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

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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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, no. 1 (August 26, 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, no. 05 (May 1, 2022): 21–25. http://dx.doi.org/10.37547/philological-crjps-03-05-05.

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3

Rahmonov, Gaffarjon Ruzmatovich. "PECULIARITIES OF AESTHETIC UPBRINGING OF PRE-SCHOOL CHILDREN." International Journal of Pedagogics 4, no. 7 (July 1, 2024): 47–51. http://dx.doi.org/10.37547/ijp/volume04issue07-08.

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This graduation work is dedicated to the study of the methodology of aesthetic education of children in art-speech activities in the education of elementary school teachers. The main goal of the research is to improve the moral and spiritual education of elementary school teachers through artistic and speech activities, and to provide them with new methodological approaches that can be used in pedagogical activities.

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4

Aliyevnv, Jumayeva Malika. "Pre-school education for children." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 4 (2022): 129–34. http://dx.doi.org/10.5958/2249-7137.2022.00255.5.

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5

Phillips, Frankie. "Nutrition and pre-school children." Nutrition Bulletin 29, no. 1 (March 2004): 64–66. http://dx.doi.org/10.1111/j.1467-3010.2003.00377.x.

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6

Beguiristáin, José Luis, and Pablo Díaz-de-Rada. "Spondylolisthesis in pre-school children." Journal of Pediatric Orthopaedics B 13, no. 4 (July 2004): 225–30. http://dx.doi.org/10.1097/01.bpb.0000125764.93285.d8.

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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, № 1 (березень 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

Gudonis, Vytautas. "School maturity of pre-school age visually impaired children." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 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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9

Prasanna, Lakshmi, and Gadham Jayaram. "VITAMIN D STATUS AMONG PRE-SCHOOL CHILDREN IN RURAL ANDHRAPRADESH." International Journal of Integrative Medical Sciences 5, no. 7 (August 20, 2018): 709–13. http://dx.doi.org/10.16965/ijims.2018.129.

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10

Elizabeth Akinyi Owino, HEZBORN NELLY KODERO, and ROSE RUTO KORIR. "EFFECT OF PRESCHOOL TEACHERS EXPERIENCE ON STRATEGIES TO SCAFFOLD SOCIOEMOTIONAL COMPETENCE AMONG PRESCHOOL CHILDREN." Kabarak Journal of Research & Innovation 5, no. 1 (October 22, 2017): 56–66. http://dx.doi.org/10.58216/kjri.v5i1.47.

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The learning process, mental health and well-being of children in the future are founded on their Pre-school experiences. Focal to this is the childrenâ€™s Socio-Emotional Competencies (SEC) which help them recognize, understand and appropriately express their emotions as well as identify and appreciate othersâ€™ emotional expression. Children with poor SEC end up with deprived overall life outcomes. This paper examines the effect of pre-school teachersâ€™ experience on the strategies they use to scaffold SEC in children. Teachersâ€™ experience was categorized into: novice; fairly experienced and experienced while socio-emotional competence was examined in four areas including self-awareness, relationship management, social awareness and self-management. Using a mixed method research design 98 private and public pre-schools were sampled; 301 pre-school teachers purposively selected; 6 pre-school teachers interviewed and 2 pre-school classrooms observed. Data was collected using questionnaires, observation checklist and interview schedules.Â Results revealed a significant effect of pre-school teachers experience on strategies used to scaffold SEC in children at a p value = 0.003; with teachersâ€™ strategies to scaffold SEC among children improving with experience. The identified strategies for experienced teachers were that they showed concern for one another as well as taking keen interest in the childrenâ€™s individual differences. The study concluded that pre-school teachersâ€™ experience influence scaffolding strategies to childrenâ€™s SEC. The study recommends that efforts be made to control high turnover of pre-school teachers. Professional development and continuing education that focuses on non-cognitive skills in children should be encouraged among all pre-school teachers.

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11

Khan, Mohammad Dawood, Moyud din, Khusal Khan, and Abdul Bari. "Acute Appendicitis in Pre-School Children." Pakistan Journal of Medical and Health Sciences 15, no. 11 (November 30, 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, no. 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, no. 4 (January 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, no. 1 (January 30, 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, and Maximo Abel Rodriguez Taboada. "Neuropsychological Maturity in Pre-school Children." NeuroQuantology 19, no. 5 (June 10, 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, and Yu L. Mizernitskiy. "Bronchial obstruction in pre-school children." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 66, no. 6 (January 18, 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, no. 5 (August 18, 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, no. 1 (January 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, no. 1 (January 1994): 35–51. http://dx.doi.org/10.1080/0300443941040103.

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20

RIECHELMANN, H., M. C. RHEINHEIMER, and M. WOLFENSBERGER. "Acoustic rhinometry in pre-school children." Clinical Otolaryngology 18, no. 4 (August 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, no. 34 (July 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, no. 35 (September 2002): 1–2. http://dx.doi.org/10.12968/prps.2002.1.35.40368.

