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Petersen, Douglas B., Shelbi L. Gragg y Trina D. Spencer. "Predicting Reading Problems 6 Years Into the Future: Dynamic Assessment Reduces Bias and Increases Classification Accuracy". Language, Speech, and Hearing Services in Schools 49, n.º 4 (24 de octubre de 2018): 875–88. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0021.
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PurposeThe purpose of this study was to examine how well a kindergarten dynamic assessment of decoding predicts future reading difficulty at 2nd, 3rd, 4th, and 5th grade and to determine whether the dynamic assessment improves the predictive validity of traditional static kindergarten reading measures.MethodWith a small variation in sample size by grade, approximately 370 Caucasian and Hispanic students were administered a 3-min dynamic assessment of decoding and static measures of letter identification and phonemic awareness at the beginning of kindergarten. Oral reading fluency was then assessed at the end of Grades 2–5. In this prospective, longitudinal study, predictive validity was estimated for the Caucasian and Hispanic students by examining the amount of variance the static and dynamic assessments explained and by referring to area under the curve and sensitivity and specificity values.ResultsThe dynamic assessment accounted for variance in reading ability over and above the static measures, with fair to good area under the curve values and sensitivity and specificity. Classification accuracy worsened when the static measures were included as predictor measures. The results of this study indicate that a very brief dynamic assessment can predict with approximately 75%–80% accuracy, which kindergarten students will have difficulty in learning to decode up to 6 years into the future.ConclusionsDynamic assessment of decoding is a promising approach to identifying future reading difficulty of young kindergarten students, mitigating the cultural and linguistic bias found in traditional static early reading measures.
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McMillan, Cathy S. y Loran D. Erdmann. "Tracking Adiposity and Health-Related Physical Fitness Test Performances From Early Childhood Through Elementary School". Pediatric Exercise Science 22, n.º 2 (mayo de 2010): 231–44. http://dx.doi.org/10.1123/pes.22.2.231.
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This study tracked health-related physical fitness measurements in children, including sum of triceps and medial calf skinfolds, timed 1-mile run/walk, 1-min bent-knee sit-up, pull-up, and sit-and-reach values. Results are from 409 boys and 409 girls tested in kindergarten and fifth grade, also retaining their first, second, third, and fourth grade data. In separate gender analyses, Spearman’s rho correlations were significant (p < .001) for all grade level pair combinations for each variable. Five-yr tracking of adiposity and all health-related physical fitness measurements for boys and girls was generally moderate from early childhood to the upper elementary ages.
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Kjeldsen, Ann-Christina, Lic Educ, Silja K. Saarento-Zaprudin y Pekka O. Niemi. "Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9". Journal of Learning Disabilities 52, n.º 5 (17 de mayo de 2019): 366–82. http://dx.doi.org/10.1177/0022219419847154.
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Training in phonological awareness has brought about well-documented positive effects on learning to read in lower-primary grades. Less is known about long-term gains extending to upper-primary and junior high school. The few longitudinal studies covering at least 5 years suggest that gains in decoding are sustained, whereas effects on reading comprehension have either not been studied or produced equivocal results. The present study followed up the reading development of 209 Finland Swedish students from kindergarten until Grade 9, half of whom participated in an 8-month phonological intervention in kindergarten. The intervention group outperformed the control group in both word reading and reading comprehension in Grades 1 through 9. However, albeit statistically significant, the differences at the group level were small. The main result was a clear-cut difference in both skills among readers at risk belonging to the lowest 25% in foundational skills at the beginning of kindergarten. In Grade 6, altogether 60% of the nontrained readers at risk still belonged to the lowest quartile in reading comprehension as opposed to 24% of their peers in the intervention group. The pattern was repeated in Grade 9, with trained readers at risk performing at the level of nontrained mainstream readers.
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Bukhalenkova, Daria A. y Darina M. Nechaeva. "Development of Inhibition Control in Children during the Transition from Kindergarten to School during the COVID-19 Pandemic: Longitudinal Study". Moscow University Psychology Bulletin 46, n.º 4 (2023): 36–63. http://dx.doi.org/10.11621/lpj-23.
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Background. The COVID-19 pandemic is a unique situation in the global community which emerged for the first time. Research shows that the pandemic may have a long-term effect on children's development. Inhibition control is one of the main components of executive functioning and a predictor to a child's further academic success. However, there are few works devoted to the study of the impact of the pandemic on inhibition control in preschoolers. The objective of the study was to identify dynamics of the development of inhibition control in children aged 5-7 years (from senior preschool to primary school age) during the COVID-19 pandemic. Indicators of the development of inhibition control in first-graders before and during the pandemic were compared. Methods. Inhibition control was assessed three times (at 5, 6, and then at 7 years of age) with the NEPSY-II Inhibition subtest. Sample. This longitudinal study involved children aged 5 to 8 years at the time of follow-up from 2019 to 2021 (N=101). Additionally, the sample included first-grade children who were trained in kindergarten and first grade before the pandemic (March 2019, N=84). Results. The results of the analysis indicate that inhibition control successfully developed in children from the senior kindergarten group to the first grade of school during the pandemic. At the same time, the level of development of inhibition control in girls after the pandemic is higher than in girls before the pandemic, while no significant differences were found for boys. Conclusion. The level of inhibitory control in preschoolers, whose education in the preparatory group of the kindergarten took place during the COVID-19 pandemic, despite the restrictions introduced and changes in the usual way of life, corresponds to the norms. It has been shown that the results of the development of inhibitory control in children who were caught up in the pandemic and those who were not caught up in the pandemic differ depending on gender.
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Fu, You y Ryan D. Burns. "Demographic Characteristics Related to Motor Skills in Children Aged 5-7 Years Old". International Journal of Kinesiology and Sports Science 6, n.º 2 (30 de abril de 2018): 15. http://dx.doi.org/10.7575/aiac.ijkss.v.6n.2p.15.
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Background: Motor skill is important to young children’s overall well-being. However, there has been a paucity of work examining the demographic characteristics on young children’ motor skill. Objective: The purpose of this study was to examine the differences in motor skills across socio-economic status (SES) and grade levels in elementary school children. Method: Participants were 651 kindergarten to 2nd grade children (mean age = 6.2 ± 0.9 years; 305 girls, 346 boys) recruited from two low SES schools and another two high SES schools. Selected motor skill items were measured using the Test for Gross Motor Development-3rd Edition (TGMD-3) instrument. Data were collected once at each school during physical education class and recess period. A 4 × 3 × 2 × 2 Multivariate Analysis of Variance (MANOVA) test was employed to examine the differences among grade, SES, ethnicity, and sex on TGMD-3 scores. Results: There were significant main effects for grade (Wilks’ lambda = 0.34, F (2, 1274) = 229.6, p < 0.001) and SES (Wilks’ lambda = 0.70, F (2, 637) = 136.3, p < 0.001). Follow-up tests revealed statistically significant differences between grades on locomotor, object control and overall TGMD-3, with the 2nd graders displaying highest mean scores, followed by 1st graders and kindergarteners. Follow-up tests suggested that high SES children displaying statistically significant higher mean scores than low SES students on all motor skill variables. Conclusion: Older children demonstrated higher motor competence levels, and those with high SES displayed higher motor skill levels than lower SES children.
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Nathan, Nicole K., Rachel L. Sutherland, Kirsty Hope, Nicole J. McCarthy, Matthew Pettett, Ben Elton, Rebecca Jackson et al. "Implementation of a School Physical Activity Policy Improves Student Physical Activity Levels: Outcomes of a Cluster-Randomized Controlled Trial". Journal of Physical Activity and Health 17, n.º 10 (1 de octubre de 2020): 1009–18. http://dx.doi.org/10.1123/jpah.2019-0595.
