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Artículos de revistas sobre el tema "Pre-school children"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Morkveniene, Judita. "Rights of pre-school children in Lithuania". New Trends and Issues Proceedings on Humanities and Social Sciences 4, n.º 1 (26 de agosto de 2017): 08–13. http://dx.doi.org/10.18844/prosoc.v4i1.2045.

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2

Vaydullayevna, Olimova Xurshida. "METHODS AND TECHNIQUES OF TEACHING PRE-SCHOOL CHILDREN". CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, n.º 05 (1 de mayo de 2022): 21–25. http://dx.doi.org/10.37547/philological-crjps-03-05-05.

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3

Aliyevnv, Jumayeva Malika. "Pre-school education for children". ACADEMICIA: An International Multidisciplinary Research Journal 12, n.º 4 (2022): 129–34. http://dx.doi.org/10.5958/2249-7137.2022.00255.5.

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4

Phillips, Frankie. "Nutrition and pre-school children". Nutrition Bulletin 29, n.º 1 (marzo de 2004): 64–66. http://dx.doi.org/10.1111/j.1467-3010.2003.00377.x.

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5

Beguiristáin, José Luis y Pablo Díaz-de-Rada. "Spondylolisthesis in pre-school children". Journal of Pediatric Orthopaedics B 13, n.º 4 (julio de 2004): 225–30. http://dx.doi.org/10.1097/01.bpb.0000125764.93285.d8.

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6

Prasanna, Lakshmi y Gadham Jayaram. "VITAMIN D STATUS AMONG PRE-SCHOOL CHILDREN IN RURAL ANDHRAPRADESH". International Journal of Integrative Medical Sciences 5, n.º 7 (20 de agosto de 2018): 709–13. http://dx.doi.org/10.16965/ijims.2018.129.

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7

Мардарова, И. К. "Технология проектной деятельности детей дошкольного возраста в условиях доу". Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, n.º 1 (marzo de 2021): 37–45. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p37-45.

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The article deals with notions "technology of project" and "project activities". Features of the organization of project activities of pre-school children are described in it: project types were analyzed, an indicative plan for the organization of children's project activities in the context of pre-school institutions was presented, and the stages of children's work on a collective project and the criteria for evaluating the results of their project activities were presented.

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8

Belinova, Natalia V. "Discourse Approach to Creating Educational Situations for Pre-school Age Children". International Journal of Psychosocial Rehabilitation 24, n.º 4 (30 de abril de 2020): 6243–52. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020434.

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9

Odetunde, Dr Odutola Israel, Dr Adesina Olalekan Semiu Aderibigbe, Dr Ngozi Rosemary Njeze, Dr Kingley Ihedioha Achigbu, Dr Josephat Maduabuchi Chinawa, Dr Oluwatoyin arinola Odetunde y Prof Henrietta Uche Okafor. "Renal Sonographic Findings in Nigerian Pre- School Children with Asymptomatic Proteinuria". Indian Journal of Applied Research 4, n.º 7 (1 de octubre de 2011): 1–4. http://dx.doi.org/10.15373/2249555x/july2014/193.

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10

Gudonis, Vytautas. "School maturity of pre-school age visually impaired children". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (24 de julio de 2015): 33. http://dx.doi.org/10.17770/sie2014vol3.695.

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The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary; they explain notions of active vocabulary with difficulty. Results of school maturity of pre-school age visually impaired children proved significance of pre-school education institutions in visually impaired children’s preparation for school. It has been found that when surveying children of pre-school groups twice, in September and May, as well as preparing and using psychologists’ recommendations for pedagogues and parents, the level of pupils’ school maturity increases.

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11

Khan, Mohammad Dawood, Moyud din, Khusal Khan y Abdul Bari. "Acute Appendicitis in Pre-School Children". Pakistan Journal of Medical and Health Sciences 15, n.º 11 (30 de noviembre de 2021): 3078–79. http://dx.doi.org/10.53350/pjmhs2115113078.