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23

Hannken-Illjes, Kati, and Ines Bose. "Establishing validity among pre-school children." Journal of Argumentation in Context 7, no. 1 (May 7, 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, no. 9 (September 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, no. 6 (November 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 (October 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, no. 7 (April 1, 2015): 5. http://dx.doi.org/10.1002/psb.1329.

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28

Suhariati, Hindyah Ike. "Stimulasi Bermain Bercerita Metode Flanel Meningkatkan Sosialisasi Pada Anak Usia Prasekolah." Jurnal Ilmu Kesehatan 4, no. 2 (June 14, 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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29

Mrs., Gayathri H.N, and Channabasava Ugranada. "Evaluate the Effectiveness of Self-Instructional Module (SIM) on knowledge regarding the child safety among the parents of under five children in selected Pre-Schools at Bengaluru." International Journal of Healthcare Sciences 11, no. 2 (December 6, 2023): 53–60. https://doi.org/10.5281/zenodo.10276666.

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<strong>Abstract:</strong> Children are viewed as the foundation of a powerful country. Even though they are so young, children have the power to positively impact the country. Given that the future of the nation rests with them, they are the responsible citizens of the future.Objectives: The objectives of the study are to determine the relationship between the socio-demographic characteristics of parents of children under five and the Pre-Test knowledge scores, as well as to gauge the effectiveness of the Self Instructional Module (SIM) in raising the knowledge of child safety among parents of children under five.Methodology: Pre- and post-test research design was the method chosen for this investigation. A handy sampling strategy known as non-probability was modified to choose the samples for the proposed investigation. A sample of 50 was chosen from every parent. The same questionnaire used for the pre-test was utilized for the post-test, which was given seven days following the self-instruction module that preceded the pre-test. The investigator in this study employed a structured knowledge questionnaire to gauge parents' awareness of child safety issues for children under five.Result: According to the computed t value, which was (t=2.05) substantially higher than the table value (t=1.68) at the 0.05 level of significance, the study found that there was a significant difference between the post-test knowledge score of parents on child safety.Conclusion: The study's conclusions demonstrated that SIM was successful in raising parents' awareness of child safety. <strong>Keywords:</strong> child safety, self-instructional module, pre-school, Pre-school.<strong>Title:</strong> Evaluate the Effectiveness of Self-Instructional Module (SIM) on knowledge regarding the child safety among the parents of under five children in selected Pre-Schools at Bengaluru<strong>Author:</strong> Mrs. Gayathri H.N, Ugranada Channabasava<strong>International Journal of Healthcare Sciences</strong><strong>ISSN 2348-5728 (Online)</strong><strong>Vol. 11, Issue 2, October 2023 - March 2024</strong><strong>Page No: 53-60</strong><strong>Research Publish Journals</strong><strong>Website: www.researchpublish.com</strong><strong>Published Date: 06-November-2023</strong><strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.10276666</strong><strong>Paper Download Link (Source)</strong><strong>https://www.researchpublish.com/papers/evaluate-the-effectiveness-of-self-instructional-module-sim-on-knowledge-regarding-the-child-safety-among-the-parents-of-under-five-children-in-selected-pre-schools-at-bengaluru</strong>

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30

Rani, Lalita. "Designing of the School Uniforms for Pre-School Children." International Journal of Current Microbiology and Applied Sciences 9, no. 2 (February 10, 2020): 2689–96. http://dx.doi.org/10.20546/ijcmas.2020.902.306.

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31

Hassan, Soleimani, and Arabloo Parisa. "BRAIN. Broad Research in Artificial Intelligence and Neuroscience-Phonological Awareness of Persian Monolingual Children and Kurdish-Persian Bilingual Children." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 9, no. 2 (May 1, 2018): 63–70. https://doi.org/10.5281/zenodo.1245889.

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Given the importance of phonological awareness in development of literacy skills, it is essential to consider the possible differences of phonological awareness (PA) among pre-school children to plan for training programs in these courses. For this purpose, two groups of pre-school children at the ages of 5- to 6- years old who were Kurdish-Persian bilinguals and Persian monolinguals were selected in order to investigate the possible differences among pre-school bilinguals and the monolinguals in terms of phonological awareness. Soleymani and Dastjerdi’s (2002) Phonological Awareness Test was used as the instrument. Furthermore, application of the independent samples t-tests indicated a higher ability of Kurdish-Persian compared to the Persian monolingual pre-school children regarding some aspects of phonological awareness. Findings of the study could have implications for children second learning language, second language teachers and teacher trainers, task designers and curriculum developers to be more familiar with the factors influencing the phonological achievement.

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Kopas-Vukasinovic, Emina. "Child’s creativity in transition from pre-school to school." Zbornik Instituta za pedagoska istrazivanja 37, no. 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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33

Belinova, Natalia V. "Discourse Approach to Creating Educational Situations for Pre-school Age Children." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6243–52. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020434.