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Aim: To assess the impact of a multistrategy intervention designed to improve teachers’ implementation of a school physical activity (PA) policy on student PA levels. Methods: A cluster-randomized controlled trial was conducted in 12 elementary schools. Policy implementation required schools to deliver 150 minutes of organized PA for students each week via physical education, sport, or class-based activities such as energizers. Schools received implementation support designed using the theoretical domains framework to help them implement the current policy. Results: A total of 1,502 children in kindergarten to grade 6 participated. At follow-up compared with control, students attending intervention schools had, measured via accelerometer, significantly greater increases in school day counts per minute (97.5; 95% confidence interval [CI], 64.5 to 130.4; P < .001) and moderate to vigorous physical activity (MVPA) (3.0; 95% CI, 2.2–3.8, P < .001) and a greater decrease in sedentary time (−2.1; 95% CI, −3.9 to −0.4, P = .02) per school day. Teachers in intervention schools delivered significantly more minutes (36.6 min) of PA to their students at follow-up (95% CI, 2.7–70.5, P = .04). Conclusions: Supporting teachers to implement a PA policy improves student PA. Additional strategies may be needed to support teachers to implement activities that result in larger gains in student MVPA.
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Crane, Jeff, Patti-Jean Naylor y Viviene Temple. "The Physical Activity and Sedentary Behaviour Patterns of Children in Kindergarten and Grade 2". Children 5, n.º 10 (20 de septiembre de 2018): 131. http://dx.doi.org/10.3390/children5100131.
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Accompanying the transition from early to middle childhood are substantial changes in children’s educational and recreational circumstances. These changes may affect physical activity levels. This study examined levels of physical activity and sedentary behaviours in kindergarten (age range 5–6 years) and grade 2 (age range 7–8 years). Participants were 96 kindergarten children recruited in the 2010–2011 and 2011–2012 school years and 94 grade 2 children recruited in the 2012–2013 and 2013–2014 school years. A sub-cohort of children was tracked longitudinally from kindergarten to grade 2. Accelerometers were used to measure physical activity and sedentary behaviour. Independent t-tests revealed that children in grade 2 spent significantly less time engaged in physical activity compared to those in kindergarten (292 min/day compared with 354 min/day) and more in sedentary behaviours (443 min/day compared with 368 min/day). For the longitudinal sample, the pattern was similar. Repeated measures ANOVA revealed a significant decrease in physical activity levels (364 min/day to 292 min/day) and a significant increase in sedentary behaviour (368 min/day to 435 min/day) over time. There is a critical need to invest in strategies to maintain higher levels of physical activity across the primary years and reduce sedentary time, since these behaviours affect health outcomes.
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Desoete, Annemie y Magda Praet. "A Pilot Study on the Effectiveness of Kindergarten Games to Enhance Mathematical Skills". Journal of Cognitive Education and Psychology 21, n.º 1 (1 de junio de 2022): 21–33. http://dx.doi.org/10.1891/jcep-2021-0020.
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Adaptive serious mathematical games in kindergarten were used to investigate whether kindergarteners could grasp mathematics topics. A pretest–posttest-follow up design with two conditions. (Condition 1 educational kindergarten games on the computer, focusing on counting and comparison, Condition 2 educational kindergarten games on the computer, focusing on memory, counting and comparison) and one active control group (playing educational kindergarten games without mathematical content) was set up dealing with 45 preschoolers with a mean age of 68.78 months (SD = 4.46). Children were matched in kindergarten on their early mathematical and language skills as well as on their intelligence before the interventions took place. The study revealed that playing mathematical games in kindergarten had the potential to enhance the early mathematical skills. Children with initial weak mathematical skills in kindergarten caught up with their average performing peers, pointing to the importance of serious numerical games as “opportunities” in kindergarten. Both boys and girls benefitted, with a sustained effect in grade 1, revealing promising potential effects of offering opportunities to focus on mathematics even in very young children.
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Tangel, Darlene M. y Benita A. Blachman. "Effect of Phoneme Awareness Instruction on the Invented Spelling of First-Grade Children: A one-year Follow-Up". Journal of Reading Behavior 27, n.º 2 (junio de 1995): 153–85. http://dx.doi.org/10.1080/10862969509547876.
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In an earlier study (Tangel & Blachman, 1992), low-income, inner-city children who received 11 weeks of instruction in kindergarten in phoneme awareness produced invented spellings at the end of kindergarten that were rated developmentally superior to those of control children. The purpose of this study was to investigate the invented and standard spelling of these same children in February and May of first grade. During first grade, the treatment children participated in a reading program that continued to emphasize phoneme awareness and the alphabetic code. In February of first grade and May of first grade (the end of the second year of the study), treatment children significantly outperformed the control children on measures of invented and standard spelling. A reliable scoring system had been created to evaluate the invented spelling of the kindergarten children (Tangel & Blachman, 1992). For this study, the scoring system was expanded to evaluate later developing spelling patterns. As with the original scale, the expanded scale was found to be highly reliable using either correlation or percent of agreement. In addition, a reliable scoring system was developed to rate the developmental sophistication of responses (e.g., allowing partial credit for phonetically correct responses) on a measure of standard spelling.
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Weiss, Marc Franchot. "Children's Attitudes toward the Mentally Ill: An Eight-Year Longitudinal Follow-up". Psychological Reports 74, n.º 1 (febrero de 1994): 51–56. http://dx.doi.org/10.2466/pr0.1994.74.1.51.
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In 1986, Weiss reported the measurement of the attitudes of 577 children of elementary school age toward mental illness and mentally ill persons relative to other stigmatized groups on a projective measure of social distance. It was concluded that attitudes toward deviant groups were evidenced by Kindergarten and did not change appreciably with increasing age or grade. Eight years later, 35 of the previously examined 65 Kindergarten students were still enrolled in the district. Parental permission to repeat the evaluation was received for 34 of those students. The results of this longitudinal research were remarkably similar to the results in the original cross-sectional research, again leading to the conclusion that attitudes toward the mentally ill become quite stable and enduring by the time a child enters Kindergarten. Only one stigmatized group, mentally retarded persons, significantly changed in terms of social distance and interpersonal attraction toward being more acceptable.
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Mononen, Riikka y Pirjo Aunio. "Early Mathematical Performance in Finnish Kindergarten and Grade One". Lumat: International Journal of Math, Science and Technology Education 1, n.º 3 (30 de septiembre de 2013): 245–61. http://dx.doi.org/10.31129/lumat.v1i3.1104.
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The present study assessed Finnish kindergarten (N = 177, Mage = 76.4 months, SD = 3.7 months) and grade one (N = 178, Mage = 87.2 months, SD = 3.7 months) children’s mathematical skills in the beginning of the school year. The mathematical skills were assessed once using researcher-developed paper-pencil tests. The variance analysis (ANOVA) was used to study the effects of age and gender on performance level. Boys and girls performed similarly in both samples, but age effects were found in the kindergarten and first grade; older children performed higher than younger ones. The older children may have had more opportunities to practise and get acquainted with mathematical issues, as the age difference between the youngest and the oldest child in the classroom can be up to one year. Children performing at or below the 25th percentile in both samples showed significantly weaker performance in several mathematical skills (i.e., number word sequences, enumeration, and addition and subtraction), compared to other performance groups. On the other hand, many children already understood in the beginning of the school year much of what is considered in mathematics curriculum and materials in their forthcoming school year in the kindergarten or the first grade.
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Sallo, Maarike y Raiot Silla. "Physical Activity with Moderate to Vigorous Intensity in Preschool and First-Grade Schoolchildren". Pediatric Exercise Science 9, n.º 1 (febrero de 1997): 44–54. http://dx.doi.org/10.1123/pes.9.1.44.