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Background: Appendicitis is an emergent condition in young children which can cause serious illness. Aim: To identify features related with appendicitis in pre-school children. Study design: Retrospective study Place and duration of study: Department of Paediatric Surgery, Bolan Medical College Hospital Quetta from 1st April 2020 to 31st March 2021. Methodology: Fifty two children between 5-15 years were admitted for appendectomy. All demographic and clinical information including earlier diagnosis, symptoms, biochemical, histopathological as well as radiological imaging were properly documented. The operational technique was open appendecectomy. Results: There were 61.53% boys and 38.46% girls with mean age 8±0.8 years. Abdominal pain was presented in 90.3% while nausea in 82.7% with nausea/vomiting children. There were 51.9% children having perforated appendix with majority between 8-10 years of age. Misdiagnosis was common in 44.2% patients. Conclusion: Appendicitis in pre-school children is difficult and challenging to diagnose which requires careful diagnosis. Key words: Appendectomy, Pre-schoolers, Perforated, Misdiagnosis

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12

Myskova, N. "PATRIOTIC UPBRINGING OF PRE-SCHOOL CHILDREN UNDER CONDITIONS OF PRE-SCHOOL EDUCATION". Pedagogy of the formation of a creative person in higher and secondary schools 1, n.º 69 (2020): 102–5. http://dx.doi.org/10.32840/1992-5786.2020.69-1.20.

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13

Almind, Gert. "Editorials: Care of Pre-school Children". Scandinavian Journal of Primary Health Care 3, n.º 4 (enero de 1985): 195–96. http://dx.doi.org/10.3109/02813438509013948.

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14

Гайнулина, Камила. "STEM EDUCATION FOR PRE-SCHOOL CHILDREN". Journal of science and innovative development 1, n.º 1 (30 de enero de 2019): 69–72. http://dx.doi.org/10.36522/2181-9637-2019-1-7.

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15

Calle, Juan Carlos Chumacero, Jessica Paola Palacios Garay, Oscar Raúl Esquivel Ynjante, Henry Hugo Alarcón-Diaz, Percy Samuel Yabar-Miranda, Isabel Menacho-Vargas y Maximo Abel Rodriguez Taboada. "Neuropsychological Maturity in Pre-school Children". NeuroQuantology 19, n.º 5 (10 de junio de 2021): 01–09. http://dx.doi.org/10.14704/nq.2021.19.5.nq21042.

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The purpose of the research was to improve neuropsychological maturity in preschool children; to achieve this; a program of strategies that reinforced the levels of neuropsychological maturity was carried out. The research had a quantitative approach, hypothetical-deductive method and quasi-experimental design; a pre-test and post-test of the Cumanin questionnaire, a valid and reliable instrument, was applied to a sample of 450 students of the initial level. The research found differences between the levels of neuropsychological maturity in pre-school children before and after the application of the program. In this sense, it should be pointed out that before the application of the program, 13.1% were at the beginning level, 72.2% were in process and 14.7% were at the achieved level; after the application of the program, 6.2% of the children were at the beginning level, 72.2% were in process and 21.6% were at the achieved level, which means that the children were at the beginning level, 72.2% were in process and 21.6% were at the achieved level. Therefore, it was concluded that the program generates a positive effect on psychomotor skills in preschool children, since highly significant differences were evidenced (z= -16.065; p<0.000).

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16

Markovskaya, A. I., N. L. Potapova, I. N. Gaymolenko y Yu L. Mizernitskiy. "Bronchial obstruction in pre-school children". Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 66, n.º 6 (18 de enero de 2022): 17–22. http://dx.doi.org/10.21508/1027-4065-2021-66-6-17-22.

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Based on the analysis of foreign and domestic literature, the authors present the approaches to determining the phenotypes of bronchial obstructive syndrome in preschool children. They outline the data on the main foreign studies devoted to the peculiarities of the bronchial obstruction syndrome course depending on age and clinical outcome. They discuss the risk factors leading to the recurrent course of bronchial obstruction, tools for predicting bronchial asthma, and the choice of phenotype-dependent therapy strategy.

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17

Preston, Christopher. "Pre-school children and marketing communications". International Journal of Consumer Studies 40, n.º 5 (18 de agosto de 2016): 618–23. http://dx.doi.org/10.1111/ijcs.12307.

