood. Journal of Neuroscience, 31(30), 10937–10947. Luna, B., Garver, K. E., Urban, T. A., Lazar, N. A., & Sweeney, J. A. (2004). Maturation of cognitive processes from late childhood to adulthood. Child Development, 75(5), 1357–1372. Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education & Development, 22(6), 970–988. Nitecki, E., & Chung, M.-H. (2016). Play as Place: A Safe Space for Young Children to Learn about the World. Nternational Journal of Early Childhood Environmental Education, 4(1), 26–32. Olgan, R. (2015). Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years. Early Child Development and Care, 185(6), 926-942. Ramani, G. B. (2012). Influence of a Playful, Child-Directed Context on Preschool Children’s Peer Cooperation. New York: Merrill-Palmer Quarterly. Ravanis, K. (2017). Early childhood science education: State of the art and perspectives. Journal of Baltic Science Education, 16(3), 284–288. Russo-Johnson C, Troseth G, Duncan C, M. A. (2017). All tapped out: touchscreen interactivity and young children’s word learning. Front Psychology, 8. Schulz, L. E., & Bonawitz, E. B. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounde. Developmental Psycholog, 43(4), 1045–1050. Serpell, R., & Marfo, K. (2014). Some growth points in African child development research. New Directions for Child and Adolescent Development, 146, 97–112. Vouloumanos, A., & Werker, J. F. (2007). Listening to language at birth: evidence for a bias for speech in neonates. Developmental Science, 10(2), 59–64. Weisberg, D. S., & Gopnik, A. (2013). Pretense, counterfactuals, and Bayesian causal models: Why what is not real really matters. Cognitive Science, 37(7), 1368–1381. Winthrop, R., & Mcgivney, E. (2016). Skills for a Changing World: Advancing Quality Learning for Vibrant Societies.Brookings: Center for Universal Education. Zaman, B., & Eliyawati, C. (2010). Media Pembelajaran Anak Usia Dini. Bandung: Universitas Pendidikan Indonesia.

ObjectivesYoung age at school entry (ASE) for students has been related to their impaired mental health in higher grades. To avoid the negative health consequences of young ASE, preschool examinations and individual school entry deferral for young children are routinely performed by some school authorities. We aimed to investigate whether ASE was associated with attention-deficit hyperactivity disorder (ADHD)-related symptoms in pupils attending schools using a selective school enrolment procedure.DesignProspective open cohort study with baseline assessments at school entry and two follow-ups in the second and fourth grades.SettingUp to 128 Rudolf Steiner Schools (Waldorf Schools) located within Germany.ParticipantsOf the 3079 children from whom data were gathered in the second or fourth grade, 2671 children born between 1 July 2001 and 31 October 2002 (age at baseline: mean 6.7, min 5.91, max 7.24 years, 50% girls) were selected for analysis to avoid bias introduced by individuals at the edges of the ASE distribution.Main outcome measuresADHD-related symptoms were assessed at school entry and second and fourth grades by parent-reported and teacher-reported versions of the Strengths and Difficulties Questionnaire (Hyperactivity-Inattention Subscale).ResultsThe agreement between parent-reported and teacher-reported symptoms was poor (intra-class correlation: 0.41 and 0.44 in second and fourth grade assessments, respectively). Regarding teacher reports, ASE was negatively associated with ADHD-related symptoms in the second grade (regression coefficient β=−0.66 per year, P=0.0006) and fourth grade (β=−0.56, P=0.0014). Associations remained after adjusting for potential confounders and pre-existing symptoms at baseline. Regarding parent reports, associations were markedly weaker in both grades (second grade: β=−0.22, P=0.12; fourth grade: β=−0.09, P=0.48).ConclusionsUsing a prospective study design and comprehensive adjustment for confounding and baseline symptoms, we confirmed prior evidence of the association between young ASE and teacher-reported ADHD symptoms in primary school.

When providing the prehospital aid the most important factor is time. The more time expires from the moment of receiving injury until delivery to a hospital, the worse forecast becomes for a victim. Mortality grows geometrically. So, for example, in cases of transport injuries if medical care was provided within 30 minutes – 1 hour, then mortality among injured did not exceed 30%. If this time increases, then the mortality reaches 60-80%, and growth in a geometrical progression takes place. In general, it becomes clear that even two injured from three ones who died in city streets, could be saved if they received the help in due time [2]. Ministry of Education and Science of Ukraine registered in the Verkhovna Rada of Ukraine the project of the Law of Ukraine about full general secondary education dated April 5, 2019 № 10204. This project of the Law provides that all teachers will take courses on the prehospital help. It has to reduce the quantity of death of children during lessons. Protection of children’s health is one of the mandatory functions of the educational organization. If it is necessary, the first aid at school is to be given to the child both professionally and in time. Teachers, studying a profession in higher education institution, have to be trained on providing the prehospital help. There is nothing more important, than rendering the prehospital help to the child during the first minutes after a trauma or in the event of a symptom hazardous to health, for example, epilepsy [3]. The purpose of the article is to highlight the importance of teaching teachers and students the skills of rendering the prehospital help. According to the Law of Ukraine “About the Emergency Medical Care”, persons who have no medical education, but according to their the official duties they have to provide the first aid and to manage main practical skills on rescue and preservation a human life for those who require that, have to be the first who study the prehospital help [4]. And based on the project of the Law of the Ministry of Education and Science of Ukraine mentioned above teachers can also be referred to the category of persons who have no medical education and are obliged to provide the prehospital help though it is not included into their official duties. Except the planned training of the teachers of the prehospital help, to our opinion, there should be also started a training of pupils on the program of the first level [5] which first of all provides obtaining practical skills of rendering the prehospital help to the injured at cardiac arrest and breath before arrival of the emergency medical care. The training program “Protection of the Fatherland” for pupils of 10-11 classes is introducted for gradual increasing of the number of the citizens in the system of secondary education, who manage the skills of the prehospital help [7]. Such a program, in the question of pre-hospital help, combines teaching theoretical knowledge with a practical training with use of dummies and other other visual materials. Every year All-Ukrainian gathering and competition of young rescuers “School of Safety” is also provided where the pupils, who are 12 years old and older show their abilities on providing the pre-hospital help to the injured. The last two years we had an opportunity to compare theoretical knowledge and practical skills of the prehospital help of pupils who finished the 11th class and studied according to the program “Protection of the Fatherland” and pupils of the 8-9 classes who were trained by the “School of Safety”. It turned out to be that the pupils of 8-9 classes, in the majority, prevail on the level of knowledge of the prehospital help the graduates of high school. In our opinion, it is expedient to develop and implement at secondary school the program of training of rendering help to injured who are in emergency, for pupils, starting from the fifth class. Anybody, irrespective of a profession, is able to be trained and to manage the skills of the prehospital aid. The trauma or accident can happen at any time. Not only success of further treatment, but sometimes human life depends on prehospital help provided timely and correctly. In certain cases the victim has to render prehospital help to himself - to stop bleeding, to put the bandage etc. That all is not difficult, but it is necessary to take the corresponding training for mastering skills of rendering the prehospital help. In our opinion, in modern conditions it is compulsory to: introduce the permanent prehospital help training for tutors and nurses of preschool institutions; introduce the permanent prehospital help training in schools for children, starting from the age 12 years old and older.

This paper presents learning and teaching experiences gathered from an induction program conducted at the Department of Electronic and Telecommunication Engineering, University of Moratuwa, Sri Lanka for newly enrolled undergraduate students. The induction program, named as the pre-academic term, was an experimental effort to explore the applicability of blended leaning concepts to enhance the learning experience of Engineering freshmen, while enabling smooth transition from high school to university education. In addition to standard lectures, an integral part of the program was in-class demonstrations, where electronic circuits were assembled from scratch on a printed circuit board and demonstrated using a projected camera during the lectures. Organization, learning objectives, brief description of the example projects are presented along with a summary of formal student feedback. More than 85% of the freshmen indicated that the induction program helped them to smoothly begin the university education. A qualitative assessment in the laboratory work indicated that about 98% of the students successfully completed the assigned hands-on activities.

The specific aspects of the education system of Ukraine and China are considered and analyzed. It is noted that the growing intellectualization of the economy is one of the important modern criteria, which is reflected in the requirements to increase the quality of education. From this point of view, the study of China’s experience in the educational sector is relevant as it promotes the search for improvement of the existing educational model in Ukraine. A comparative description of the age criterion of the stages of the educational process in Ukraine and China is presented. From this point of view, there are the following links in the education system in two countries: pre-school education, elementary education, secondary education, higher education, adult education. Mechanisms for obtaining each level of education in two countries are revealed. The forms of educational institutions ownership and fees for educational services, terms of education, types of educational institutions of each level, statistics on the coverage of pre-school education, the number of children, educators and assistant educators in groups of kindergartens, pupils and teachers in classes, school regimen, grading scale, the lesson duration, the only state examination for admission to higher education, the conditions for admitting university entrants to institutions of higher education are revealed. It is also noted that there is an acute problem with the provision of teaching staff with higher education in China preschool institutions and this issue is systematically and purposefully solved by the state. The article analyzes the three top rankings of the best institutions of higher education in the world educational market in the context of the quantitative component of Ukrainian and Chinese universities representatives. The indexes for which the universities were evaluated and the world top universities’ rating was created. The authors made a conclusion that only six institutions of higher education of Ukraine have world-class recognition, and two of them meet international standards of preparation of skilled workers. The authors based the position that China is one of the leaders in providing quality educational services, and therefore it is expedient to study the organization, content, forms and methods in the Chinese universities for the purpose of implantation of constructive experience in the educational system of Ukraine.

Adolescence is a transition from childhood to adulthood which includes biological, psychological and social changes. During menstruation there will be problems or complaints such as dysmenorrhea. Meanwhile, menstrual pain (dysmenorrhea) is a physical disorder that is very prominent in women who are experiencing menstruation in the form of pain in the stomach. This study aims to determine the effect of religious music on the intensity of menstrual pain in class X adolescents at the Daarul Muttaqien II Modern Islamic boarding school, Tangerang. The research design used was a quasy-experiment with a pre and post-test design without control (self-control). Collecting data using the NRS observation sheet and pain measurement that has been tested for validity and reliability. The sample consisted of 35 respondents who were taken by consecutive sampling technique. This study showed that 68.6% of respondents had mild pain, while 31.4% of respondents had no pain. The results of the Wilcoxon statistical test showed that there were significant differences in the level of knowledge before and after religious music therapy with a value of p = 0.001 (p <0.05). This research is expected to be developed in further research and can be used as a reference by increasing the number of samples and variables as a comparison.Keywords: Effect of Music Therapy, Menstrual Pain

Introduction. Educational robotics is a new learning technology and an effective tool for training engineering staff. Networking of educational organizations and enterprises expands their potential in the system of level engineering training. The main idea of the article is to create and test a local model of an effective networked educational system in the context of federal and regional concepts and programs that would meet the development trends of modern society and at the same time would allow the preparation of schoolchildren for real participation in practical activities. Materials and Methods. We conducted a theoretical analysis of foreign and domestic literature. The method of scientific modeling, namely, the creation of a graphic hierarchical model was applied to develop an integrated system of engineering education for schoolchildren. When organizing the practical use of the model, pedagogical design, comparative analysis of verification works, sociological tools and criterial formative evaluation are used. Results. Authors made an attempt of systematization of subjects and forms of lifelong engineering education at the stages from preschool to higher, based on research conducted over six years. It is defined that the subject of inter-agency coordination network between participants of educational organizations. A tool to ensure continuity in the transition to a new level of education, and the implementation of interdisciplinary component pre-engineering education are interdisciplinary programs, in particular, robotics. Implementation of programs on robotics is carried out through curricular and extracurricular activities, additional education program, vacation employment and other forms of work, provided resources as the base of the organization and network partners. The author’s summer program of the camp “Technosphere” was developed and approved with the day-time stay of children during the vacation period. The model of the Integrated System of Level Engineering Engineering for Schoolchildren was developed and introduced into the city’s education system. Discussion and Conclusions.The system of level engineering training, which combines the levels of education, additional educational programs and the potential of network interaction, allows to optimize all directions and forms of organization of the educational process. As a result of the study, a model of an integrated system of level engineering training at the stage of pre-school and primary general education was developed.