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The purpose of this investigation was to study the pattern of habitual physical activity (HPA) and to assess the time spent in moderate to vigorous physical activity (MVPA) in kindergarten and first-grade schoolchildren. In 54 children, HPA was studied during 4 consecutive days by whole-day heart rate (HR) monitoring. MVPA was defined on the basis of HR threshold above 139 beats per minute. Sustained periods of MVPA of 20 or more minutes were observed only in 20% of boys and 17% of girls. However, the pattern of HPA of all children contained 1-min, and 2- to 4-min periods of MVPA, and 80% of boys and 90% of girls had 5- to 9-min sustained periods of MVPA. It can be concluded that in 4- to 8-year-old children, HPA is characterized by an intermittent pattern without prolonged periods of MVPA.
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Horm, Diane M., Shinyoung Jeon, Moira V. Clavijo y Melissa Acton. "Kindergarten through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education: A RCT Follow-Up Study". Education Sciences 12, n.º 12 (12 de diciembre de 2022): 908. http://dx.doi.org/10.3390/educsci12120908.
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An accepted conclusion is that children at risk for educational failure who participate in high-quality early care and education (ECE) enter kindergarten “more ready”, possessing skills comparable to their more advantaged peers. There is less consensus about longer-term outcomes with some studies finding continuation of early gains, while others report “fade out” by elementary school. This study investigated child outcomes, kindergarten through Grade 3, of 75 children randomly assigned as infants to either participate or not in an enhanced Early Head Start/Head Start program. It was hypothesized that the children who experienced this high-quality ECE would perform better than their control group peers across a range of measures. From kindergarten to Grade 3, children in the treatment group demonstrated higher skills in letter and word identification, vocabulary, oral comprehension, and math than control group children after controlling for child/family characteristics and classroom quality. Results for executive functioning were mixed with children in the treatment group showing higher skills on one of the two measures of executive function. No group differences were found for social-emotional skills. This study contributes to the scant literature of longitudinal studies spanning infancy through to Grade 3. In addition to the findings of a general pattern of continuation of positive child outcomes in early academic skills associated with earlier high-quality ECE attendance, this study also contributes information about the potential size of impacts of contemporary ECE programs starting in infancy.
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Friso-van den Bos, Ilona, Johannes E. H. Van Luit, Evelyn H. Kroesbergen, Iro Xenidou-Dervou, Ernest C. D. M. Van Lieshout, Menno Van der Schoot y Lisa M. Jonkman. "Pathways of Number Line Development in Children". Zeitschrift für Psychologie 223, n.º 2 (10 de julio de 2015): 120–28. http://dx.doi.org/10.1027/2151-2604/a000210.
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Dyscalculia, or mathematics learning disability, has received growing attention in recent years. Working memory and number sense are hypothesized to form important determinants of dyscalculia, but longitudinal assessments of number sense in children with or at-risk for dyscalculia are scarce. The current study investigated number line development in first and second grade, in addition to kindergarten predictors and mathematical proficiency as an outcome. Children (n = 396) could be divided into three latent growth classes: at-risk, catch-up, and typical, based on their number line development. Growth was predicted by kindergarten number sense and verbal working memory. According to the class to which they were assigned, children differed in mathematical proficiency at the end of grade 2. The current study makes an important contribution to the understanding of risk for dyscalculia, showing that children at-risk can be distinguished based on their number line development, and that kindergarten variables are predictive of subsequent development.
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Laski, Elida V., Marina Vasilyeva y Joanna Schiffman. "Longitudinal Comparison of Montessori versus Non-Montessori Students’ Place-Value and Arithmetic Knowledge". Journal of Montessori Research 2, n.º 1 (15 de mayo de 2016): 1. http://dx.doi.org/10.17161/jomr.v2i1.5677.
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Base-10 and place value understanding are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014; Fuson, 1990; Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use for children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (N = 53) two years later when the children were in 2nd and 3rd grade. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools only showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, there were no program differences in place value understanding in 2nd and 3rd grade. Although Montessori children used different strategies to obtain answers to addition problems in 2nd and 3rd grade as compared with non-Montessori children, there were no program differences in addition accuracy at any grade level. Educational implications are discussed.
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Lindner, Koenraad J. "Age Changes in Assembly Performance: A Component Analysis". Perceptual and Motor Skills 67, n.º 3 (diciembre de 1988): 955–59. http://dx.doi.org/10.2466/pms.1988.67.3.955.
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100 children from Kindergarten to Grade 9 (i.e., 5 to 15 yr.) performed a one-handed manual dexterity assembly task. The videotaped performances were analyzed for the components, Grasping, Transporting, Positioning, Reaching, and Pauses. All five components contributed significantly to the improvements in the lower grades. The Grasping component deteriorated significantly in the older children, but Reaching and Positioning continued to improve up to Grade 9. There were no sex differences.
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Wharton, Paul y Donald E. Mowrer. "Prevalence of Cleft Uvula among School Children in Kindergarten through Grade Five". Cleft Palate-Craniofacial Journal 29, n.º 1 (enero de 1992): 10–14. http://dx.doi.org/10.1597/1545-1569_1992_029_0010_pocuas_2.3.co_2.
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The purpose of this study was to determine the prevalence of bifid uvula among elementary school children in grades K through 5. Three examiners performed independent intraoral examinations of 709 children enrolled in a Jacksonville, Florida metropolitan public school. The structure of the uvula was evaluated as normal or bifid. If bifid, the cleft was classified as: (a) notched, (b) extending up to ¼ the length of the uvula, (c) extending from ¼ to ¾ 4 of the length of the uvula, or (d) extending the full length of the uvula. Prevalence of some form of uvular cleft was observed among 16 (2.26%) of the children while full length uvular cleft was found in only two (0.3%) of the children. These findings are congruent with percentages reported in other studies. It is recommended that speech-language pathologists identify children with bifid uvulas and provide appropriate counseling and follow-up study.
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Catts, Hugh W., Marc E. Fey, Xuyang Zhang y J. Bruce Tomblin. "Estimating the Risk of Future Reading Difficulties in Kindergarten Children". Language, Speech, and Hearing Services in Schools 32, n.º 1 (enero de 2001): 38–50. http://dx.doi.org/10.1044/0161-1461(2001/004).
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Purpose: Speech-language pathologists have the skills and knowledge needed to play an important role in the early identification of children who are at risk for reading difficulties. Whereas research has identified language and other factors that may be predictive of future reading problems, studies have not provided the statistical models and classification data needed for the implementation of early identification programs. In this paper, we report the results of a longitudinal study that examined kindergarten predictors of second-grade reading outcome. Method: Six hundred and four children were given a battery of language, early literacy, and nonverbal cognitive measures in kindergarten as part of an epidemiologic study of language impairments in children. Follow-up testing of reading achievement was completed in second grade. Participants were divided into those children with and without reading difficulties. Results: Findings indicated that five kindergarten variables (letter identification, sentence imitation, phonological awareness, rapid naming, and mother’s education) uniquely predicted reading outcome in second grade. Clinical Implications: A logistic regression formula and classification data based on these results are provided. Suggestions are offered concerning how this information could be used in an early identification and intervention program for children who are at risk for reading difficulties.
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Reisberg, Kirkke, Eva-Maria Riso y Jaak Jürimäe. "Physical fitness in preschool children in relation to later body composition at first grade in school". PLOS ONE 16, n.º 1 (13 de enero de 2021): e0244603. http://dx.doi.org/10.1371/journal.pone.0244603.
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BackgroundThis study aimed to investigate whether better physical fitness in kindergarten predicts later healthier body composition in first grade at school.MethodsBody composition was assessed by skinfold thickness measurements. Physical fitness tests included 20 m shuttle run test, handgrip strength test, standing long jump test, 4x10 m shuttle run test as part of PREFIT fitness test battery, and one-leg stance test from EUROFIT test battery. The participants of this study were 147 Estonian children (51% boys) aged 6–8 years, who were measured in the transition from kindergarten to school.ResultsAfter adjusting for maternal body mass index, educational attainment, child’s sex, age at the measurements, greater cardiovascular and motor fitness, relative lower body strength, static balance at 6.6 yr were associated with lower fat mass index, fat mass percentage at 12-month follow-up. The relative lower body strength above the median at 6.6 yr were related to lower fat mass index and fat mass percentage at 12-month follow-up, while the static balance test results demonstrated the opposite associations. Improvements in the 4x10 m shuttle run test results during the 12-month follow-up period were associated with the most beneficial changes in body composition status, such as increases in fat-free mass index and decreases in fat mass index, fat mass percentage, waist-to-height ratio after adjusting for maternal body mass index, educational attainment, child’s sex, age, at the measurements and baseline values of exposures.ConclusionBetter physical fitness tests results at 6.6 yr in kindergarten generally predicted lower body fat parameters in children at 7.6 yr in first grade at school.