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18

Jaffe, Eliezer D. "Ethnic preferences of pre‐school children". Early Child Development and Care 39, n.º 1 (enero de 1988): 83–94. http://dx.doi.org/10.1080/0300443880390108.

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19

Cleaver, Glenda. "Mothers and their pre‐school children". Early Child Development and Care 104, n.º 1 (enero de 1994): 35–51. http://dx.doi.org/10.1080/0300443941040103.

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20

RIECHELMANN, H., M. C. RHEINHEIMER y M. WOLFENSBERGER. "Acoustic rhinometry in pre-school children". Clinical Otolaryngology 18, n.º 4 (agosto de 1993): 272–77. http://dx.doi.org/10.1111/j.1365-2273.1993.tb00846.x.

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21

Spicer, Beverley. "Feeding pre-school children: the challenges". Practical Pre-School 2002, n.º 34 (julio de 2002): 13–14. http://dx.doi.org/10.12968/prps.2002.1.34.40309.

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22

Davis, Kerry. "Dental care for pre-school children". Practical Pre-School 2002, n.º 35 (septiembre de 2002): 1–2. http://dx.doi.org/10.12968/prps.2002.1.35.40368.

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23

Hannken-Illjes, Kati y Ines Bose. "Establishing validity among pre-school children". Journal of Argumentation in Context 7, n.º 1 (7 de mayo de 2018): 1–17. http://dx.doi.org/10.1075/jaic.16019.han.

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Abstract This paper lays out theoretical considerations and first analyses on the giving of and asking for reasons among preschool children age 3–7 in natural child-child play interaction. We attempt to give an integrated, multimodal analysis of the verbal, paraverbal and extraverbal means of these reasoning activities. In our data we find many instances of younger children who are giving reasons during play interaction. Often these reasoning activities do not occur in an open conflict and are not primarily directed at working out a local dissensus. Rather, these interactions seem to foreground the epistemic function of argumentation. We will argue that these practices should be understood and researched as early forms of argumentation.

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24

Jones∗, David P. H. "Editorial: dissociation in pre-school children". Child Abuse & Neglect 25, n.º 9 (septiembre de 2001): 1249–51. http://dx.doi.org/10.1016/s0145-2134(01)00270-8.

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25

Roden, Ann. "Pre-school assessment of gifted children". Public Health 103, n.º 6 (noviembre de 1989): 441–46. http://dx.doi.org/10.1016/s0033-3506(89)80054-x.

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26

Klimova, Blanka Frydrychova. "Teaching English to Pre-school Children". Procedia - Social and Behavioral Sciences 93 (octubre de 2013): 503–7. http://dx.doi.org/10.1016/j.sbspro.2013.09.228.

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27

Pickett, Jackie. "ADHD drugs in pre-school children". Prescriber 26, n.º 7 (1 de abril de 2015): 5. http://dx.doi.org/10.1002/psb.1329.

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28

Rani, Lalita. "Designing of the School Uniforms for Pre-School Children". International Journal of Current Microbiology and Applied Sciences 9, n.º 2 (10 de febrero de 2020): 2689–96. http://dx.doi.org/10.20546/ijcmas.2020.902.306.

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29

Ran, An. "A Study of Acquisition of /t/ by Chinese Pre-school EFL Children". International Journal of Languages, Literature and Linguistics 5, n.º 1 (marzo de 2019): 1–5. http://dx.doi.org/10.18178/ijlll.2019.5.1.196.

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30

Dahiya, Dr Suman. "A Study on Prevalence of Concentration Related Problems in Pre-School Children". Global Journal For Research Analysis 3, n.º 8 (15 de junio de 2012): 77–78. http://dx.doi.org/10.15373/22778160/august2014/24.

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31

Kopas-Vukasinovic, Emina. "Child’s creativity in transition from pre-school to school". Zbornik Instituta za pedagoska istrazivanja 37, n.º 2 (2005): 82–98. http://dx.doi.org/10.2298/zipi0502082k.