O artigo é proveniente de uma pesquisa de mestrado cujo objetivo é compreender de que forma a brincadeira de faz-de-conta de papéis sociais contribui no desenvolvimento da personalidade das crianças na pré-escola. Nesse sentido, buscou-se compreender de que forma as crianças ressignificam situações sociais vivenciadas por elas através da brincadeira de faz-de-conta e identificar as funções psíquicas superiores envolvidas nessa atividade. Os pressupostos teórico-metodológicos inspiram-se nos estudos de Vigotski e seus seguidores. A brincadeira de faz-de-conta de papéis sociais, atividade guia do desenvolvimento infantil na pré-escola, permite a compreensão e reflexão sobre o cotidiano e se constitui como atividade essencial na formação das funções psíquicas superiores, dentre elas a imaginação, a função simbólica da consciência e controle da vontade. A pesquisa se caracteriza como estudo experimental realizado em uma Unidade Municipal de Educação Infantil (UMEI) do município de Santarém, PA. Foram realizadas observações da rotina das crianças e intervenção junto a professora de uma turma pré-escolar, com foco em estudos formativos sobre a brincadeira de faz-de-conta de papéis sociais. Os dados foram registrados em diário de campo, fotografias e vídeos. Os resultados revelam que a brincadeira de faz-de-conta de papéis sociais possibilita efeitos educativos que exercem influência sobre o desenvolvimento da personalidade das crianças que, ao brincarem, representam as regras, conteúdos e temas advindos das relações sociais. As crianças representaram, no faz-de-conta, dentre outros aspectos, papéis sociais de argumento da particularidade regional, expressando as singularidades do meio em que vivem.Palavras-chave: Brincadeiras de faz-de-conta. Personalidade. Pré-escola.AMAZON'S SINGULARITIES IN THE SOCIAL ROLES MAKE - BELIEVE ACTIVITIES OF PRESCHOOL AbstractThe article comes from a master's research whose objective is to comprehend in which way social roles make - believe activities contribute to children's personality development. In this sense, to understand the way children resignify social situations experienced for themselves through make - believe activities and identify superior psychological functions involved in social roles make - believe activities developed by kids from the class. The theoretical-methodological assumptions are inspired by the studies of Vygotsky and his followers. The social roles make - believe activities, as a guiding propellant activity of infantile development in preschool, allows comprehension and reflection about everyday life and it is constituted as an essential activity regarding the development of superior psychological functions, among them, imagination, consciousness symbolic function and will control. The research is characterized as an experimental study achieved at a Municipal Unit of Infantile Education (UMEI) of Santarém City - Pará.. Observations of the routine of the children were carried out and intervention with the teacher of a pre-school group, focusing on formative studies about social roles make - believe activities. The data were recorded in field diary, photographs and videos. The results show that the social roles make - believe activities enable educational effects which influence on children’s personality development that, when playing represent rules, contents and themes from social relations. Children represented, in the make - believe, social roles among other aspects, social roles of argument of regional particularity, expressing the singularities of the environment in which they live.Keywords: Make – believe activities. Personality. Preschool.LAS SIGULARIDADES DE LA AMAZONIA EN EL JUEGO DE HACER DE CUENTA DE PAPELES SOCIALES DE LA PRE-ESCUELA Resumen El artículo proviene de una investigación de maestría cuyo objetivo es comprender cómo el juego de hacer de cuenta de papeles sociales contribuye en el desarrollo de la personalidad de los niños en la preescolar. En ese sentido, se buscó comprender de qué forma los niños resignifican situaciones sociales vivenciadas por ellas a través del brote de hacer de cuenta e identificar las funciones psíquicas superiores involucradas en esa actividad. Los presupuestos teórico-metodológicos se inspiran en los estudios de Vigotski y sus seguidores. El juego de hacer de cuenta de papeles sociales, actividad guía del desarrollo infantil en la pre-escuela, permite la comprensión y reflexión sobre lo cotidiano y se constituye como actividad esencial en la formación de las funciones psíquicas superiores, entre ellas la imaginación, la función simbólica de la conciencia y control de la voluntad. La investigación se caracteriza como estudio experimental realizado en una Unidad Municipal de Educación Infantil (UMEI) del municipio de Santarém, PA. Se realizaron observaciones de la rutina de los niños e intervención junto a la profesora de una clase preescolar, con foco en estudios formativos sobre el juego de hacer de cuenta de papeles sociales. Los datos se registraron en diario de campo, fotografías y vídeos. Los resultados revelan que el juego de hacer de cuenta de papeles sociales posibilita efectos educativos que influyen en el desarrollo de la personalidad de los niños que, al jugar, representan las reglas, contenidos y temas provenientes de las relaciones sociales. Los niños representaron, en el hecho de, entre otros aspectos, papeles sociales de argumento de la particularidad regional, expresando las singularidades del medio en que viven.Palabras clave: Juego. Personalidad. Preescola.

Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. Curriculum Perspectives, 29(3), 1–13. Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46–56. https://doi.org/10.14221/ajte.2012v37n12.8 Rogers, S., & Evans, J. (2007). Rethinking role play in the Reception class. Educational Research, 49(2), 153–167. https://doi.org/10.1080/00131880701369677 Samuelsson, I. P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. https://doi.org/10.1080/0300443042000302654 Saracho, O. N. (2010). Children’s play in the visual arts and Literature. Early Child Development and Care. Saracho, O. N. (2013). An integrated play-based curriculum for young children. In An Integrated Play-Based Curriculum for Young Children. https://doi.org/10.4324/9780203833278 Stufflebeam, D. L. (2003). The CIPP model for evaluation. In Oregon Program Evaluators Network (pp. 31–62). https://doi.org/doi:10.1007/978-94-010-0309-4_4 Sturgess, J. (2003). A model describing play as a child-chosen activity - Is this still valid in contemporary Australia? Australian Occupational Therapy Journal, 50(2), 104–108. https://doi.org/10.1046/j.1440-1630.2003.00362.x Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thompson, G. (2013). NAPLAN, myschool and accountability: Teacher perceptions of the effects of testing. International Education Journal, 12(2), 62–84. van Oers, B. (2012). Developmental education for young children: Concept, practice and implementation. Developmental Education for Young Children: Concept, Practice and Implementation, 1–302. https://doi.org/10.1007/978-94-007-4617-6 van Oers, B. (2015). Implementing a play-based curriculum: Fostering teacher agency in primary school. Learning, Culture and Social Interaction, 4, 19–27. https://doi.org/10.1016/j.lcsi.2014.07.003 van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182 Wallerstedt, C., & Pramling, N. (2012). Learning to play in a goal-directed practice. Early Years, 32(1), 5–15. https://doi.org/10.1080/09575146.2011.593028 Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, langauge, and the role of adult support. American Journal of Play, 6(1), 39–54. Retrieved from http://www.journalofplay.org/issues/6/1/article/3-talking-it-play-language- development-and-role-adult-support Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298

Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning. Keywords: Early Childhood, Parenting strategy, Self-regulated learning References Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Ben-Eliyahu, A. (2019). Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle. Educational Psychologist, 54(2), 84–105. https://doi.org/10.1080/00461520.2019.1582345 Bergen, D., & Davis, D. (2011). Influences of Technology-Related Playful Activity and Thought on Moral Development. American Journal of Play, 4(1), 80–99. Retrieved from http://eric.ed.gov/?id=EJ985549 Bjorklund, F, D. (2012). Children’s Thinking: Cognitive Development and Individual Differences. USA: Wadsworth, Cengage Learning. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford Press. Carlton, M. P., & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education Journal, 25(3), 159–166. https://doi.org/10.1023/A:1025601110383 Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/j.ecresq.2015.12.016 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Jacob, L., Dörrenbächer, S., & Perels, F. (2019). A pilot study of the online assessment of self- regulated learning in preschool children: Development of a direct, quantitative measurement tool. International Electronic Journal of Elementary Education, 12(2), 115–126. https://doi.org/10.26822/iejee.2019257655 Jeong, J., & Frye, D. (2020). Self-regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17–27. https://doi.org/10.1016/j.ecresq.2018.12.007 Jittaseno, P., & Varma S, P. (2017). Influence of Parenting Styles on Self-Regulated Learning Behavior Mediated By Self-Efficacy and Intrinsic Value. University of Thailand Journals, (March), 44–62. https://doi.org/https://www.researchgate.net/publication/315458200 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Oppong, E., Shore, B. M., & Muis, K. R. (2019). Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice. Gifted Child Quarterly, 63(2), 102–119. https://doi.org/10.1177/0016986218814008 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Perels, F., Merget-kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). The British Psychological Society Improving self-regulated learning of preschool children : Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79, 311– 327. https://doi.org/10.1348/000709908X322875 Sanders, M. R., Turner, K. M. T., & Metzler, C. W. (2019). Applying Self-Regulation Principles in the Delivery of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 24–42. https://doi.org/10.1007/s10567-019-00287-z Schunk, H. ., & Pintrich, P. R. (2008). Motivational In Education: Theory, Research, and Application. Ohio: Pearson. Seroussi, D. E., & Yaffe, Y. (2020). Links Between Israeli College Students’ Self-Regulated Learning and Their Recollections of Their Parents’ Parenting Styles. SAGE Open, 10(1). https://doi.org/10.1177/2158244019899096 Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R & D. Bandung. Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: the mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Thomas, V., Muls, J., De Backer, F., & Lombaerts, K. (2019). Exploring self-regulated learning during middle school: views of parents and students on parents’ educational support at home. Journal of Family Studies, 9400. https://doi.org/10.1080/13229400.2018.1562359 Tiniakou, E. (2017). Patterns of parenting in the life histories of highly self-regulated learners (Universiteit Twente). Retrieved from http://essay.utwente.nl/73234/ Tiniakou, E., Hirschler, T., Endedijk, M. D., & Margaryan, A. (2018). Becoming self-regulated: Patterns of parenting in the lives of professionals who are highly self-regulated learners. Journal of Self-Regulation and Regulation, 4(0), 7–42. https://doi.org/10.11588/JOSAR.2018.0.49364 Tobias, S., & Everson, H. (2000). Assessing Metacognitive Knowledge Monitoring. Report No. 96-01. College Entrance Examination Board, (96). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562584&site=ehost -live Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0 Venitz, L., & Perels, F. (2019). Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach. Journal of Family Studies, 9400(13), 2057–2070. https://doi.org/10.1080/03004430.2018.1434518 Vygotsky, L. (1978). Interaction between learning and development (In M. Gauv). New York: Scientific American Books. Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self- regulated learning in young children. Metacognition and Learning, 4(1), 63–85. https://doi.org/10.1007/s11409-008-9033-1 Wolters, C. A. (2003). Conceptualizing the Role and Influence of Student- Teacher Relationships on Children ’ s Social and Cognitive Development. Educational Psychologist, 38(4), 207– 234. https://doi.org/10.1207/S15326985EP3804 Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501