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Hapidin, R. Sri Martini Meilanie y Eriva Syamsiatin. "Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model". JPUD - Jurnal Pendidikan Usia Dini 14, n.º 1 (30 de abril de 2020): 15–31. http://dx.doi.org/10.21009/jpud.141.02.
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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
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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
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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
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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
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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
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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.
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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
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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
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Clements, Douglas H., Julie Sarama, Carolyn Layzer y Fatih Unlu. "Implementation of a Scale-Up Model in Early Childhood: Long-Term Impacts on Mathematics Achievement". Journal for Research in Mathematics Education 54, n.º 1 (enero de 2023): 64–88. http://dx.doi.org/10.5951/jresematheduc-2020-0245.
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A follow-up of a cluster-randomized trial evaluated the long-term impacts of a scale-up model composed of 10 research-based guidelines grounded in learning trajectories. Two treatment groups received the intervention during the prekindergarten year, and one of these groups received follow-through support in kindergarten and first grade. Business-as-usual curricula were used in all other cases, including all years for the control group. Early effects on mathematics achievement decreased through fourth grade but reemerged at fifth grade. These results support both a latent trait hypothesis, whereby stable characteristics of students explain differences in achievement, and a latent foundation hypothesis, whereby early mathematical knowledge and skills provide a foundation for competence in mathematics in later years, especially those that involve challenging mathematics.
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Zacher, Jessica C. "Talking about Difference and Defining Social Relations with Labels". Language Arts 85, n.º 2 (1 de noviembre de 2007): 115–24. http://dx.doi.org/10.58680/la20076170.
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In this study over the course of one school year, I set out to look closely at what the diverse fifth-grade students in Ms. Jean’s urban class were learning from the social justice curriculum. As a former kindergarten teacher at Gonzales myself, in this project I wanted to know what children said, thought, and did when they were asked to read books that brought up issues of difference and injustice.
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Murillo Montes, Violis Paola. "Acompañamiento familiar en las actividades escolares de los niños de grado jardín en el Municipio de Majagual Sucre". Revista Simón Rodríguez 2, n.º 3 (1 de febrero de 2022): 37–48. http://dx.doi.org/10.62319/simonrodriguez.v.2i3.11.
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The purpose of this research is to describe the family support of kindergarten grade children at the José Gavalda and San Vicente educational institutions belonging to the Escuela Normal Superior de La Mojana and San José educational institutions in the municipality of Majagual Sucre Colombia. It is considered descriptive research with a contemporary transactional field design. The sample was made up of 50 kindergarten parents from the aforementioned institutions, out of a total of 150 that made up the study unit. To collect the data, the survey technique was used and as an instrument a scale of 75 items with a validity of 0.86 and a reliability calculated by Cronbach’s Alpha of 0.97, the data were analyzed with descriptive statistics, specifically the relative and percentage frequency and as a measure of central tendency the median, since the event was measured in an ordinal degree. The results show a very weak support from the parents of children at this educational level.
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Lugo-Neris, Mirza J., Elizabeth D. Peña, Lisa M. Bedore y Ronald B. Gillam. "Utility of a Language Screening Measure for Predicting Risk for Language Impairment in Bilinguals". American Journal of Speech-Language Pathology 24, n.º 3 (agosto de 2015): 426–37. http://dx.doi.org/10.1044/2015_ajslp-14-0061.
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Purpose This study evaluated the accuracy of an experimental version of the Bilingual English Spanish Oral Screener (BESOS; Peña, Bedore, Iglesias, Gutiérrez-Clellen, & Goldstein, 2008) for predicting the long-term risk for language impairment (LI) for a matched group of preschool-aged Spanish–English bilingual children with and without LI. Method A total of 1,029 Spanish–English bilingual children completed the BESOS before entering kindergarten. A subset of 167 participants completed a follow-up language evaluation in 1st grade. Twenty-one of these children were identified as having LI and were matched to a group of 21 typically developing peers from the larger sample. A series of discriminant analyses were used to determine the combination of scores on the BESOS that most accurately predicted 2 years later which children presented with and without LI. Results The linear combination of the semantics and morphosyntax scores in the best language resulted in predictive sensitivity of 95.2% and predictive specificity of 71.4%, with an overall accuracy of 81% for predicting risk for LI. Conclusion A bilingual language screener administered before kindergarten can be useful for predicting risk for LI in bilingual children in 1st grade.
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Grigorakis, Ioannis y George Manolitsis. "Η συμβολή της μορφολογικής επίγνωσης στα πρώτα στάδια ανάπτυξης της ικανότητας ορθογραφημένης γραφής". Preschool and Primary Education 4, n.º 1 (30 de mayo de 2016): 128. http://dx.doi.org/10.12681/ppej.8581.
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Recent research studies in several alphabetic orthographic systems have shown a significant contribution of morphological awareness in the development of spelling ability. It is assumed that awareness of morphemes facilitates the application of morphophonemic principles on spelling. However, apart from its effect on understanding the conventions of the general spelling system of a language, morphological awareness seems to facilitate the orthographic performance of specific morphemes as well, especially inflectional suffixes, through their morphemic differentiation. The aim of this longitudinal study was to examine the contribution of morphological awareness in Kindergarten and Grade 1, on children’s spelling ability of inflectional suffixes in both Grades 1 and 2. Two hundred and fifteen Greek – speaking children from Kindergarten up to Grade 1 were assessed on measures of: (a) morphological awareness (e.g., word analogy, decomposition of derivative words, reversing compounds), (b) general cognitive skills (nonverbal intelligence, verbal intelligence, short-term memory, vocabulary), and (c) early literacy skills (phonological awareness, rapid automatized naming, letter knowledge). Also, in both Grades 1 and 2 children were assessed on measures of spelling ability of inflectional suffixes in words and pseudowords. The results of the hierarchical regression analyses showed that the morphological awareness of children in both Kindergarten and Grade 1 predicted significantly their spelling of inflectional suffixes only in words, in Grades 1 and 2 respectively, beyond the effects of cognitive and language skills. Morphological awareness skills did not contribute significantly to children’s spelling of inflectional suffixes in pseudowords. Overall, these findings highlight that early morphological awareness skills contribute significantly to the development of spelling ability even at the early primary school years. Therefore, it is suggested that the teaching of spelling inflectional suffixes has to emphasize the semantic and syntactic role of inflectional suffixes through activities of writing rather than memorizing rules for the correct spelling of each inflectional suffix.
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Sariyem, Sariyem, Mahkamah Brantasari y Harry Gunawan. "PENINGKATAN KETERAMPILAN MOTORIK HALUS ANAK DENGAN KEGIATAN KOLASE BAHAN DAUN KERING DI KELOMPOK B TK PUSAKA INDAH SAMARINDA TAHUN AJARAN 2017-2018". Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini 3, n.º 2 (30 de enero de 2019): 52–62. http://dx.doi.org/10.24903/jw.v3i2.267.