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This longitudinal research started from the conclusion reached by different authors. According to them the time when a child leaves a pre-school institution to start primary school is marked by stagnation of and decrease in child?s creativity, seen as a personality potential. The aim of the research was to establish creativity levels shown by children in both pre-school institution and primary school, and then to conclude if difference between pre-school and school teachers` attitudes influence the development of a child?s creativity. Data was collected from a judgment scale given to pre-school and school teachers and arts creativity task given to children. It was concluded that the level of children?s creativity started to drop after they started primary school. Different understanding of the idea of creativity between pre-school and primary school teachers could be a possible reason leading to the phenomenon of decreasing creative expression in children starting primary school. On the basis of previous theoretical assumptions and the research results it is possible to define measures to be taken in view of teacher training, both at pre-school and primary school level. It is also important to check the validity of suggested measures in future research.

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32

Saladžiuvienė, Daiva y Vaida Bureikienė. "ENVIRONMENTAL EDUCATION AT PRE-SCHOOL LEVEL". GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 11, n.º 2 (25 de agosto de 2014): 17–22. http://dx.doi.org/10.48127/gu-nse/14.11.17a.

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Does learning more about trees teaches a child to preserve them better? Lithuania is a land of forests. We simply cannot imagine our lives without trees and grasslands. They play a huge role in our lives and they are vital to nature in general. The experience of an educator, being able to observe children‘s day-to-day activities, has proven that the relationship beetween a nowadays child and nature is quite problematic. Not only do they not know much about it, sometimes they can become harmful to nature. Children like to play in a meadow, pick flowers, but sometimes they also like to violate trees and litter. Parents don‘t always have time to tell their children about environment protection, so they leave it to the teachers. The main goal of this project was to give children knowledge about nature, the damage people can cause upon it and, most importantly, induce children‘s love towards the world around them and a desire to cherish nature. The project continued for 4 weeks in a pre-school group (age 6-7). In the course of this project we conversed, read children literature about nature, children made rules, created little books about trees, solved crosswords, searched encyclopedias, performed experiments and took photographs of various objects outdoors. We also visited a museum of Vilnius forests and an oak grove in Dūkštai, where children picked garbage, planted seeds and had a chance to create freely. The theme of our project proved itself to be quite relevant – children gained more knowledge about nature and understood the harm people can cause on our environment. Keywords: experiment, observation, nature, environment protection.

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33

Suhariati, Hindyah Ike. "Stimulasi Bermain Bercerita Metode Flanel Meningkatkan Sosialisasi Pada Anak Usia Prasekolah". Jurnal Ilmu Kesehatan 4, n.º 2 (14 de junio de 2017): 18. http://dx.doi.org/10.32831/jik.v4i2.86.

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Socialization is an ability that pre-school children must have in order to build good interaction with their friends in school. In fact 70 of pre-school children yet unable to make socialization in school. The purpose of this study is explaining the influence of flannel story telling play stimulation method to the socialization of pre school children. The design of this study is Quasi Experiment. All of the pre-school children that experiencing lack of socialization in TK. Dharma Wanita Persatuan RSJ Dr. Radjiman Wediodiningrat Lawang become the population. Non Randomise Sampling method is used, with 32 respondent, 16 children used as treatment group and 16 others as the control group. The independent variable was flannel story telling play stimulation method and the dependent variable was the socialization. Data was analized by Wilcoxon Sign Rank test and Mann-Whitney test with significance rate 95% (α = 0,05). The result showed that flannel story socialization improvement (p = 0,000), playing activity according to the curriculum didn’t improve the pre-school children socialization significantly (p = 0,157), there are difference between control group and after treatment group socialization with Mann-Whitney test (p = 0,004). Flannel story telling play stimulation method could improve socialization ability of telling play stimulation method influences the pre-school childrens pre-school children significantly. This playing activity can be used as the pediatric nursing care cast, to treat children with socialization problems.;Keywords : Flannel playing method, Socialization, pre-school

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34

WADAKAPPANAVAR, AKKAVVA S. y PUSHPA BHARATI. "Breakfast consumption pattern of pre-school children". FOOD SCIENCE RESEARCH JOURNAL 8, n.º 2 (15 de octubre de 2017): 146–53. http://dx.doi.org/10.15740/has/fsrj/8.2/146-153.

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35

Korolenkova, M. V. "Microinvasive dental treatment in pre-school children". Stomatologiya 94, n.º 4 (2015): 91. http://dx.doi.org/10.17116/stomat201594491-94.