During COVID-19, early-childhood school closings led to higher levels of stress in parents when compared to childless adults. In addition, lack of time to prepare, as well as mental-health problems, worry, and stress in parenting, may have hampered parents' ability to support their children's educational needs. The research aims to solve the problem of early childhood parenting during learning from home and improve the quality of early childhood parenting. The research method uses the research and development stage of the Borg & Gall model. Participants are mothers who have children aged 5-6 years. The data collection technique was done through expert validation and effectiveness testing with a quasi-experimental design. The data analysis used paired t-test statistical analysis. The findings show that the validity of the results of the material expert's test is 96%, and the media expert's test is 94% in the very good category. The effectiveness test based on the pre-test and post-test results showed that Sig. (2-tailed) <0,05 (α), which means that the parenting e-book media significantly increases mothers' understanding of parenting well-being practices in early childhood. The implications of this multimedia-based anyflip e-book can be downloaded via gadgets, android, laptop, practical, easy to read and repeated to accompany childcare activities from home. Keywords: Anyflip E-book, Early Childhood, Parenting References Banerjee, A., Hanna, R., Kyle, J., Olken, B. A., & Sumarto, S. (2019). Private Outsourcing and Competition: Subsidized Food Distribution in Indonesia. Journal of Political Economy, 127(1), 101–137. https://doi.org/10.1086/700734 Borg, W. R., & Gall, M. D. (2007). Educational Research an Introduction. Fourth Edition. Bacon Publishing. Bruni, O., Sette, S., Fontanesi, L., Baiocco, R., Laghi, F., & Baumgartner, E. (2015). Technology Use and Sleep Quality in Preadolescence and Adolescence. Journal of Clinical Sleep Medicine, 11(12), 1433–1441. https://doi.org/10.5664/jcsm.5282 de Jong, E., Visscher, T., HiraSing, R., Heymans, M., Seidell, J., & Renders, C. (2013). Association between TV viewing, computer use and overweight, determinants and competing activities of screen time in 4- to 13-year-old children. International Journal of Obesity, 7. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Ebert, S. (2020). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 104739. https://doi.org/10.1016/j.jecp.2019.104739 Evans, M. A., Nowak, S., Burek, B., & Willoughby, D. (2017). The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings. Early Childhood Research Quarterly, 40, 1–12. https://doi.org/10.1016/j.ecresq.2017.02.002 Fry, A. (2020). Use patterns for ebooks: The effects of subject, age and availability on rate of use. The Journal of Academic Librarianship, 46(3), 102150. https://doi.org/10.1016/j.acalib.2020.102150 Gerber, L. A., Guggenheim, M., Pang, Y. C., Ross, T., Mayevskaya, Y., Jacobs, S., & Pecora, P. J. (2020). Understanding the effects of an interdisciplinary approach to parental representation in child welfare. Children and Youth Services Review, 116, 105163. https://doi.org/10.1016/j.childyouth.2020.105163 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. https://doi.org/10.1016/j.childyouth.2020.105585 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Mourlam, D. J., DeCino, D. A., Newland, L. A., & Strouse, G. A. (2020). “It’s fun!” using students’ voices to understand the impact of school digital technology integration on their well-being. Computers & Education, 159, 104003. https://doi.org/10.1016/j.compedu.2020.104003 Nuñez, B., Stuart-Cassel, V., & Temkin, D. (2020). As COVID-19 spreads, most states have laws that address how schools should respond to pandemics. 66. Paredes, E., Hernandez, E., Herrera, A., & Tonyan, H. (2020). Putting the “family” in family childcare: The alignment between familismo (familism) and family childcare providers’ descriptions of their work. Early Childhood Research Quarterly, 52, 74–85. https://doi.org/10.1016/j.ecresq.2018.04.007 Rosen, L. D., Felice, K. T., & Walsh, T. (2020). Whole health learning: The revolutionary child of integrative health and education. EXPLORE, 16(4), 271–273. https://doi.org/10.1016/j.explore.2020.05.003 Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: The mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Tran, T., Hoang, A.-D., Nguyen, Y.-C., Nguyen, L.-C., Ta, N.-T., Pham, Q.-H., Pham, C.-X., Le, Q.-A., Dinh, V.-H., & Nguyen, T.-T. (2020). Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19. Sustainability, 12(10), 4195. https://doi.org/10.3390/su12104195 Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002 UNESCO, U. (2020). COVID-19 impact on education. United Nations Educational Scientific and Cultural Organization. https://en. unesco.org/covid19/educationresponse Webster, E. K., Martin, C. K., & Staiano, A. E. (2019). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 114–121. https://doi.org/10.1016/j.jshs.2018.11.006

The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practicality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading. Key Words: Thematic Pop-up Book, Early Childhood Education, Language Development References Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Beceren, B. Ö. (2010). Determining multiple intelligences pre-school children (4-6 age) in learning process. Procedia - Social and Behavioral Sciences, 2(2), 2473–2480. https://doi.org/10.1016/j.sbspro.2010.03.356 Berman, R. A. (2018). Language Development and Literacy. Encyclopedia of Adolescence, (October), 2093–2103. https://doi.org/10.1007/978-3-319-33228-4_19 Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless picture books boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52–62. https://doi.org/10.1016/j.ecresq.2017.03.001 Dato, A., & Radmilovic, V. (2010). Interactive Book With Detachable, Pop-Up Device. Patent Application Publication, 1(19), 20–25. https://doi.org/US 2007/0293118A1 Helmawati. (2015). Mengenal dan Memahami PAUD. Bandung: PT Remaja Rosdakarya. Lin, R. (2012). Creative Thinking for Picture Book Creation. IERI Procedia, 2, 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The Words Children Hear. Psychological Science, 26(9), 1489–1496. https://doi.org/10.1177/0956797615594361 Nazaruddin, M. A., & Efendi, M. (2018). The Book of Pop Up Augmented Reality to Increase Focus and Object Recognition Capabilities for Children with Autism. Journal of ICSAR, 2(1), 9–14. https://doi.org/10.17977/um005v2i12018p009 Obiweluozo, E. P., & Melefa, O. M. (2014). Strategies for Enhancing Language Development as a Necessary Foundation for Early Childhood Education. Journal of Education and Practice, 5(5), 147–155. Retrieved from www.iiste.org Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365 Putra, N. (2011). Research & Development. Jakarta: Raja Grafindo Persada. Rahmawati, D. I., & Rukiyati, R. (2018). Developing Pop-Up Book Learning Media to Improve Cognitive Ability of Children Aged 4-5 Years. Atlantis Press, 249(Secret), 60–69. https://doi.org/10.2991/secret-18.2018.10 Ros, R., & Demiris, Y. (2012). Human Behavior Understanding, 7559, 40–51. https://doi.org/10.1007/978-3-642-34014-7 Safitri, D., & Hartati, T. A. W. (2016). Kelayakan Aspek Media dan Bahasa Dalam Pengembangan Buku Ajar dan Multimedia Interaktif Biologi Sel. Florea, 3(2), 9–14. Retrieved from https://www.google.com/url? Sahlan, Asmaun, Angga, & Prastyo, T. (2016). Desain Pembelajaran Berbasis Pendidi-kan Karaker. Yokyakarta: Ar-Ruzz Media. Sari, S. A. (2017). The Development of Pop-up Book on the Role of Buffer in the Living Body. European Journal of Social Sciences Education and Research, 10(2), 213. https://doi.org/10.26417/ejser.v10i2.p213-221 Sudjana, N., & Rivai, A. (2011). Media Pengajaran. Bandung: Sinar Baru Algensindo. Walter-Laager, C., Brandenberg, K., Tinguely, L., Schwarz, J., Pfiffner, M. R., & Moschner, B. (2017). Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. British Journal of Educational Technology, 48(4), 1062–1072. https://doi.org/10.1111/bjet.12472 Wilcox, M.J., M., K.M, Bacon, C. K., & Thomas, S. (2001). Enhancing Children ’ s Language Development in Preschool Classrooms Using Literacy to Target Verbal Language Goals Enhancing Children ’ s Language Development in Preschool Classrooms Encouraging Complex Verbal Reasoning. Arizona. Retrieved from http://icrp.asu.edu Wiyani, & Ardy, N. (2016). Konsep Dasar PAUD. Yokyakarta: Gava Media. Yu, X. (2009). Levels of meaning and children: An exploratory study of picture books’ illustrations. Library and Information Science Research, 31(4), 240–246. https://doi.org/10.1016/j.lisr.2009.07.003

From the EditorsHuseyin Uzunboylu, Cigdem HursenIt is an honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Cypriot Journal of Educational Sciences (CJES) is listed in many scholarly citation indexes; DOAJ, Ulrich's Educational Research Abstracts (ERA), EBSCO, Google Scholar, PsycINFO, Asian Education Index & AWER index. Also our major aim is to increase the quality of the journal day by day. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 9 full length articles written by authors from, Cyprus, Canada, Nigeria and Turkey.The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Hayat Boz and Sibel Esra Karatasexplored the impact of Internet use on QOL of the elderly by examining available researches in this field. By searching on ADM Digital Library, WEB Science, ERIC, PsycINFO and PubMed databases, this study reviewed 25 studies published after 1990 that investigates the relationship between Internet use and QOL of elderly. The synthesis of the research findings indicates that the functional use of computer and Internet improves QOL for older people. The findings also provide a comprehensive perspective on the current state of knowledge and raises questions for further research.On the other hand, Japo Oweikeye Amasuomo, examined the academic performance of students in the compulsory courses in technical education during the transition period of first and second years of three years Nigeria Certificate in Education (NCE) Technical programme before choosing their disciplines in the third year. The study established that, students in Electrical/Electronics discipline performed better than their counterparts who made Automobile, Building, Metalwork and Woodwork as their discipline, and the academic performance of the five groups of students differed significantly. Also, Hussain Ali Alkharusi examined students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Results showed that students tended to hold positive perceptions of their classroom assessment tasks in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity.In addition to these, Johnson Enero Upahi, Ganiyat Bukola Issa and Oloyede Solomon Oyelekan carried out a study on students. This study assesses the classroom activities which are the fundamental process required to determine the extent to which intended learning outcomes has been achieved. Emrah Soykan aimed to identification of views of teachers, students and their parents at Near East College in North Cyprus on use of tablets in education. The research is a descriptive case study. As result of the analysis carried out in this research, it has been seen that teachers, students and parents evaluate the problems related with tablet PCs under the following two sub-dimensions; the experienced problems of during tablet supported education and the benefits of tablet pc usage in education.Zeynep Karatas and E. Tremblay Richard examined the level of depressive symptoms of the secondary school students in Turkey and Canada has been aimed in this study. The research group of the study consists of 1050 secondary school students with the average age of 13. Their socio-economic levels are low in both countries, Canada and Turkey. The study revealed that the level of depressive symptoms of Turkish secondary school students has been found higher than the level of depressive symptoms of Canadian secondary school students. While the levels of depressive symptoms of the Canadian female students have been higher than male students, the level of depressive symptoms of Turkish students has not differentiated in terms of their genders. Behiye Akacan and Gurcan Secim examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they experience or anticipate social anxiety. The findings of the study revealed that the thoughts regarding the social anxiety situations of the final year students studying in Guidance and Psychological Counselling and Pre-School Teaching departments are generally negative and their behaviour usually presents as desertion or avoidance.Also, Halil İbrahim Akyuz and Hafize Keser examined the effect of an educational agent, used in online task based learning media, and its form characteristics on problem solving ability perceptions of students. It is determined that applied method has an important effect on problem solving ability perception of students and that the educational agent in the role of teacher is more effective than the role of friend in the development of problem solving ability perception. Finally Muge Tacman and Nazan Comunoglu examined the way how the primary school class teachers evaluate the candidates, what their expect from the candidates and the effectivenes of the teaching training program being conducted in Ataturk Teacher Training Academy (AOA) to fulfill these expectations. Research findings were studied and interpreted in the framework of 4 main topics which are field knowledge, basic professional attitudes, effective communication and teaching abilities.I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.Best regards,Prof. Dr. Huseyin Uzunboylu, Editor-in-ChiefAssist. Prof. Dr. Cigdem Hursen, Executive Editor