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Students in Pustaka Indah Kindergarten Samarinda were considered having low sensory motor skill due to lack of physical practic, unattactive facilities of learning, less maximum guide frorm the teacher, and less various teaching method. Responding the issue, the researcher applied a classroom action research to improve student’ motor skill through collage activity by using dried leaves. This study involved 20 students of Group B at Pustaka Indah Kindergarten as the research subject. Moreover, observation sheets and documentation of learning activity were employed to collect the data. The data was then analyzed through descriptive quantitative and qualitatively. The research was carried out in three cycles, wherein each cycle consists of four stages; planning, implementation, observation and reflection. Having analyed the data, students’ sensory motor skill increased after implementing the collage activity. Based on observation sheet on the students’ average score in pre cycle, 0% students did not reach the passing grade. However, at the first cycle, 40% students managed to improve their sensory motor skill, which then increased in the second cycle, making up 70,33% with good category. In conclusion, the collage activity has effectively improved students’ sensory motor skill, especially for students in Pusaka Indah Kindergarten Samarinda.
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Garbacz, S. Andrew, Laura Lee McIntyre, Elizabeth A. Stormshak y Derek B. Kosty. "The Efficacy of the Family Check-Up on Children’s Emotional and Behavior Problems in Early Elementary School". Journal of Emotional and Behavioral Disorders 28, n.º 2 (22 de octubre de 2018): 67–79. http://dx.doi.org/10.1177/1063426618806258.
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This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children’s emotional and behavior problems in first and second grade. Children’s emotional and behavior needs and the receipt of special services in school at pretest were examined as moderators. Participants were primary caregivers and teachers of 365 children in early elementary school. Using an intent-to-treat approach, results indicated children in the FCU condition outperformed children in a business-as-usual control condition on teacher report of emotional and behavior problems in first and second grade. Children experiencing higher levels of emotional and behavior problems at pretest benefited from the FCU more than did children who experienced lower levels of problems. There was no evidence of moderation by whether children received special services in school. Implications for family-centered interventions, study limitations, and future research directions are discussed.
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Ouazad, Amine. "Assessed by a Teacher Like Me: Race and Teacher Assessments". Education Finance and Policy 9, n.º 3 (julio de 2014): 334–72. http://dx.doi.org/10.1162/edfp_a_00136.
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Do teachers assess same-race students more favorably? This paper uses nationally representative data on teacher assessments of student ability that can be compared with test scores to determine whether teachers give better assessments to same-race students. The data set follows students from kindergarten to grade 5, a period during which racial gaps in test scores increase rapidly. Teacher assessments comprise up to twenty items measuring specific skills. Using a unique within-student and within-teacher identification and while controlling for subject-specific test scores, I find that teachers do assess same-race students more favorably. Effects appear in kindergarten and persist thereafter. Robustness checks suggest that: student behavior does not explain this effect; same-race effects are evident in teacher assessments of most of the skills; grading “on the curve” should be associated with lower assessments; and measurement error in assessments or test scores does not significantly affect the estimates.
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D’Agostino, Jerome V. y Emily Rodgers. "Literacy Achievement Trends at Entry to First Grade". Educational Researcher 46, n.º 2 (marzo de 2017): 78–89. http://dx.doi.org/10.3102/0013189x17697274.
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Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We created an up-to-date literacy profile for beginning readers using a multiple cohort database that contained achievement data for students at entry to first grade ( n = 364,738) in the same schools ( n = 2,358) over a 12-year period starting in 2002. Our finding that overall beginning of first-grade reading achievement for both low achieving and more typically achieving students improved measurably between 2002 and 2013 provides empirical support for the growing academic focus in the early grades. However, our findings about the differential nature of that progress for low achieving students compared to those more typically achieving raise new questions and concerns about a growing literacy achievement gap in the early grades.
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Yanti, Dini Widiya y Rika Partika Sari. "Peningkatan Keterampilan Sosial Pada Anak Usia Dini Melalui Permainan Tradisional Bengkulu". Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini 1, n.º 2 (27 de febrero de 2019): 1–15. http://dx.doi.org/10.24042/ajipaud.v1i2.3508.
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AbstractThe aims of this research is to get information and data about the effort ti increase children’s social skills in grade B kindergarten through playing method of traditional games in PAUD Yasporbi Kota Bengkulu. Research method used action research method. This method conduced in two cycles according to Kemmis and Taggart model which consist of 4 stages (plan, action, observation and reflection). Data collecting tecniques used field notes, interview, documentation and observation. Research subject was taken from 10 children of 5-6 years old. The result of the research shows that children’s social skills through playing method of traditional games could increase of grade B kindergarten. Analysis of data obtained from the comparison between pre-percentage increase which showed from pre-intervency the class avarage is 47,70% up to 79,79% at posttest result. Keywords: social skills, traditional games.AbstrakTujuan penelitian ini adalah untuk mendapatkan informasi dan data tentang upaya meningkatkan keterampilan sosial melalui permainan tradisional bengkulu di PAUD Yasporbi Kota Bengkulu. Metode penelitian yang dignakan adalah metode Kemmis dan Taggart yang terdiri dari perencanaan, tindakan, observasi dan refeksi. Teknik pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Subyek penelitian terdiri dari 10 anak berusia 5 -6 tahun. Hasil penelitian ini menunjukkan bahwa keterampilan sosial anak PAUD kelas B melalui metode permainan tradisional sebesar 47,79% dari praintervensi rata-rata kelas dan 79,79% pada hasil posttest.Kata kunci: Keterampilan sosial, permainan tradisonal.
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Wolfersteig, Wendy, Marisol Juarez Diaz y Diane Moreland. "Empowering Elementary and Middle School Youth to Speak Up and Be Safe: Advancing Prevention of Child Maltreatment with a Universal School-Based Curriculum". International Journal of Environmental Research and Public Health 19, n.º 19 (20 de septiembre de 2022): 11856. http://dx.doi.org/10.3390/ijerph191911856.
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Child maltreatment is a global public health problem, and school-based universal prevention programs such as the Speak Up Be Safe (SUBS) curriculum can be an effective solution to help address child violence. This randomized control study employed a pre-, post-, and six-month follow-up design for students in kindergarten to grade 8, approximately ages 5–13 (n = 2797). Surveys measured the efficacy of the curriculum in increasing students’ knowledge of safety rules and self-protection strategies. The analyses explored the differences at follow-up between the conditions for each index/scale for each grade using an analysis of covariance, which controlled for the pre-survey scores. The SUBS group had significantly higher scores at follow-up than the students in the control group. This study showed that the students learned new knowledge and skills to act upon and identify child abuse and neglect in keeping themselves and others safe. Policy- and decision makers now know that as a child maltreatment prevention program, SUBS can be implemented universally in schools at a low cost, delivering an essential evidence-based safety curriculum that protects students from child maltreatment.
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Blondis, Thomas A., Jeffrey H. Snow y Pasquale J. Accardo. "Integration of Soft Signs in Academically Normal and Academically at-Risk Children". Pediatrics 85, n.º 3 (1 de marzo de 1990): 421–25. http://dx.doi.org/10.1542/peds.85.3.421.
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The development of motor and sensory proficiency and the integration of soft signs were analyzed for 38 children with average achievement and 29 children achieving below grade level. Motor coordination, speed, and inhibition, as well as the development of sensory function, were evaluated at the time of entrance to kindergarten and again during the first grade. The performance of both groups progressed on tasks measuring motor speed and coordination as well as tactile integration. Although the children achieving below grade level continued to perform the majority of tasks poorly in comparison with the children performing at grade level, on most of the measures they evidenced definite catch-up or greater gain than the children performing at grade level. Their progress on the motor speed and coordination tasks supports the hypothesis of a developmental lag in these areas. Results of tests of motor inhibition were notable for an absence of progression. That children achieving below grade level did not advance in this area would argue against the hypothesis of a developmental lag for all soft signs. Although results of this longitudinal study are preliminary, findings to date would allow for the possibility that both deficits and lags are responsible for the differences between the academically normal and academically at-risk children.