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36

Garcia, Ofelia, Lenore Arnberg, Edith Harding y Philip Riley. "Raising Children Bilingually: The Pre-School Years". Modern Language Journal 73, n.º 2 (1989): 209. http://dx.doi.org/10.2307/326584.

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37

Costa-Giomi, Eugenia. "Mode Discrimination Abilities of Pre-School Children". Psychology of Music 24, n.º 2 (octubre de 1996): 184–98. http://dx.doi.org/10.1177/0305735696242010.

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38

Scholtens, Salome y Alet H. Wijga. "Overweight and asthma in pre-school children". Pediatric Allergy and Immunology 22, n.º 3 (4 de abril de 2011): 344. http://dx.doi.org/10.1111/j.1399-3038.2010.01083.x.

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39

Cielo, Carla Aparecida y Viviane Michele Cappellari. "Maximum phonation time in pre-school children". Brazilian Journal of Otorhinolaryngology 74, n.º 4 (julio de 2008): 552–60. http://dx.doi.org/10.1016/s1808-8694(15)30602-9.

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40

McKenzie, S. A., P. D. Bridge y C. S. Pao. "Lung function tests for pre-school children". Paediatric Respiratory Reviews 2, n.º 1 (marzo de 2001): 37–45. http://dx.doi.org/10.1053/prrv.2000.0100.

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41

Dinwiddie, R. "Lung function testing in pre-school children". Allergologia et Immunopathologia 38, n.º 4 (julio de 2010): 213–16. http://dx.doi.org/10.1016/j.aller.2010.01.002.

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42

Sale Musio, Marcella. "Raising children bilingually: The pre-school years". Journal of Pragmatics 15, n.º 1 (enero de 1991): 98–101. http://dx.doi.org/10.1016/0378-2166(91)90031-r.

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43

Aydin, Y., A. Dostbil, O. Araz, H. Ogul, A. B. Ulas, H. Zeytun y A. Eroglu. "Pre-school Children with Hydatid Lung Disease". Acta Chirurgica Belgica 113, n.º 5 (enero de 2013): 340–45. http://dx.doi.org/10.1080/00015458.2013.11680941.

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44

Kobayashi, Junko, Yoko Matsumoto, Satoru Wada, Takuji Ohno y Minoru Kawamata. "Developmental support for blind pre-school children." JAPANESE ORTHOPTIC JOURNAL 27 (1999): 197–201. http://dx.doi.org/10.4263/jorthoptic.27.197.

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45

Storhaug, Kari. "Caries experience in disabled pre-school children". Acta Odontologica Scandinavica 43, n.º 4 (enero de 1985): 241–48. http://dx.doi.org/10.3109/00016358509046504.

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46

Hollak, C. E., W. J. Hoogendijk, F. M. Griffioen y lr J. Oosting. "Anthropometric Study of Dominican Pre-school Children". Journal of Tropical Pediatrics 34, n.º 1 (1 de febrero de 1988): 42–48. http://dx.doi.org/10.1093/tropej/34.1.42.

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47

Wilton, N. CT, J. Leigh, D. Rosen y U. Pandit. "INTRANASAL MIDAZOLAM PREMEDICATION IN PRE-SCHOOL CHILDREN." Anesthesia & Analgesia 67, Supplement (febrero de 1988): 260. http://dx.doi.org/10.1213/00000539-198802001-00260.

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48

Eng, Audrey Lim Swee. "Language Use Among Singaporean Pre-School Children". Singapore Journal of Education 14, n.º 2 (enero de 1994): 11–25. http://dx.doi.org/10.1080/02188799408547731.

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49

Brady, Sarah. "Scheme helps children read pre-primary school". Children and Young People Now 2020, n.º 8 (2 de agosto de 2020): 44–45. http://dx.doi.org/10.12968/cypn.2020.8.44.

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50

Davis, Gary y Kristine Pepper. "Mathematical problem solving by pre-school children". Educational Studies in Mathematics 23, n.º 4 (agosto de 1992): 397–415. http://dx.doi.org/10.1007/bf00302442.

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