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools. Journal of Primary Education, 9(3), 238–247. https://doi.org/10.15294/jpe.v9i3.39950 Badmus, O. (2018). Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap. In Contemporary Issues in Science, Technology, Engineering, Arts and Mathematics Teacher Education in Nigeria. Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art. International Journal of Early Years Education, 25(2), 98–111. https://doi.org/10.1080/09669760.2017.1287061 Broadhead, P. (2003). Early Years Play and Learning. In Early Years Play and Learning. https://doi.org/10.4324/9780203465257 Canning, N. (2010). The influence of the outdoor environment: Den-making in three different contexts. European Early Childhood Education Research Journal, 18(4), 555–566. https://doi.org/10.1080/1350293X.2010.525961 Clapp, E. P., Solis, S. L., Ho, C. K. N., & Sachdeva, A. R. (2019). Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda. Encyclopedia of Educational Innovation, 1–4. https://doi.org/10.1007/978-981-13-2262-4_54-1 Colucci, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA Research Commission, August, 1–105. https://doi.org/10.13140/RG.2.2.22452.76161 Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to Monitor Creativity. Creativity Research Journal, 30(3), 233–240. https://doi.org/10.1080/10400419.2018.1488195 Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning. Creativity Research Journal, 31(3), 284–295. https://doi.org/10.1080/10400419.2019.1641678 Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268 Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. https://doi.org/10.1080/10632913.2017.1292973 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, Issue February, pp. 1–5). OISE University of Toronto. DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 Dell’Erba, M. (2019). Policy Considerations for STEAM Education. Policy Brief, 1–10. Doyle, K. (2019). The languages and literacies of the STEAM content areas. Literacy Learning: The Middle Years, 27(1), 38–50. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=133954204&site=ehost-live&scope=site Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood, 42(2), 4–11. https://doi.org/10.23965/ajec.42.2.01 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361–377. https://doi.org/10.1080/09669760.2016.1174105 Finch, C. R., Frantz, N. R., Mooney, M., & Aneke, N. O. (1997). Designing the Thematic Curriculum: An All Aspects Approach MDS-956. 97. Gess, A. H. (2019). STEAM Education. STEAM Education, November, 2011–2014. https://doi.org/10.1007/978-3-030-04003-1 Gronlund, G. (n.d.). “ Addressing Standards through Play-Based Learning in Preschool and Kindergarten .” Gronlund, G. (2015). Planning for Play-Based Curriculum Based on Individualized Goals to Help Each Child Thrive in Preschool and Kindergarten Gaye Gronlund. Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Education, 6(3), 37–52. Hapidin, Pujianti, Y., Hartati, S., Nurani, Y., & Dhieni, N. (2020). The continuous professional development for early childhood teachers through lesson study in implementing play based curriculum (case study in Jakarta, Indonesia). International Journal of Innovation, Creativity and Change, 12(10), 17–25. Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, April, 1–76. gov.nl.ca/edu Henriksen, D. (2017). Creating STEAM with Design Thinking: Beyond STEM and Arts Integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11 Inglese, P., Barbera, G., La Mantia, T., On, P., Presentation, T., Reid, R., Vasa, S. F., Maag, J. W., Wright, G., Irsyadi, F. Y. Al, Nugroho, Y. S., Cutter-Mackenzie, A., Edwards, S., Moore, D., Boyd, W., Miller, E., Almon, J., Cramer, S. C., Wilkes-Gillan, S., … Halperin, J. M. (2014). Young Children’s Play and Environmental Education in Early Childhood Education. PLoS ONE, 2(3), 9–25. https://doi.org/10.1586/ern.12.106 Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, FEBRUARY 2011, 163. https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321 Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behavior: An Observational Study and Design Intervention. Children, Youth and Environments, 18(2), 37–63. McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio, 22(1), 33. https://doi.org/10.18296/ecf.0050 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197 Moomaw, S. (2012). STEM Begins in the Early Years. School Science and Mathematics, 112(2), 57–58. https://doi.org/10.1111/j.1949-8594.2011.00119.x Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65. https://doi.org/10.1080/14733285.2011.638176 Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). Steam Integration in Chemistry Learning for Developing 21st Century Skills. MIER Journail of Educational Studies, Trends & Practices, 7(2), 184–194. Rolling, J. H. (2016). Reinventing the STEAM Engine for Art + Design Education. Art Education, 69(4), 4–7. https://doi.org/10.1080/00043125.2016.1176848 Sancar-Tokmak, H. (2015). The effect of curriculum-generated play instruction on the mathematics teaching efficacies of early childhood education pre-service teachers. European Early Childhood Education Research Journal, 23(1), 5–20. https://doi.org/10.1080/1350293X.2013.788315 Sawangmek, S. (2019). Trends and Issues on STEM and STEAM Education in Early Childhood. Képzés És Gyakorlat, 17(2019/3-4), 97–106. https://doi.org/10.17165/tp.2019.3-4.8 Science, A. I. (n.d.). STEM Project-Based Learning. Spencer, R., Joshi, N., Branje, K., Lee McIsaac, J., Cawley, J., Rehman, L., FL Kirk, S., & Stone, M. (2019). Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres. AIMS Public Health, 6(4), 461–476. https://doi.org/10.3934/publichealth.2019.4.461 Taylor, J., Bond, E., & Woods, M. (2018). A Multidisciplinary and Holistic Introduction. Varun A. (2014). Thematic Approach for Effective Communication in Early Childhood Education Thematic Approach for effective communication in ECCE. International Journal of Education and Psychological Research (IJEPR), 3(3), 49–51. https://www.researchgate.net/publication/289868193 Wang, X., Xu, W., & Guo, L. (2018). The status quo and ways of STEAM education promoting China’s future social sustainable development. Sustainability (Switzerland), 10(12). https://doi.org/10.3390/su10124417 Whitebread, D. D. (2012). The Importance of Play. Toy Industries of Europe, April, 1–55. https://doi.org/10.5455/msm.2015.27.438-441 Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298 Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Whitebread, Solis, S. L., & David. (2017). Learning through play : a review of the evidence (Issue November). The LEGO Foundation.

This study focuses on how children's transitions to and from preschool classes are organized in different schools. Principal’s arguments for this organization were sought via a web-based survey and analyzed using the frame factor theory in addition to theories of practical sense and the concept of continuity. The results show that children tend to make more transitions between social communities the younger they are. The distribution of the principal’s answers show that the majority of them, because of external conditions, split the preschool groups to new classes in the transition to preschool class. However, the same movements are not indicated in the transition to first grade. The results show how the work of organizing chidren’s transitions represent a complex web of external actual conditions as the number of children and the recruitment area of the school, the internal logics and ideas about what is best for children and best for continued learning as well as the school's own traditions of working with transitions. Föreliggande studie fokuserar på hur barns övergångar till och från förskoleklass organiseras på olika skolor. Via en webbaserad enkät söks skolledares argument för denna organisering. I analysen nyttjas ett ramfaktorteoretiskt tänkande som kompletteras med teorier om praktiskt förnuft samt kontinuitetsbegreppet. Resultaten visar att barn tenderar att göra fler övergångar mellan barngrupper och sociala gemenskaper ju yngre de är. Fördelningen av skolledarnas svar visar att majoriteten, på grund av yttre villkor, delar förskolegrupperna till nya klasser i övergången till förskoleklass. Däremot indikeras inte samma rörlighet i övergången till årskurs 1. Resultaten visar hur arbetet med att organisera övergångarna utgör en komplex väv av yttre faktiska villkor som barnantal och upptagningsområdets storlek, av inre logiker och föreställningar om vad som är det bästa för barnen och det bästa för det fortsatta lärandet samt av skolans tradition av att organisera för arbetet med övergångar.

This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils. It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.

The research was designed to study the effect of pre-school on language comprehension of children at primary level. Preschool education is the education of young children, they got from the age of three years in proper school environment before class I. The research question was, whether preschool education has any contribution in understanding of English language of children, and in future academic progress of children at primary level. The comprehension of language was judged through tests based on English text for classes I to V. The sample of the study comprising 240 students, half preschoolers and half non preschoolers was randomly selected from four schools at Islamabad to whom tests were distributed to be done in a time limit. A statistical application of t test showed a significant difference in the performance of students having preschool education and the students without preschool education. It was concluded that the children who start their schooling at the age of three or more than three years acquired better English language writing skills than those who do not get educational experience in early years of their lives before entering in class I. It was recommended that arrangem

The article reveals the problem of the formation of professional abilities of future preschool teachers in the context of European integration. The state of the problem under study in modern theory and practice is analyzed; clarified the features of the formation of professional abilities of future preschool teachers; the professional abilities of students -future preschool teachers in the process of educational activity are characterized. Possible ways of intensifying the movement of the modern professional educational system into the European educational and scientific community and promising areas for further research are identified. Exploring the problem of forming the readiness of future specialists in pre-school education to carry out professional activity in the context of European integration, one of the factors is: the transition from productive ideas to a real change of educational space, the implementation of effective retraining of future pre-school teachers, to technologically and methodically update the educational process, to raise the quality of education, to rely on the intrinsic motivation of future pre-school teachers. We have found out that the specificity of professional activity requires the teacher of higher education institution to have certain knowledge and skills, in particular, knowledge of forms and methods of implementation; possessing a system of advanced competencies in the field of technology of modeling, designing and realization of pedagogical process on the basis of features and values orientations of students; changes in traditional technology of interaction with students. During the preparation of the student-future specialist in pre-school education for the organization of professional activity, it is assumed that the teacher as a subject of the specified activity of a complex of special abilities, among which are analytical, communicative, research, reflexive, presentation abilities. They are in the skill to effectively carry out their professional activities and teach students; to activate their cognitive activity by posing educational problems; organize research activities of different levels of independence according to the individuality of each student.

A child’s transition from public preschool to primary is not a single event of change that has only immediate consequences but has its effects on transition rate. The purpose of this study was to assess influence of implementation of the government policies on transition rate of ECDE children from public preschools to public primary school in Kapseret Sub County; Uasin Gishu County. The study was guided by Jean Piaget’s Construvist theory. The study adopted a descriptive survey design. The researcher sampled 171 respondents; including 86 Grade one; two; three teachers; 57 preschool teachers; and 29 headteachers. The research instruments used were questionnaires and interview schedule. The analysis of data was done using Statistical Package for Social Science (SPSS) software. Data from questionnaires was analyzed both quantitatively and qualitatively. Quantitative method involved descriptive and inferential analysis. Descriptive analysis such as frequencies; percentages were used to present quantitative data in form of tables. Qualitative data from interview schedules were analyzed thematically based on the content of qualitative data and then presented in prose form. The findings were presented in frequency distribution tables. The study findings indicated that implementation of government policies has a positive and significant influence on leaners transition. The study concluded that free primary education policy has improved learners’ transition rate to Grade one. Adoption of Early Years Education Policy has influenced transition to Grade one. Finally; free primary education policy has increased the number of learners in public pre-primary school. The study recommends that primary schools should implement all the government policies by preparing Early Child Development (ECD) children in terms of classrooms; toilets; furniture and adequate qualified teachers.