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Dobbs, Kathleen y Alan McDaniel. "Horticulture/Gardening in Kindergarten through Fifth and Sixth Grade Education in Virginia: A Survey of Teachers". HortScience 31, n.º 4 (agosto de 1996): 608b—608. http://dx.doi.org/10.21273/hortsci.31.4.608b.
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In Spring 1995, a survey was conducted on horticulture/gardening in Virginia kindergarten through fifth and sixth grades (K–5/6). Ten questionnaires and cover letters were sent to each of 100 randomly chosen elementary schools of the 1143 elementary schools representing ≈45,000 teachers throughout Virginia. Based on a 33.7% response rate from a self-selected group of K–5/6 teachers in Virginia, there is a relatively high level of interest (87.5% of respondents were interested) regarding using horticulture/gardening in the classroom. To facilitate incorporating horticulture into the curriculum for the widest number of teachers, teaching packets containing horticulture-based lesson plans, activity ideas, posters, and AV materials should be prepared. However, it is likely that using these prepared resources alone will result in a minimum amount of integration of horticulture/gardening in the classroom. Materials should be presented to interested teachers at a local class or in-service where they can be reviewed and teachers are able to address any concerns or needs they may have. A follow-up outreach should be done in the form of monthly newsletters: one for the teachers containing new ideas on using horticulture in the classroom and one for students with horticulture-based activities and information. Additionally, the need for preservice undergraduate and postservice graduate level horticulture courses offered by Virginia Tech for teachers should be explored.
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Petersen, Douglas B., Helen Chanthongthip, Teresa A. Ukrainetz, Trina D. Spencer y Roger W. Steeve. "Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students". Journal of Speech, Language, and Hearing Research 60, n.º 4 (14 de abril de 2017): 983–98. http://dx.doi.org/10.1044/2016_jslhr-l-15-0426.
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Purpose This study investigated the classification accuracy of a concentrated English narrative dynamic assessment (DA) for identifying language impairment (LI). Method Forty-two Spanish–English bilingual kindergarten to third-grade children (10 LI and 32 with no LI) were administered two 25-min DA test–teach–test sessions. Pre- and posttest narrative retells were scored in real time. Using a structured intervention approach, examiners taught children missing story grammar elements and subordination. A posttest was administered using a parallel story. Results Four classification predictors were analyzed: posttest scores, gain scores, modifiability ratings, and teaching duration. Discriminant function analysis indicated that an overall modifiability rating was the best classifier, with 100% sensitivity and 88% specificity after 1 DA session and 100% sensitivity and specificity after 2 sessions. Any 2 combinations of posttest scores, modifiability ratings, and teaching duration for just 1 session resulted in sensitivity and specificity rates over 90%. Receiver operating characteristic analyses were used to identify clinically usable cutoff points. Post hoc exploration indicated that similar results could be obtained after only one 5–10-min teaching cycle, potentially further abbreviating the DA process. Conclusion Concentrated English narrative DA results in high classification accuracy for bilingual children with and without LI. This efficient version of DA is amenable to clinical use.
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Sadorra, Bryan Eli Bagasin. "Comparing Reading Skills of Conventionally-Schooled and Homeschooled Children". American Journal of Development Studies 1, n.º 1 (29 de abril de 2023): 24–26. http://dx.doi.org/10.54536/ajds.v1i1.1587.
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Reading is part of our everyday life. Children enhance their reading skills through the help of different teaching reading strategies. Different reading skills are vital to children’s development because reading skills are essential for one to function in our society. Nevertheless, the variety of teaching reading strategies goes with the variety of learning methodologies and the different formal education systems that may entail. This led to the conduct of this study on comparing the reading skills of conventionally-schooled and homeschooled children. In the study, an adopted questionnaire for teachers and homeschooling parents as well as different reading worksheets for kindergarten, grades 1, 2, and 3 that is sourced from various sources were administered using convenience sampling. A mixed method of research was the study’s research design. Research respondents were homeschooling parents and conventional school teachers as well as select homeschooled and conventionally-schooled pupils who belong to the following grade levels: kinder, grade one (1), and grade two (2). The gathered data underwent statistical analysis -- percentage frequency, median, Mann-Whitney U - test of difference and z-score. Results revealed that homeschooled children are significantly more skilled in reading than from conventionally-schooled children. Furthermore, the data gathered revealed different teaching strategies used to improve the reading skills of conventionally- schooled and homeschooled children. These can be summed up to bottom up process, top-down process and interaction of the bottom-up and top-down process in reading.
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Kim, James S., Catherine A. Asher, Mary Burkhauser, Laura Mesite y Diana Leyva. "Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities". AERA Open 5, n.º 3 (julio de 2019): 233285841987270. http://dx.doi.org/10.1177/2332858419872701.
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This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.
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Bjørge, Joachim Søreng, Amalie Gunnarshaug, Torgrim Log y Maria-Monika Metallinou. "Study of Industrial Grade Thermal Insulation as Passive Fire Protection up to 1200 °C". Safety 4, n.º 3 (19 de septiembre de 2018): 41. http://dx.doi.org/10.3390/safety4030041.
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It has recently been demonstrated that 50 mm thick industrial grade thermal insulation may serve as passive fire protection of jet fire exposed thick walled steel distillation columns. The present study investigates the performance of thermal insulation in conjunction to 3 mm, 6 mm, 12 mm and 16 mm steel walls, i.e., where the wall represents less heat sink, when exposed to 350 kW/m2 heat load. Regardless of the tested steel plate thicknesses, about 10 min passed before a nearly linear steel temperature increase versus time was observed. Thereafter, the thinnest plates systematically showed a faster temperature increase than the thickest plates confirming the wall heat sink effect. To study thermal insulation sintering, 50 mm thermal insulation cubes were heat treated (30 min holding time) at temperatures up to 1100 °C. No clear sign of melting was observed, but sintering resulted in 25% shrinkage at 1100 °C. Thermogravimetric analysis to 1300 °C revealed mass loss peaks due to anti-dusting material at 250 °C and Bakelite binder at 460 °C. No significant mass change occurred above 1000 °C. Differential scanning calorimetry to 1300 °C revealed endothermic processes related to the anti-dusting material and Bakelite mass losses, as well as a conspicuous endothermic peak at 1220 °C. This peak is most likely due to melting. The endothermic processes involved when heating the thermal insulation may to a large part explain the 10 min delay in steel plate temperature increase during fire testing. Overall, the tested thermal insulation performed surprisingly well also for protecting the thin steel plates.
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Wong, Kerry, Ari R. Joffe, Jason Yap, Bryan Acton, Irina Dinu, Elham Khodayari Moez y Charlene MT Robertson. "KINDERGARTEN-AGE NEUROCOGNITIVE AND FUNCTIONAL OUTCOMES AFTER LIVER TRANSPLANTATION DONE AT AGE <6 YEARS". Paediatrics & Child Health 23, suppl_1 (18 de mayo de 2018): e13-e13. http://dx.doi.org/10.1093/pch/pxy054.034.