Background: Pre-school children use digital devices both at home and in kindergarten for communication. However, such technologies can also be used for creativity learning and entertainment. Technology usage might exert a negative impact on the psychosocial development of pre-school children, thus necessitating parental monitoring. Previous studies have recommended early intervention for pre-school children by decreasing the duration of digital devices, spending more time with the family, and participation in motor activities to avoid the ill effects of technology.Aim: To investigate the impact of digital device use on the behavioral and sleep scores of preschool children as perceived by parents in Saudi Arabia (SA).Method: This cross-sectional study was conducted across two regions in SA. It was ethically approved by the ethical review board of Imam Abdulrahman Bin Faisal University. The participants were randomly selected from well-baby hospital records, surveyed and interviewed to obtain data for the following measures: demographic data, technology usage, sleep disturbance scale, and behavior scale. Children with special needs or comorbidities were excluded from the study. Descriptive and multivariate regression analysis were done.Results: We recruited 288 children. Most did not attend schools (63.2%), 22.6% were in kindergarten, and 14.2% were in nursery schools. Smart phones were the most commonly used device by the children (42.4%). Most used the technology for 2–3 h/days (34%). Cartoons were the most commonly sought content (42%). The behavior scores for children aged 18–36 months showed a mean value of 5.1, 3.7, and 4.6 for surgency, negative affect, and effortful control, respectively. Children aged 3–5 years showed a mean value of 4.3, 4, and 4.7 for surgency, negative affect, and effortful control, respectively. Sleep disturbance scores for all children showed a mean value of 12.4, 3.5, 3.8, 8, 7.3, and 2.7 on disorders of initiating and maintaining sleep, sleep-breathing disorders, disorders of arousal, sleep-wake transition disorders, disorders of excessive somnolence, and sleep hyperhidrosis, respectively. The mean total sleep score was 37. Multivariate regression analysis showed significant positive relationship between surgency and three factors namely family income of 10,000–15,000 SR (t = 1.924, p = 0.045), fathers' bachelor's degrees (t = 2.416, p = 0.16), and owning a video game device (t = 2.826, p = 0.005&lt;0.05). Negative affect was significantly associated with fathers' diploma level of education (t = 2.042, p = 0.042). Negative significant relationship between effortful control and fathers' secondary level of education (t = −2.053, p = 0.041). There was a significant negative relationship between effortful control and owning a TV and video game device (t = −2.35, −2.855, p = 0.043, 0.005&lt;0.05, respectively). A significant positive relationship was found between child's sleeping score (worse sleep) and watching technology between 3 and 5 h (t = 2.01, p = 0.045), and mothers' unemployment status (t = 2.468, p = 0.014).Conclusion: In conclusion, technology use is associated with a negative impact on children sleep and behavior. Owning a digital device, using tablets, screen viewing for more than 3–5 h, and watching movies were significantly associated with negative child's behavior and sleep.

Abstract Background Results from previous studies suggest that bodily movements, spanning from gestures to whole-body movements, integrated into academic lessons may benefit academic learning. However, only few studies have investigated the effects of movement integrated into reading practice. The PLAYMORE study aims to investigate the effects of two interventions focusing on a close and meaningful coupling between bodily movement and academic content on early pre-reading and word recognition skills in children. Further, the study aims to compare two interventions involving either hand movements (i.e. using arms and hands) or whole-body movements (i.e. using the whole body). Potential mediating factors underlying the link between bodily movement on early pre-reading and word recognition skills will be explored. Methods/design The PLAYMORE study will be conducted as a three-armed randomized controlled trial including children aged five to six years recruited from four schools in the Copenhagen area, Denmark. Stratified by class, children will be randomly allocated to one of three 8-week intervention/control periods: 1) teaching involving whole-body movements, 2) teaching involving hand movements (i.e. arms and hands) or 3) teaching involving minimal motor movements (i.e. seated on a chair using paper and pencil). Outcome measurements, including pre-reading and word recognition skills, will be collected before and after the intervention period to assess the intervention effects. This study protocol follows the SPIRIT guidelines. Discussion The PLAYMORE study will add to the current knowledge concerning the link between bodily movement and academic performance with important details about pre-reading and word recognition skills in preschool children. If effective, evaluation of the implementation of the PLAYMORE program should be conducted in order to investigate whether the effects can be transferred into standard school settings. The PLAYMORE study will lay the foundation for future research that have the potential to inform the political and scientific debate and importantly, to provide teachers with detailed information of how to implement movements effectively during teaching in order to support and motivate children in the process of learning to read. Trial registration The study was retrospectively registered in ClinicalTrials.gov (NCT04618822) the 5th of November 2020.

AbstractBackgroundMany children consume too little water and too many sugar-sweetened beverages (SSBs), with potential negative consequences for health. Sustainably increasing water intake is therefore relevant, however challenging.ObjectiveExplore drivers of and barriers to water intake during a one-year field study aiming to increase plain water consumption using Installation Theory in Polish preschool children.MethodCaregivers of children (3–6 yrs) completed questionnaires on the child's preference for water and SSBs, water drinking habit strength (Self-Report Habit Index, range 1 (low)-5 (high habit)), and barriers to drinking water, at baseline and after one year. Children were first allocated to one of three interventions: CONTROL: no intervention; INFO: online coaching sessions on water health benefits (3 weeks); INFO + W: similar coaching sessions and home water delivery (3 weeks). After 3 months, half of INFO and INFO + W subjects were exposed to an online discussion forum (3 weeks) (+ SOCIAL); the other half received no further intervention (-SOCIAL).Results334 children (age: 4.4 ± 1.2 yrs; 50% female) completed the study. At baseline,72% attended kindergarten, among which 48% had access to water during the day. Drinking water during class was not allowed for 41%. The proportion of children who liked or loved water increased from 28% at baseline to 67% after one year. Conversely, that of children who liked or loved SSBs decreased from 58% at baseline to 45% after one year. The increase in preference for water was greater in groups who initially received INFO + W compared to CONTROL (p = 0.004). The mean drinking water habit score increased from 2.3 at baseline to 3.0 across all groups with a larger increase in INFO + W + SOCIAL (+ 28%) compared to CONTROL (+ 16%) (p = 0.001). At baseline, the strongest barriers to drinking water were (1) Drinking large amounts of other beverages (72%), (2) A preference for other beverages such as SSBs (71%), (3) Not being aware that they should drink more water (61%), and (4) Not being used to drinking water or water having no taste (both 55%).Most barriers strongly decreased over the course of the study with no specific effect of the interventions.ConclusionAn intervention aiming to increase water in pre-school children was able to modulate the preference for water, habit to drink water, and barriers to drinking water in preschool children with unhealthy drinking habits. Providing information and facilitating access to water were the most important contributors to improving healthy hydration habits.

Abstract: The study aims to provide evidence of double nutritional burden (including malnutrition and overweight/obesity) as well as the impact of eating habits on nutritional status of preschool children at Nam Hong commune, Dong Anh district, Hanoi. Subjects of study: children aged from 24 to 60 months old at 2 preschools of Nam Hong commune. The study is divided into 2 phases: at the phase 1: a cross sectional study was applied to 1593 children; at the phase 2: a matched case-control study was applied in order to analyze effects of eating habits to nutritional status of children (1 malnourished child / 5 normal children and 1 obese overweight child / 5 normal children, matched pairs in age, sex, class). Research results: the percentage of children with normal nutritional status is 86.8%, however, Nam Hong still suffer a double burden of nutrition when the rate of malnourished children is still high (accounting for 4.2%) and overweight/obesity children is 9.0%, in which the rate of overweight and obesity children in boys is higher than girls (10.9% compared with 6.7%, respectively). Eating characteristics affect malnutrition status of children including: loss appetite (OR=4.3), slowness in eating (OR=2.23), enjoyment of food score (OR=0.69), desire to drink score (OR=0.82). Eating characteristics affect the overweight/obesity child’s include: appetite characteristics (OR=4.24), loss appetite (OR=0.43), fast eating (OR=2.56), slowness eating (OR=0.43), eating more (OR=6.78), eating less (OR=0.31), prefer fat (OR=2.18), food responsiveness score (OR=1.59), enjoyment of food score (OR=1.8), satiety responsiveness score (OR=0.51), slowness in eating score (OR=0.05), emotional under eating score (OR=0.67), food fussioness score (OR=0.72). Keywords Double burdens, malnutrition, overweight/obesity, Nam Hong commune, Dong Anh. References [1] L.T. Huong, N.T. Linh, N.T.T. Ha, Nutritional status and cognitive development of children under 6 in urban, rural and mountainous area of the north in 2012, Journal of Food and Nutrition Sciences 10 (2014) 67-74 (in Vietnamese). http://viendinhduong.vn/research/detail?id=620&catName=cac-de-tai-va-xuat-ban-pham&lang=vi[2] N.T.T. Thu, L.T. Tuyet, Anthropometric characteristics and nutritional status in 24 - 59 months children in Hanoi city, Thanh Hoa province and Phu Tho province in 2018, HNUE Journal of Science, Natural Sciences 3 (2018) 150-157. (in Vietnamese). https://doi.org/10.18173/2354-1059.2018-0016. http://stdb.hnue.edu.vn/portal/journals.php?articleid=5149.[3] N.T.T. Thu, L.T.T. Dung, L.T Tuyet, Nutritional status: the trends of preschool children aged 10–60 months in the north of Vietnam, Health Risk Analysis 4 (2018). https://doi.org/10.21668/health.risk/2018.4.06.eng[4] N.H. Trang, T.K. Hong, M.J. Dibley, Cohort profile: Ho Chi Minh City Youth Cohortdchanges in diet, physical activity, sedentary behaviour and relationship with overweight/obesity in adolescents, BMJ Open 2 (2012) e000362. https://doi.org/10.1136/bmjopen-2011-000362. http://dx.doi.org/10.1136/bmjopen-2011-000362[5] WHO, fact sheet, 2019. Infant and young child feeding, http://www.who.int/mediacentre/factsheets/fs342/en/ (accessed 6/2019). [6] WHO, Childhood overweight and obesity, 2019. https://www.who.int/dietphysicalactivity/childhood/en/ (accessed 6/2019).[7] J.M. Braun, H.J. Kalkwarf, G.D. Papandonatos, A. Chen, B.P. Lanphear, Patterns of early life body mass index and childhood overweight and obesity status at eight years of age, BMC Pediatr 18 (2018) 161. https://doi.org/10.1186/s12887-018-1124-9.[8] L.T. Tuyet, B.T. Nhung, T.Q. Binh, Association of neonatal, breastfeeding, eating behavior characteristics with obesity in primary school children in Hanoi urban areas, VNU Journal of Science: Natural Sciences and Technology 30 (2014) 275-281. (in Vietnamese). [9] L. Webber, C. Hill, J. Saxton, C.H. Van Jaarsveld, J. Wardle, Eating behaviour and weight in children, Int J Obes (Lond). 33 (2009) 21-28. https://doi.org/10.1038/ijo.2008.219.[10] A. Meule, A.P. Lutz, C. Vogele, A. Kubler, Impulsive reactions to food-cues predict subsequent food craving. Eat Behav 14 (2014) 99-105. https://doi.org/10.1016/j.eatbeh.2013.10.023.[11] WHO, Anthro Plus for Personal Computers Manual: Software for Assessing Growth of the World’s Children and Adolescents. Geneva, Switzerland: World Health Organization. http://www.who.int/growthref/tools/en/ (accessed 3/2019).[12] J. Wardle, C.A. Guthrie, S. Sanderson, L. Rapopor, Development of the Children's Eating Behaviour Questionnaire. J Child Psychol Psychiatry 42 (2001) 963-970. https://doi.org/10.1111/1469-7610.00792.[13] Vietnam National Institute of Nutrition, UNICEF, Alive and Thrive, Nutrition monitoring information 2013, Hanoi, Vietnam (2014).[14] UNICEF. Undernutrition contributes to nearly half of all deaths in children under 5 and is widespread in Asia and Africa 2019. 2019. https://data.unicef.org/topic/nutrition/malnutrition/# (accessed 3/2019).[15] M. de Onis, E. Borghi, M. Arimond, P. Webb, T. Croft, K. Saha, et al., Prevalence thresholds for wasting, overweight and stunting in children under 5 years, Public Health Nutr 22 (2019) 175-179. https://doi.org/10.1017/S1368980018002434.[16] A. Ek, K. Sorjonen, K. Eli, L. Lindberg, J. Nyman, C. Marcus, P. Nowicka, Associations between Parental Concerns about Preschoolers' Weight and Eating and Parental Feeding Practices: Results from Analyses of the Child Eating Behavior Questionnaire, the Child Feeding Questionnaire, and the Lifestyle Behavior Checklist, PLoS One 22 (2016) e0147257. https://doi.org/10.1371/journal.pone.0147257.[17] J. Zhang, Y. Zhai, X.Q. Feng, W.R. Li, Y.B. Lyu, T. Astell-Burt, P.Y. Zhao, X.M. Shi, Gender differences in the prevalence of overweight and obesity, associated behaviors, and weight-related perceptions in a National Survey of Primary School Children in China, Biomed Environ Sci 31 (2018) 1-11. https://doi.org/10.3967/bes2018.001.[18] V.H.C. Wang, J. Min, H. Xue, S. Du, F. Xu, H. Wang, Y. Wang, Factors contributing to sex differences in childhood obesity prevalence in China, Public Health Nutr 21 (2018) 2056-2064. https://doi.org/10.1017/S1368980018000290.[19] H. Ochiai, T. Shirasawa, R. Nishimura, A. Morimoto, N. Shimada, T. Ohtsu, M. Hashimoto, H. Hoshino, N. Tajima, A. Kokaze, Eating behavior and childhood overweight among population-based elementary school children in Japan, Int J Environ Res Public Health 9 (2012) 1398-1410. https://doi.org/10.3390/ijerph9041398.[20] L.T. Tuyet, B.T Nhung, T.Q Binh, Association of some eating behaviour characteristics and sedentary lifestyle with obesity among Hanoi primary school boy in 2012, VNU Journal of Science: Natural Sciences and Technology 31 (2), 60-66 (in Vietnamese). https://js.vnu.edu.vn/NST/article/view/76.[21] W. Labree W., D. van de Mheen, F. Rutten, G. Rodenburg, G. Koopmans, M. Foets, Differences in Overweight and Obesity among Children from Migrant and Native Origin: The Role of Physical Activity, Dietary Intake, and Sleep Duration, PLoS One 10 (2015) e0123672. https://doi.org/10.1371/journal.pone.0123672.[22] S. Kar, B. Khandelwal, Fast foods and physical inactivity are risk factors for obesity and hypertension among adolescent school children in east district of Sikkim, India, J Nat Sci Biol Med 6 (2015) 356-359. https://doi.org/10.4103/0976-9668.160004.[23] J.L. Santos, J.A. Ho-Urriola, A. Gonzalez, S.V. Smalley, P. Dominguez-Vasquez, R. Cataldo, Association between eating behavior scores and obesity in Chilean children, Nutr J. 10 (2011) 108. https://doi.org/10.1186/1475-2891-10-108.[24] J.C. Spence, V. Carson, L. Casey, N. Boule, Examining behavioural susceptibility to obesity among Canadian pre-school children: the role of eating behaviours, Int J Pediatr Obes 6 (2011) e501–7. https://doi.org/10.3109/17477166.2010.512087.[25] Y.T. Cao, V. Svensson, C. Marcus, J. Zhang, J.D. Zhang, T. Sobko, Eating behaviour patterns in Chinese children aged 12-18 months and association with relative weight - factorial validation of the Children's Eating Behaviour Questionnaire, Int J Behav Nutr Phys Act 9 (2012) 5. https://doi.org/10.1186/1479-5868-9-5.[26] A.T.N. Nguyen, M. Nishijo, T.T. Pham, N.N. Tran, A.H. Tran, L.V. Hoang, H. Boda, Y. Morikawa, Y. Nishino, H. Nishijo, Sex-specific effects of perinatal dioxin exposure on eating behavior in 3-year-old Vietnamese children, BMC Pediatr. 18 (2018) 213. https://doi.org/10.1186/s12887-018-1171-2.

Introduction Children are beginning to use digital technologies at younger and younger ages. The emerging trend of very young children (babies, toddlers and pre-schoolers) using Internet connected devices, especially touch screen tablets and smartphones, has elicited polarising opinions from early childhood experts. At present there is little actual research about the risks or benefits of tablet and smartphone use by very young children. Current usage recommendations, based on research into passive television watching which claims that screen time is detrimental, is in conflict with advice from education experts and app developers who commend interactive screen time as engaging and educational. Guidelines from the health professions typically advise strict time limits on very young children’s screen-time. Based for the most part on policy developed by the American Academy of Paediatrics, it is usually recommended that children under two have no screen time at all (Brown), and children over this age have no more than two hours a day (Strasburger, et al.). On the other hand, early childhood education guidelines promote the development of digital literacy skills (Department of Education). Further, education-based research indicates that access to computers and the Internet in the preschool years is associated with overall educational achievement (Bittman et al.; Cavanaugh et al; Judge et al; Neumann). The US based National Association for Education of Young Children’s position statement on technology for zero to eight year-olds declares that “when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development” (NAEYC). This article discusses the notion of Digitods—a name for those children born since the introduction of the iPhone in 2007 who have ready access to touchscreen technologies since birth. It reports on the limited availability of evidence-based research about these children’s ICT use concluding that current research and recommendations are not grounded in the everyday life of very young children and their families. The article then reports on the beginnings of a research project funded by the Australian Research Council entitled Toddlers and Tablets: exploring the risks and benefits 0-5s face online. This research project recognises that at this stage it is parents who “are the real experts in their toddlers’ use of screen technologies. Accordingly, the project’s methodological approach draws on parents, pre-schoolers and their families as communities of practice in the construction of social meaning around toddlers’ use of touch screen technology. Digitods In 2000 Bill Gates introduced the notion of Generation I to describe the first cohort of children raised with the Internet as a reality in their lives. They are those born after the 1990s and will, in most cases; have no memory of life without the Net. [...] Generation I will be able to conceive of the Internet’s possibilities far more profoundly than we can today. This new generation will become agents of change as the limits of the Internet expand to include educational, scientific, and business applications that we cannot even imagine. (Gates)Digitods, on the other hand, is a term that has been used in education literature (Leathers et al.) to describe those children born after the introduction of the iPhone in 2007. These children often begin their lives with ready access to the Internet via easily usable touch screen devices, which could have been designed with toddlers’ touch and swipe movements in mind. Not only are they the youngest group of children to actively engage with the Internet they are the first group to grow up with a range of mobile Internet devices (Leathers et al.). The difference between Digitods and Gates’s Generation I is that Digitods are the first pre-verbal, non-ambulant infants to have ready access to digital technologies. Somewhere around the age of 10 months to fourteen months a baby learns to point with his or her forefinger. At this stage the child is ready to swipe and tap a touch screen (Leathers et al.). This is in contrast to laptops and PCs given that very young children often need assistance to use a mouse or keyboard. The mobility of touch screen devices allows very young children to play at the kitchen table, in the bedroom or on a car trip. These mobile devices have, of course, a myriad of mobile apps to go with them. These apps create an immediacy of access for infants and pre-schoolers who do not need to open a web browser to find their favourite sites. In the lives of these children it seems that it has always been possible to touch and swipe their way into games, books and creative and communicative experiences (Holloway et al. 149). The interactivity of most pre-school apps, as opposed to more passive screen activities such as watching television shows or videos (both offline or online), requires toddlers and pre-schoolers to pay careful attention, think about things and act purposefully (Leathers et al.). It is this interactivity which is the main point of difference, one which holds the potential to engage and educate our youngest children. It should be noted within this discussion about Digitods that, while the trope Digital Natives tends to homogenise an entire generation, the authors do not assume that all children born today are Digitods by default. Many children do not have the same privileged opportunities as others, or the (parental) cultural capital, to enable access, ease of use and digital skill development. In addition to this it is not implied that Digitods will be more tech savvy than their older siblings. The term is used more to describe and distinguish those children who have digital access almost since birth—in order to differentiate or tease out everyday family practices around these children’s ICT use and the possible risks and benefits this access affords babies, toddlers and pre-schoolers. While the term Digital Native has also been criticised as being a white middle class phenomenon this is not necessarily the case with Digitods. In the Southeast Asia and the Pacific region developed countries like Japan, Korea, New Zealand and Singapore have extremely high rates of touchscreen use by very young children (Child Sciences; Jie; Goh; Unantenne). Other countries such as the Philippines and Indonesia have moved to a high smart phone usage by very young children while at the same time have only nascent ICT access and instruction within their education systems (Unantenne). The Digitod Parent Parents of Digitods are usually experienced Internet users themselves, and many are comfortable with their children using these child-friendly touch screen devices (Findahl). Digital technologies are integral to their everyday lives, often making daily life easier and improving communication with family and friends, even during the high pressure parenting years of raising toddlers and pre-schoolers. Even though many parents and caregivers are enabling very young children’s use of touch screen technologies, they are also concerned about the changes they are making. This is because very young children’s use of touch screen devices “has become another area where they fear possible criticism and in which their parental practices risk negative evaluation by others” (Holloway et al). The tensions between expert advice regarding young children’s screen-time and parents’ and caregivers’ own judgments are also being played out online. Parenting blogs, online magazines and discussion groups are all joining in the debate: On the one hand, parents want their children to swim expertly in the digital stream that they will have to navigate all their lives; on the other hand, they fear that too much digital media, too early, will sink them. Parents end up treating tablets like precision surgical instruments, gadgets that might perform miracles for their child’s IQ and help him win some nifty robotics competition—but only if they are used just so. (Rosin)Thus, with over 80 000 children’s apps marketed as educational in the Apple App Store alone, parents can find it difficult to choose apps that are worth purchasing (Yelland). Nonetheless, recent research regarding Australian children shows that three to five year olds who access touch screen devices will typically have five or more specific apps to choose from (5.23 on average) (Neumann). With little credible evidence or considered debate, parents have been left to make their own choices about the pros and cons of their young children’s access to touch screens. Nonetheless, one immediate benefit that comes to mind is toddlers and pre-schoolers video chatting with dispersed family member—due to increased globalisation, guest worker arrangements, FIFO (fly-in fly-out) workforces and family separation or divorce. Such clear benefits around sociability and youngsters’ connection with significant others make previous screen-related guidelines out of date and no longer contextually relevant. Little Research Attention Family ownership of tablet devices as well as touch screen phones has risen dramatically in the last five years. With very young children being loaned these technologies by mum or dad, and a tendency in Australia to rely on market-orientated research regarding ownership and usage, there is very little knowledge about touch screen usage rates for very young Australian children. UK and US usage figures indicate that over the last few years there has been a five-fold increase in tablet uptake by zero to eight year olds (Ofcom; Rideout). Although large scale, comparative Australian data is not available, previous research regarding older children indicates that Australia is similar to high use countries like some Scandinavian nations and the UK (Green et al.). In addition to this, two small research projects in Australia, with under 160 participant families each, indicate that two thirds of these children (0-5) use touchscreen devices (Neumann; Coenenna et. al.). Beyond usage figures, there is also very limited evidence-based research about very young children’s app use. Interactive technologies available via touch screen technologies have been available domestically for a very short time. Consequently, “valid scientific research has not been completed and replicated due to [the lack of] available time” (Leathers el al. 129) and longitudinal studies which rely on an intervention group (in this case exposure to children’s apps) and a control group (no exposure) are even fewer and more time-consuming. Interestingly, researchers have revisited the issue of passive screen viewing. A recent 2015 review of previous 2007 research, which linked babies watching videos with poor language development, has found that there was statistical and methodological issues with the 2007 study and that there are no strong inferences to be drawn between media exposure and language development (Ferguson and Donellan). Thus, there seems to be no conclusive