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Abstract BACKGROUND Mortality after liver transplant has improved, making long-term outcomes increasingly important. OBJECTIVES To describe neurocognitive and functional outcomes after liver transplant done in young children, and determine potentially modifiable risk factors for adverse outcomes. DESIGN/METHODS Between 1999–2014, all <6 years old liver transplant recipients at our center were enrolled in this ethics board approved, longitudinal inception-cohort. Demographic, pre-transplant, transplant, and post-transplant data were prospectively collected. Following informed consent, outcomes were determined by experienced paediatric psychologists using Wechsler Preschool and Primary Scale of Intelligence III, Beery-Buktenica Developmental Test of Visual-Motor Integration-V (VMI), and Adaptive Behavior Assessment System-II. Associations with outcomes (Full-Scale intelligence quotient [FSIQ], Performance IQ [PIQ], Verbal IQ [VIQ], VMI and General Adaptive Composite [GAC]) were determined using multiple linear regression. Population norms for each score are mean 100 (SD15). RESULTS 78 liver transplants were performed; 69 patients survived, and all completed follow-up. Outcomes for the 60 patients without metabolic disease are reported. FSIQ, PIQ, and VIQ were 94.5 (17.0), 95.4 (17.8), and 93.7 (17.6). VMI and GAC were 91.6 (16.2) and 89.7 (18.0). Outcomes were shifted to the left of population norms, with the proportion having IQ scores >1 SD (score <85, expected 15.9%) and >2 SD (score <70, expected 2.27%) below population norms being: 23.3% and 8.3%, 25% and 8.3%, and 21.7% and 11.7% respectively. For VMI and GAC these proportions were 25% and 8.3%, and 35% and 13.3%. There were few predictors of outcomes: for FSIQ, grade-IV encephalopathy [effect size -15, 95%CI -29,-1; p=0.03]; PIQ, grade-IV encephalopathy [effect size -16, 95%CI -31, -1; p=0.04], VIQ, grade-IV encephalopathy [effect size -17, 95%CI -31, -4; p=0.01], living-related donor [effect size 10, 95%CI 2, 18; p=0.02], and rejection in first 30d [effect size 9, 95%CI 0.5, 17; p=0.04]; and VMI, grade-IV encephalopathy [effect size -20, 95%CI -33, -7; p=0.002], and PELD at activation [effect size 0.5, 95%CI 0.2, 0.9; p=0.006]. Variables not associated with neurocognitive outcomes included: age at transplant, year of transplant, having any severe complication post-operatively, growth failure, and socioeconomic status. CONCLUSION Neurocognitive and functional outcomes after liver transplant at age <6 years are shifted to the left of population norms. Severe encephalopathy at transplant predicted a poorer outcome. More research is needed to determine risk factors for the over 3X higher prevalence of scores <70 compared to population norms.
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Nigg, Claudio R., Xanna Burg, Barbara Lohse y Leslie Cunningham-Sabo. "Accelerometry and Self-Report Are Congruent for Children’s Moderate-to-Vigorous and Higher Intensity Physical Activity". Journal for the Measurement of Physical Behaviour 4, n.º 2 (1 de junio de 2021): 187–94. http://dx.doi.org/10.1123/jmpb.2020-0017.
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Purpose: This study used different analytic approaches to compare physical activity (PA) metrics from accelerometers (ACC) and a self-report questionnaire in upper elementary youth participating in the Fuel for Fun intervention. Methods: The PA questionnaire and ACC were assessed at baseline/preintervention (fall fourth grade), Follow-up 1/postintervention (spring fourth grade), and Follow-up 2 (fall fifth grade) of 564 fourth grade students from three elementary schools (50% females, 78% White, and 28% overweight or obese). Different analytic approaches identified similarities and differences between the two methods. Results: On average, self-report was higher than ACC for vigorous PA (range = 9–15 min/day), but lower than ACC for moderate PA (range = 24–30 min/day), light PA (range = 30–36 min/day), and moderate-to-vigorous physical activity (MVPA; range = 9–21 min/day). Spearman’s correlations for vigorous PA (.30, .26, and .32); moderate PA (.12, .13, and .14); and MVPA (.25, .25, and .24) were significant at each time point (all ps ≤ .01), whereas correlations for light PA were not significant (.06, .04, and .07; all ps > .05). In repeated-measures analyses, ACC and questionnaire measures were significantly different from each other across the three time points; however, change difference of the two measures over time was only 5.5 MVPA min/day. Conclusions: The PA questionnaire and ACC validated each other and can be used to assess MVPA in upper elementary school children in a similar population to the current study. However, each assessment method captures unique information, especially for light-intensity PA. Multiple PA measurement methods are recommended to be used in research and application to provide a more comprehensive understanding of children’s activity.
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Von Seg Esser, L. K., M. Tönz, B. Leskosek y M. Turina. "Evaluation of Phospholipidic Surface Coatings ex-vivo". International Journal of Artificial Organs 17, n.º 5 (mayo de 1994): 294–300. http://dx.doi.org/10.1177/039139889401700507.
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To evaluate the thromboresistant properties of phospholipidic surface coatings mimicking the lipid surface of blood cells, we studied four different types of phospholipids bound onto PVC tubings in comparison to uncoated as well as heparin bonded controls. The samples analyzed included diacetylenic phospholipid coated as a monomeric treatment (A), diacetylenic phospholipid polymerised prior to being coated (B), and two types of polymeric phospholipids made using methacrylate containing monomers (C and D). A bovine (bodyweight 67 ± 3 kg) left heart bypass model (pump flow 3.2 ±0.1 l/min) was selected and the surfaces were exposed to the blood stream up to 360 min without systemic heparinization. Thereafter another set of samples was exposed to stagnant blood over 20 min. Besides hemodynamic, hematologic and biochemical analyses, the macroscopic appearance of 119 blood exposed surface samples was graded semiquantitatively on a scale of 0 to 10: no macroscopic deposits = grade 0, 1 spot (1 mm diameter) = grade 1, 2 spots = grade 2, 5 or more spots = grade 5, up to 10% of the surface covered with clots = grade 6, 100% covered = grade 10 (p<0.05=∗): mean grade of deposits was 0.0 ± 0.0 for segments perfused and 0.0 ± 0.0 for segments exposed to stagnant blood with surfaces exposing to the blood either heparin, phopholipid A, or phospholipid B (NS). Phospholipids C and D were graded 0.0 ± 0.0 if perfused and 0.7 ± 1.2 if exposed to stagnant blood. Uncoated PVC control tubings however were graded 0.2 ± 0.8 for segments perfused and 2.7 ± 3.0 for segments exposed to stagnat blood (p<0.05 in comparison to all surfaces coated with phospholipids or heparin if perfused and if exposed to stagnant blood). Hence phospholipidic surface coatings expose significant antithrombotic properties which out perform todays standard for tubings in clinical perfusion (uncoated PVC).
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Burton, Allen W., Nancy L. Greer y Diane M. Wiese-Bjornstal. "Variations in Grasping and Throwing Patterns as a Function of Ball Size". Pediatric Exercise Science 5, n.º 1 (febrero de 1993): 25–41. http://dx.doi.org/10.1123/pes.5.1.25.
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This study examined the effect of ball size on the movement patterns used by children and adults to grasp a ball and then to throw it as hard as possible. A total of 104 kindergarten, second-grade, fourth-grade, eighth-grade, and young adult males and females were asked to pick up six styrofoam balls of different diameters (from 4.8 to 29.5 cm) four times each as they were presented in random order, and then throw them as hard as possible at a wall 6.7 m away. Transitions from one- to two-hand grasps were made as ball diameters increased, with older subjects switching at significantly larger diameters than younger subjects (p<.0001); however, when ball size was scaled to hand size, older subjects switched at significantly smaller relative diameters than younger subjects (p<.Ol), indicating that hand size may be a critical factor in determining grasp form. Transitions from one- to two-hand throws were made by less than 25% of the subjects (mostly kindergartners and females), demonstrating a strong preference by older children and adults for throwing with one hand, even with ball diameters larger than a subject’s hand size.
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Gee, Kevin A. "Growing Up With A Food Insecure Adult: The Cognitive Consequences of Recurrent Versus Transitory Food Insecurity Across the Early Elementary Years". Journal of Family Issues 39, n.º 8 (9 de febrero de 2018): 2437–60. http://dx.doi.org/10.1177/0192513x18755199.
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To investigate how kindergarteners cognitively developed in a family with an adult who experienced recurrent versus transitory food insecurity, a sample of 1,040 kindergarteners (mean age = 5.6 years) from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 was analyzed using multilevel growth modeling. Results indicated that kindergarteners from homes with an adult who experienced recurrent food insecurity (twice within a 24-month period; n = 490) initially had slower growth in reading relative to their counterparts who were in homes with an adult who was food insecure only once over the same time period ( n = 550). However, this initial disadvantage diminished over time. As a result, the recurrent group’s reading trajectory converged with that of their transitory peers by second grade. These findings highlight the value of adopting more temporal view of food insecurity and its developmental consequences.