evidence-based research on which to inform parents and educators about the possible downside or benefits of touch screen use. Nonetheless, early childhood experts have been quick to weigh in on the possible effects of screen usage, some providing restrictive guidelines and recommendations, with others advocating the use of interactive apps for very young children for their educational value. This knowledge-gap disguises what is actually happening in the lives of real Australian families. Due to the lack of local data, as well as worldwide research, it is essential that Australian researchers obtain a comprehensive understanding about actual behaviour around touch screen use in the lives of children aged between zero and five and their families. Beginning Research While research into very young children’s touch screen use is beginning to take place, few results have been published. When researching two to three year olds’ learning from interactive versus non-interactive videos Kirkorian, Choi and Pempek found that “toddlers may learn more from interactive media than from non-interactive video” (Kirkorian et al). This means that the use of interactive apps on touch screen devices may hold a greater potential for learning than passive video or television viewing for children in this age range. Another study considered the degree to which the young children could navigate to and use apps on touch screen devices by observing and analysing YouTube videos of infants and young children using touch screens (Hourcade et al.). It was found that between the ages of 12 months and 17 months the children filmed seemed to begin to “make meaningful use of the tablets [and] more than 90 per cent of children aged two [had] reached this level of ability” (1923). The kind of research mentioned above, usually the preserve of psychologists, paediatricians and some educators, does not, however, ground very young children’s use in their domestic context—in the spaces and with those people with whom most touch screen usage takes place. With funding from the Australian Research Council Australian, Irish and UK researchers are about to adopt a media studies (domestication) approach to comprehensively investigate digital media use in the everyday lives of very young children. This Australian-based research project positions very young children’s touch screen use within the family and will help provide an understanding of the everyday knowledge and strategies that this cohort of technology users (very young children and their parents) have already developed—in the knowledge vacuum left by the swift appropriation and incorporation of these new media technologies into the lives of families with very young children. Whilst using a conventional social constructionist perspective, the project will also adopt a co-creation of knowledge approach. The co-creation of knowledge approach (Fong) has links with the communities of practice literature (Wegner) and recognises that parents, care-givers and the children themselves are the current experts in this field in terms of the everyday uses of these technologies by very young children. Families’ everyday discourse and practices regarding their children’s touch screen use do not necessarily work through obvious power hierarchies (via expert opinions), but rather through a process of meaning making where they shape their own understandings and attitudes through experience and shared talk within their own everyday family communities of practice. This Toddlers and Tablets research is innovative in many ways. It seeks to capture the enthusiasm of young children’s digital interactions and to pioneer new ways of ‘beginnings’ researching with very young children, as well as with their parents. The researchers will work with parents and children in their broad domestic contexts (including in and out-of-home activities, and grandparental and wider-family involvement) to co-create knowledge about young children’s digital technologies and the social contexts in which these technologies are used. Aspects of these interactions, such as interviews and observations of everyday digital interactions will be recorded (audio and video respectively). In addition to this, data collected from media commentary, policy debates, research publications and learned articles from other disciplinary traditions will be interrogated to see if there are correlations, contrasts, trends or synergies between parents’ construction of meaning, public commentary and current research. Critical discourse tools and methods (Chouliaraki and Fairclough) will be used to analyse verbatim transcripts, video, and all written materials. Conclusion Very young children are uniquely dependent upon others for the basic necessities of life and for the tools they need, and will need to develop, to claim their place in the world. Given the ubiquitous role played by digital media in the lives of their parents and other caregivers it would be a distortion of everyday life for children to be excluded from the technologies that are routinely used to connect with other people and with information. In the same way that adults use digital media to renew and strengthen social and emotional bonds across distance, so young children delight in ‘Facetime’ and other technologies that connect them audio-visually with friends and family members who are not physically co-present. Similarly, a very short time spent in the company of toddlers using touch screens is sufficient to demonstrate the sheer delight that these young infants have in developing their sense of agency and autonomy (https://www.youtube.com/watch?v=aXV-yaFmQNk). Media, communications and cultural studies are beginning to claim a space for evidence based policy drawn from everyday activities in real life contexts. Research into the beginnings of digital life, with families who are beginning to find a way to introduce these technologies to the youngest generation, integrating them within social and emotional repertoires, may prove to be the start of new understandings into the communication skills of the preverbal and preliterate young people whose technology preferences will drive future development – with their parents likely trying to keep pace. Acknowledgment This research is supported under Australia Research Council’s Discovery Projects funding scheme (project number DP150104734). References Bittman, Michael, et al. "Digital Natives? New and Old Media and Children's Outcomes." Australian Journal of Education 55.2 (2011): 161-75. Brown, Ari. "Media Use by Children Younger than 2 Years." Pediatrics 128.5 (2011): 1040-45. Burr, Vivien. Social Constructionism. 2nd ed. London: Routledge, 2003. Cavanaugh, Cathy, et al. "The Effects of Distance Education on K–12 Student Outcomes: A Meta-Analysis." Naperville, Ill.: Learning Point Associates, 2004. 5 Mar. 2009 ‹http://www.ncrel.org/tech/distance/index.html›. Child Sciences and Parenting Research Office. Survey of Media Use by Children and Parents (Summary). Tokyo: Benesse Educational Research and Development Institute, 2014. Coenena, Pieter, Erin Howiea, Amity Campbella, and Leon Strakera. Mobile Touch Screen Device Use among Young Australian Children–First Results from a National Survey. Proceedings 19th Triennial Congress of the IEA. 2015. Chouliaraki, Lilie and Norman Fairclough. Discourse in Late Modernity: Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh UP, 1999. Department of Education. "Belonging, Being and Becoming: The Early Years Learning Framework for Australia." Australian Government, 2009. Ferguson, Christopher J., and M. Brent Donnellan. "Is the Association between Children’s Baby Video Viewing and Poor Language Development Robust? A Reanalysis of Zimmerman, Christakis, and Meltzoff (2007)." Developmental Psychology 50.1 (2014): 129. Findahl, Olle. Swedes and the Internet 2013. Stockholm: The Internet Infrastructure Foundation, 2013. Fong, Patrick S.W. "Co-Creation of Knowledge by Multidisciplinary Project Teams." Management of Knowledge in Project Environments. Eds. E. Love, P. Fong, and Z. Irani. Burlington, MA: Elsevier, 2005. 41-56. Gates, Bill. "Enter 'Generation I': The Responsibility to Provide Access for All to the Most Incredible Learning Tool Ever Created." Instructor 109.6 (2000): 98. Goh, Wendy W.L., Susanna Bay, and Vivian Hsueh-Hua Chen. "Young School Children’s Use of Digital Devices and Parental Rules." Telematics and Informatics 32.4 (2015): 787-95. Green, Lelia, et al. "Risks and Safety for Australian Children on the Internet: Full Findings from the AU Kids Online Survey of 9-16 Year Olds and Their Parents." Cultural Science Journal 4.1 (2011): 1-73. Holloway, Donell, Lelia Green, and Carlie Love. "'It's All about the Apps': Parental Mediation of Pre-Schoolers' Digital Lives." Media International Australia 153 (2014): 148-56. Hourcade, Juan Pablo, Sarah Mascher, David Wu, and Luiza Pantoja. Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. ACM, 2015. Jie S.H. "ICT Use Statistics of Households and Individuals in Korea." 10th World Telecommunication/ICT Indicators Meeting (WTIM-12). Korea Internet & Security Agency (KISA), 25-7 Sep. 2012.Judge, Sharon, Kathleen Puckett, and Sherry Mee Bell. "Closing the Digital Divide: Update from the Early Childhood Longitudinal Study." The Journal of Educational Research 100.1 (2006): 52-60. Kirkorian, H., K. Choi, and Pempek. "Toddlers' Word Learning from Contingent and Non-Contingent Video on Touchscreens." Child Development (in press). Leathers, Heather, Patti Summers, and Desollar. Toddlers on Technology: A Parents' Guide. Illinois: AuthorHouse, 2013. NAEYC. Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8 [Position Statement]. Washington: National Association for the Education of Young Children, the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College, 2012. Neumann, Michelle M. "An Examination of Touch Screen Tablets and Emergent Literacy in Australian Pre-School Children." Australian Journal of Education 58.2 (2014): 109-22. Ofcom. Children and Parents: Media Use and Attitudes Report. London, 2013. Rideout, Victoria. Zero to Eight: Children’s Media Use in America 2013. San Francisco: Common Sense Media, 2013. Rosin, Hanna. "The Touch-Screen Generation." The Atlantic, 20 Apr. 2013. Strasburger, Victor C., et al. "Children, Adolescents, and the Media." Pediatrics 132.5 (2013): 958-61. Unantenne, Nalika. Mobile Device Usage among Young Kids: A Southeast Asia Study. Singapore: The Asian Parent and Samsung Kids Time, 2014. Wenger, Etienne. Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press, 1998. Wenger, Etienne. "Communities of Practice and Social Learning Systems." Organization 7.2 (2000): 225-46. Yelland, Nicola. "Which Apps Are Educational and Why? It’s in the Eye of the Beholder." The Conversation 13 July 2015. 16 Aug. 2015 ‹http://theconversation.com/which-apps-are-educational-and-why-its-in-the-eye-of-the-beholder-37968›.