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Pakhomov, K. S., Yu V. Antipov y I. D. Simonov-Emel'yanov. "The Viscous Characteristics and Rheokinetics of an Epoxy Oligomer with an Active Thinner". International Polymer Science and Technology 44, n.º 1 (enero de 2017): 27–30. http://dx.doi.org/10.1177/0307174x1704400105.
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The effect of an EA-grade low-viscosity thinner and of temperature on the rheokinetic properties of an epoxy oligomer of grade UP-610 cured with a Benzam-ABA amine curing agent was investigated. It was established that, when thinner is introduced and the temperature is varied, the lifetime of EFA-B epoxy binder can vary from 25 min to 26 h.
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McClendon, Susan y Mary Beth Zeni. "Evaluation of Vision Referral Program With School-Aged Children and Their Parents/Guardians". Journal of School Nursing 36, n.º 4 (13 de enero de 2019): 243–50. http://dx.doi.org/10.1177/1059840518821427.
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Vision plays a key role in a child’s development. Early detection and treatment of vision abnormalities decreases future complications. Follow-up vision care is a common problem. Barriers to vision care include financial cost, lack of insurance knowledge to cover costs, and disbelief of vision results. The purpose of this evidence-based pilot project was to improve the rate of follow-up vision care obtained by school-aged children. The target population was school-aged children from kindergarten to fifth grade at an elementary school within Lake County, Ohio. The vision referral program included phone calls to families to identify and overcome barriers to obtaining vision care. Barriers identified with the target population include disbelief of vision results, lack of knowledge about vision health, and financial cost. Results indicated an increase of vision care rates during the 2017–2018 academic year by 60% above baseline rates from the previous academic year.
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Sprugevica, Ieva y Torleiv HOien. "Early phonological skills as a predictor of reading acquisition: A follow-up study from kindergarten to the middle of grade 2". Scandinavian Journal of Psychology 44, n.º 2 (abril de 2003): 119–24. http://dx.doi.org/10.1111/1467-9450.00329.
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Hopkins, Billy L. "What's Going On…". Arithmetic Teacher 32, n.º 8 (abril de 1985): 33. http://dx.doi.org/10.5951/at.32.8.0033.
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Elementary computer loan program. John H. Bayne Elementary School in Capitol Heights, Maryland, has implemented a program in which students can check out a computer for use at home. The three-component computer-literacy program is financed by a donation from Prescription Learning, an instructional firm in Springfield, Illinois. The program's components consist of computer literacy for kindergarten through second-grade students, skill reinforcement for students in grades four and six as a follow-up to reading and mathematics programs, and computer use at home for students in grades three and five. In the at-home component, students use the computers from four to six weeks. For more information contact Joyce Thomas, Principal, John H. Bayne Elementary School, 7010 Walker Mill Road, Capitol Heights, MD 20743 (301/336-1200).
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SAIEGH–HADDAD, ELINOR. "Linguistic distance and initial reading acquisition: The case of Arabic diglossia". Applied Psycholinguistics 24, n.º 3 (1 de agosto de 2003): 431–51. http://dx.doi.org/10.1017/s0142716403000225.
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The study examined phonemic awareness and pseudoword decoding in kindergarten and first grade Arabic native children. Because native speakers of Arabic first learn to read in Modern Standard Arabic (MSA), a language structurally distinct from the local form of the language they grow up speaking, it was hypothesized that the linguistic differences between the two varieties, the so-called diglossic variables, would interfere with the acquisition of basic reading processes in MSA. Two diglossic variables were examined: phoneme and word syllabic structure. The children's phoneme isolation and pseudoword decoding skills were tested. The results showed that both diglossic variables interfered with the children's performance of both tasks in both grades. The findings support the role of linguistic distance in the acquisition of basic reading processes in a diglossic context.
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Trivedi, Bhushan, T. R. V. Wilkinson y Murtaza Akhtar. "Day care management of grade I and II bleeding hemorrhoids". International Surgery Journal 6, n.º 8 (25 de julio de 2019): 2916. http://dx.doi.org/10.18203/2349-2902.isj20193342.
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Background: Hemorrhoids occur in up to 80% of the population, involving any age and affecting males and females equally1 First and second-degree hemorrhoids can be treated conveniently on an out-patient basis by sclerotherapy and rubber band ligation 2. This study aims at comparing outcomes of these modalities for the treatment of grade I and II bleeding hemorrhoids.Methods: In NKP Salve institute of Medical Sciences and Research Centre hospital based nonrandomized comparative study, patients clinically diagnosed as Grade I and II bleeding hemorrhoids were included. Subjects were divided in into two groups i.e Barron’s banding and Injection of Sclerosant. The post procedural complications for the first 24 hrs were recorded, follow up was taken at regular intervals and any complications were recorded.Results: A total of 50 patients were enrolled with mean age 42.01 years and a male preponderance, with 31 males and 19 females. Barron’s banding was carried out in 25 subjects and the 25 subjects were subjected to Injection of sclerosant the mean duration taken for Injection of sclerosant was 13.6 min and in Barron’s banding 16.4 min. In the first 24hrs post procedural bleeding was observed in 40% subjects in the Barron’s banding group and 52% in the injection of sclerosant group. For post procedural pain the mean VAS score in the Barron’s group was 1.84 and 0.96 in injection of sclerosant group, follow up at 3rd month showed 16% recurrence of bleeding and 32% in injection of sclerosant group.Conclusions: Injection of sclerosant is better than Barron’s banding procedure in terms of post procedural pain.
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Santos, Maria Salud M. Delos, Dennis C. Durano y Arlene D. Hortillosa. "The Development of a Proposed Learning Management System for Senior High Schools in the Philippines". International Journal of Information and Education Technology 13, n.º 3 (2023): 430–38. http://dx.doi.org/10.18178/ijiet.2023.13.3.1823.
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In the Philippines, one can find learning materials for various curriculum areas for all levels (Kindergarten up to Grade 10), which are already available online except for Grades 11 and Grade 12. This lack motivated the researchers to conduct the study that aimed to design and develop a learning management system (LMS) for senior high schools, specifically Grade 11, in selected regions in the Philippines. The study used the descriptive-survey method to acquire user requirements from 3072 stakeholders consisting of a cross-section of randomly sampled principals, teachers, and students. The researchers used the agile approach for the system development. The findings revealed that learning in senior high schools was done in large classrooms (according to the principals) that were not conducive to learning (as shared by the teachers). The students revealed that their teachers do not come to class prepared and do not make the lessons enjoyable. Based on the features desired by the principals, teachers, and students, an LMS is developed as the final output of the study. The study concludes that an LMS for senior high schools needs to be developed to make teaching and learning in senior high schools bearable, relevant, and ready for the Fourth Industrial Revolution. The study recommends evaluating the designed LMS regarding acceptability, functionality, and scalability.
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Shan, Bin, Wei Xiong y Shufen Zhang. "Dyeing Method and Properties of a Novel Blue Azo-Anthraquinone Reactive Dye on Cotton". Molecules 24, n.º 7 (4 de abril de 2019): 1334. http://dx.doi.org/10.3390/molecules24071334.
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A novel blue azo-anthraquinone reactive dye was evaluated in the dyeing of cotton by using a dip–pad–steam process. Dyeing method and properties were examined in detail and the results showed that the dyeing method consisting of dye concentration of 25 g/L, sodium carbonate of 12 g/L, dipping time of 3 min and steaming time of 30 min was the most effective when a conventional “one-dip–one-nip” process was used. The fixation of the dyes on cotton could reach up to 93.4%, the wash and rub fastness both reached grade 4 above, and the light fastness reached grade 4–5 above. Such colored cotton showed very close colorimetric properties.