IntroductionFew life experiences have a greater impact upon the sense of self than the diagnosis of a life-challenging illness. Breast cancer is such an illness, and the sudden transition from 'well' to 'ill' is unsettling for a person's sense of knowing who they are in 'their' own body. What you know about your body, what others know about your body and what your biology knows about your body become suddenly problematic. This paper addresses what people know about their bodies before and after experiencing a breast cancer diagnosis by examining relevant theory and empirical data drawn from an online community for people with breast cancer, their families and supporters. In the Breast Cancer Click (BCC) online community members are encouraged to blog their breast cancer journey, engage in discussion forums, use a private messaging function to talk in real-time with each other and a breast care nurse, and to participate in live group chat. The records of all these activities have been used in a netnographic study which aims to examine the efficacy of this mutual support community. In this paper we present some of the material which has been created in the community’s activities to consider the embodied experience of breast cancer. Evidence from online community members is addressed to consider what a western cultural experience of breast cancer as captured by a disembodied online community can tell us about embodiment and embodied knowledge. How Do We Know?In ‘Knowing and Being’, Polanyi argues that knowing is related to two separate methods of investigation which nonetheless need to be integrated. On the one hand is the detailed knowledge of the particulars, and on the other the grasping of the big-picture conceptualization of the whole. “A medical student,” he writes, “deepens his knowledge of a disease by learning a list of its symptoms with all their variations, but only clinical practice can teach him to integrate the clues observed on an individual patient to form a correct diagnosis of his illness, rather than an erroneous diagnosis which is often more plausible” (460). The implication here is that there is more at stake than a formulaic listing of symptoms. The ‘knowing’ relates to knowledge around the disease of breast cancer; the ‘being’ relates to the experience of being a breast cancer patient. The necessary theory underpinning the identification of disease, the progress of symptoms and the side effects of treatment fails to capture the experience of the breast cancer patient, which is mutually recognisable among other patients even where superficial aspects of the disease manifestation diagnosis and progress may differ. Lekkie Hopkins writes of her immediate and bodily experience of hearing the diagnosis of her breast cancer:Thwack! ‘The good news is that you won’t die of this. The bad news is that you will have to lose a breast’. Whoosh earthwards. Floor opens to swallow my life force. Body a shell. Head empty, uncomprehending. Within seconds, whoosh again, upwards this time. Blood rushes to head, face blooms red, eyes zoom onto the tiny points of calcification on the x-ray image, ears boom. Lose a breast, lose a breast, lose a breast ricochets off the walls. Kind eyes, gentle hands, steady voice: ‘Can I call someone? Your partner?’ Kind eyes, gentle hands, steady voice. Lose a breast, Lose a breast, Lose a breast (132).Such embodied knowledge may not be recognisable within a medical/scientific context. Conflict can arise between a woman’s embodied knowledge of her breast cancer and the medical/scientific understanding involved in her treatment (Thomas-McLean, Memories of Treatment). Perhaps surprisingly, the body can appear absent in medical discourse and alternative approaches are needed to provide an embodied perspective. Considering poet and feminist scholar Adrienne Rich’s invitation to women to learn to think through the body, Lekkie Hopkins wondered “what it must mean to lose part of that body” (134). Thomas-McLean has noted that frameworks of health and illness can fail to capture the “complexities associated with living with an altered body” (Beyond Dichotomies 202). She promotes the idea that “women speaking for themselves, about their own experiences” is an important part of the repository of knowledge and understanding about breast cancer (Memories of Treatment 629). Our knowledge comes from our physical nature, our embodiment within our world and the meanings attached to the body within our social context.An online community constructed using community networking technologies may seem an unlikely place for reclaiming the knowledge of the body. However, deep connection between members has been observed in online communities studied in detail (Bonniface et al.). The qualitative richness of complex experiences, missing from the medical discourse, can be found in such communities and constitute an alternative source of data to traditional interview methods. As mentioned, it is not an aim of this paper to address the efficacy of the Breast Cancer Click community, but to use some of the material which has been created in the community’s activities to consider the embodied experience of breast cancer. In speaking for themselves in the Breast Cancer Click community, women reveal both their knowing and being as breast cancer survivors.Online Support in a (Dis)embodied CommunityThe research question addressed in this paper is “What embodied knowledge about breast cancer can be shared in the disembodied realm of an online support community?” Women experiencing the betrayal of their bodies seek the authenticating experience of sharing their stories with others whose lives have embodied analogous experiences. Breast Cancer Click (BCC) was set up to provide a connection between breast cancer patients and their supporters with others who are currently undergoing treatment and those that have completed their treatments wishing to support others. This peer-to-peer support is expanded through interaction with an online Breast Care Nurse, providing education and information and unraveling the medical terminology and diagnosis with each specific patient, where requested. Through personal messages, forum threads and group online chats regular contact is maintained with newly diagnosed members, those currently involved with treatment, and those considering reconstruction and other post-surgical options. It is through these active members’ dialogue that we can appreciate the value provided by this disembodied communicative space. Using the principles of netnography (Kozinets), which applies ethnographic techniques to online communities and environments, the posts, chat, forum contributions and private messages (all de-identified) were archived to provide the raw data for this study. Transcripts were analysed to identify themes arising (Strauss & Corbin) and to select content which illustrates these themes and illuminates the experience of participants and the value or otherwise of the online community. Necessarily, with hundreds of thousands of words posted as part of the ongoing research project, only selected material is presented here. Three major areas of discussion are presented for this paper: development of a new normal, breast image and holistic health. We have not ‘personalised’ the contributions of Breast Cancer Click members, but have indicated verbatim quotes via the attribution to (BCC).The ‘New Normal’I have silicone implants and swimming now feels VERY wierd. (BCC) This statement is indicative of a range of language comparing the pre-diagnosis, or pre-cancer, body with the changed circumstances which embody the results of the cancer even while the medical model excises it. Insights and comments on the bodily experience arise in a range of circumstances such as: through the experience of hair loss following on from chemotherapy; questions about authenticity and reconstruction following surgery. im expecting to shave my head as soon as i see hairloss. i have already had my hair cut shorter to help my kids adjust etc.i cut my hair short too before chemo so i get used to the idea havent shaved it yet though. (all BCC) These comments indicate the intuitive use of simulation strategies as a means of adjusting to the anticipated response of the body to the experience of chemotherapy. This simulation strategy reintroduces a sense of agency for the BCC member, allowing them to feel as though they have chosen to change their appearance.Sometimes the edge of the new normal can be softened by the experience of social and emotional solidarity conveyed through others embodying their support for the person with a breast cancer diagnosis: oh when i lost my hair, my boss (at the time) was so lovely, and he shaved his head, and we had our pics taken together : ). Mine too- the school did greatest shave just as I lost my hair. Raised $900. (Both BCC) Although the experience of losing hair through chemotherapy is very different from that of being shaved, the embodiment of ‘different’ can serve to offer consolation and companionship for those who are embarking on a breast cancer journey. A return to the ‘old normal’ can be a cause for celebration, along with a recognition that the body continues to function as it had pre-cancer:i remember the feeling when my hair was long enuf to dye back to blonde : ) was fabulous when it got long enuf for a bit of a style instead of just fluff! (BCC) Breast Image, Mastectomy and ReconstructionWithin the breast cancer community, the issue of reconstruction following mastectomy becomes a very personal one, whilst also, for some people, involving wider gender politics. Although it might seem this is an elaboration of the discussion around challenges to the concept of the ‘pre-cancer self’ and the new normal, women’s breasts have such a range of associations in Western culture that it is hard to be objective about the new embodiment of the post-cancer self. I had a lumpectomy but it's obvious size wise and I lost my nipple completely ... but I won't reconstruct or wear padding.We all look great (scars are not so lovely) but with swimwear or a bra on we are all OK. I went from a small a cup to a c cup as the plastic surgeon suggested we ‘may as well kick a goal as a point’. (Both BCC)Sometimes the experience of the disease is such that the ‘new normal’ places the body into an anomalous category. There is an embodiment of strangeness which over-rides the conscious understanding about biology and function. The rational, knowledgeable, self can sometimes be seen to be in conflict with the experiential being of the post-treatment breast cancer patient. This was the case with a 29 year-old BCC member who successfully fell pregnant after her diagnosis. This exchange was via live chat between the breast care nurse (BCN) and the BCC member, so it sometimes reads in a disjointed way as the messagers respond to each other’s posts in a semi-synchronous way. Do you think you will breast-feed? (BCC Breast Care Nurse) probably not. (BCC)i feel weird about my boobs now. (BCC) How do you mean? (BCC Breast Care Nurse) like i'd make sure baby got first milk etc, and then bottle feed. (BCC)oh umm its hard to describe, they don't feel like they are for that purpose anymore. (BCC)i don't like the left one being touched much. (BCC)Good plan - good for baby to have some breast milk. (BCC Breast Care Nurse)No - I guess it feels odd - not normal? (BCC Breast Care Nurse)As in this exchange, the online community operates to validate the experiences of its members, to offer support and understanding. The politics around breast feeding, as with those around a woman’s physical appearance, mean that people with a diagnosis of breast cancer often perceive they are subject to a range of social ‘shoulds’ at a time when they are trying to re-learn (or to learn) an authentic sense of being in communication with, and being in communion with, their body. Holistic HealthWe went for a brisk walk around west-end with heart rate monitors on to check our pulse rates. It was great to do the exercise in a group situation. I am looking forward to getting in touch with my pre-diagnosis body again. I gently stretched my 'bad' arm which was OK.I am very happy to say that my energy levels have already improved and have just been for a walk. My unused muscles are waking up and I feel excited now I realize it is possible for me to return to my pre-diagnosis fitness levels and activities. (Both BCC) The physicality of the experience of cancer and its treatment can act as a spur to people who wish to reassert control over their bodies and bring their body back into a positive relationship with health and fitness. Sometimes this impetus can provoke an almost super-human response on the part of the person with breast cancer:I had been attending Body Pump 2 or 3 times a week for 10 years prior to my diagnosis and made casual aquaintences with other regular attendees. […] I returned to the classes myself while still on chemo, I was having a weekly light dose for 3 months so felt OK. While my energy levels were a bit low I managed to do about 75% of the class with light weights and just stopped when I became tired. The instructor and other class members were so supportive. It helped me to feel like I was getting back to normal just being able to participate in the classes. (BCC)On occasions, BCC members will post in a way that invites support from those who have developed successful strategies or responses to similar challenges. Here the mind is sometimes seen as determining the response of the body: [I’m] finding it hard to get motivated enough to go out. This is made worse because I have put on lots of weight and am so unfit compared to my pre-cancer body. So doing exercise just isn't as much fun anymore. Hopefully it will get better. (BCC)When a person with a breast cancer diagnosis seeks strategies to move beyond a place in which they feel stuck, it is often through harnessing a sensory image. The means of moving through a challenge, or towards an acceptable new normal, might be via the use of senses, simulation and experiential movement: I feel like I'd like to have someone gently hold my hand and lead me to do all the cardio, exercises and stretching. Having been through so much I feel like being nurtured but instead I have to be strict and a bit tough to take steps to go forward. […] Often I pop outside and if the sky is clear and it's not too cold I walk around the block. (BCC)Communication and the BodyWhat is clear from these communications between members is that an experience of breast cancer can trigger particular responses associated with physical embodiment. Even as the person with a new diagnosis of breast cancer tries to rationalise the diagnosis, the treatment and the prognosis, so they are assaulted by a range of highly physical sensations, from feeling sick, to feeling crushed, to feeling as if even the certainties of gravity have been challenged by this embodiment of change (Walker, Plant, Hopkins). For those working through their response, initial analysis of the data from the disembodied BCC community indicates that accommodating the post-cancer self often takes a physical form, an acceptance of the revised self and its engagement in sensory and simulated ways with the wider world. For example it is often aspects of the post-surgery body that BCC members use to highlight the possibility of a lighter, more humorous, response to the challenges of their experience:haha XX [friend who has had a breast cancer diagnosis] and [I] still go to lift the boob when washing in the shower haha.a friend of mine had [a] double reconstruction a few years back and needed ‘replacement nipples’ that were imported from the US - we all laughed when she announced they have arrived in the post for her! (Both BCC)In terms of the research question, “What embodied knowledge about breast cancer can be shared in the disembodied realm of an online support community?”, the data presented indicates that experience of the life-changing disease of breast cancer can trigger a new appreciation of the physicality of the human condition. This can be shared with others in a similar situation, seeking confirmation of shared experience. The disembodied community allows the member-self to move from the cognitive realm into an experiential one. It foregrounds the strangeness of the revised body through temporary but highly visible indicators, such as the loss of hair following chemotherapy, and permanent but less visible changes, such as the removal of a breast. It allows these changes to be recontextuatlised as the new normal, and provides a safe space in which to explore and imagine further responses to these embodied challenges such as whether to use a prosthesis, or to embark upon a reconstruction. The physically disembodied community of the BCC may constitute a lived space where the daily experience of breast cancer is addressed; “simultaneously part of bodily forms and their social constructions” (Moss and Dyck 49).This initial analysis of BCC community posts indicates that one way through the maelstrom of diagnosis, treatment and living with an altered body is a renewed focus upon experiential data and the sensory life. Simulation is often used and described as a means of coming to terms with the new normal. Theoretical discussions around embodied knowledge, may yet prove to have practical outcomes by contributing to a composite and shared understanding of the disease and in supporting people whose lives have triggered a radical re-appraisal of what it is to be an embodied being.AcknowledgementsThe research project upon which this paper is based is funded jointly by Breast Cancer Care WA and the Australian Research Council with in-kind contributions from Edith Cowan University and utilizes a social network site linked to Breast Cancer Care WA and Steel Blue’s Purple Boot Brigade.References Bonniface, Leesa, Lelia Green, and Maurice Swanson. “Affect and an Effective Online Therapeutic Community.” M/C Journal 8.6 (2005). 14 Aug. 2012 ‹http://journal.media-culture.org.au/0512/05-bonnifacegreenswanson.php›.Hopkins, Lekkie. “Bad News: A Narrative Account of the Subjective Experience of Mastectomy.” Health Sociology Review 12 (2003): 129-136.Kozinets, Robert. Netnography: Doing Ethnographic Research Online. Thousand Oaks, CA: Sage, 2010.Moss, Pamela, and Isabel Dyck. Women, Body, Illness: Space and Identity in the Everyday Lives of Women with Chronic Illness. Lanham, MA: Rowman & Littlefield, 2002.Plant, Jane. Your Life in Your Hands: Understand, Prevent and Overcome Breast Cancer and Ovarian Cancer. 4th ed. London: Virgin Books, 2007.Polanyi, Michael. “Knowing and Being.” Mind (New Series), 70.280 (1961): 458-470.Strauss, Anselm, and Juliet Corbin. Basics of Qualitative Research: Techniques for Developing Grounded Theory. Thousand Oaks, CA: Sage, 1998.Thomas-McLean, Roanne. "Memories of Treatment: the Immediacy of Breast Cancer." Qualitative Health Research 14 (2004): 628-643.---. Beyond Dichotomies of Health and Illness: Life after Breast Cancer. Nursing Inquiry 12 (2005): 200-209.Rich, Adrienne. Of Woman Born: Motherhood as Experience and Institution. London: Virago, 1992.Walker, Brenda. Reading by Moonlight: How Books Saved a Life. Melbourne: Penguin Australia, 2010.