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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, and Prof Henrietta Uche Okafor. "Renal Sonographic Findings in Nigerian Pre- School Children with Asymptomatic Proteinuria." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 1–4. http://dx.doi.org/10.15373/2249555x/july2014/193.

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35

Saladžiuvienė, Daiva, and Vaida Bureikienė. "ENVIRONMENTAL EDUCATION AT PRE-SCHOOL LEVEL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 11, no. 2 (August 25, 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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36

Virtanen, R., M. Aromaa, P. Rautava, L. Metsähonkala, P. Anttila, H. Helenius, and M. Sillanpää. "Changes in Headache Prevalence Between Pre-School and Pre-Pubertal Ages." Cephalalgia 22, no. 3 (April 2002): 179–85. http://dx.doi.org/10.1046/j.1468-2982.2002.00337.x.

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The prevalence rates of headache in first-born children were determined at the ages of 6 and 12 years in over 1000 families. A headache questionnaire was mailed to 1132 families when the children were 6 years old, and to 1126 families when the children were 12 years old. Seven hundred and ninety-eight families responded to both questionnaires. The prevalence of headache before the 6 months preceding the questionnaire ('previous headache') was 19% when the children were 6 years of age and 31% when the children were 12 years of age. The corresponding prevalences of headache during the 6 months immediately proceeding the questionnaire ('present headache') were 16% and 19%. Variation in occurrence of headache was high during follow-up years. Maternal frequent headache (≥1/month) was significantly associated with the increase in prevalence of present headache in boys between the ages of 6 and 12 years. Frequent headache in mothers, fathers and siblings, and the occurrence of chronic illness, were also significantly associated with headache in the 12-year-old children.

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Swati, Linganagoudra*1 Jayashri G. Itti2. "A Comparative Study to Assess the Effectiveness of Brushing Techniques on the Primary School Children's of the Selected Schools of Bagalkot, Karnataka, India." International Journal of Scientific Research and Technology 2, no. 5 (May 20, 2025): 495–501. https://doi.org/10.5281/zenodo.15476053.

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<strong>Introduction:</strong> The oral hygiene practices are very low among primary school students and the incidence of dental problems is high. Objectives: To assess Brushing technique on the primary school children’s of selected schools of Bagalkot.” <strong>Methods:</strong> A  comparative study with a sample of 120 children, aged between,  6 years to 14 year children’s  was selected by proportionate stratified random sampling technique. Structured questionnaire was used to collect baseline information, <strong>Results:</strong> A significant association was found on bvvs showsthat (90%) of children’s had Average level of Brushing technique 10% school  childrens had Good  Brushing technique. Here mean is 44.4, Median 44, standard deviation, is about 3.16,and Range is about,44.5 of the bvvs school childrens (p<.000) shri motagi basaveshwara pre primary ,junior primary school bgk shows that (96.6%) of children’s had Average level of Brushing technique 0% school  children had Good  and (3.3%) of children had a poor Brushing technique. Here mean is 43.2, Median 43, standard deviation, is about 4.09,and Range is about,43.3 of the schools (p<.004) at 5% level of significance. <strong>Conclusion:</strong> There is significance difference between the brushing technique on basaveshwara pre primary ,junior primary school childrens  and shri motagi basaveshwara pre primary ,junior primary school  children.

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Türkoğlu, Bengü. "Opinions of pre-school teachers and pre-service teachers on values education in the pre-school period: The case of Konya province." Pegem Eğitim ve Öğretim Dergisi 9, no. 2 (March 18, 2019): 381–412. http://dx.doi.org/10.14527/pegegog.2019.012.

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Resumen

This study, which was carried out to determine the opinions of pre-school teachers and pre-service teachers on values education in the pre-school period, is a qualitative study. The case study design was used in the study. The study group of the research consists of 60 pre-school teachers working at independent kindergartens and nursery classes affiliated to Konya Provincial Directorate of National Education and 60 pre-service teachers studying at Necmettin Erbakan University, Department of Pre-School Education. The data in the study were collected using the “Personal Information Form” and the semi-structured interview form that consists of open-ended questions. In research results, the main factor affecting values education in the pre-school period is “family” according to the common opinions of teachers and pre-service teachers. The values that pre-school children must acquire in the family are “respect”and “love”. The values that pre-school children must acquire at pre-school education institutions are “helpfulness” and “empathy”. The type of activity used for introducing values in pre-school education is “play activity”. The values education given to pre-school children supports “social-emotional development”area. The teachers and the pre-service teachers expressed the benefit that values education given in the pre-school period provides to children in their future lives as “being a good person”. The reason for giving values education at pre-school education institutions is to “prepare the children for their future roles”.

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WADAKAPPANAVAR, AKKAVVA S., and PUSHPA BHARATI. "Breakfast consumption pattern of pre-school children." FOOD SCIENCE RESEARCH JOURNAL 8, no. 2 (October 15, 2017): 146–53. http://dx.doi.org/10.15740/has/fsrj/8.2/146-153.

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Korolenkova, M. V. "Microinvasive dental treatment in pre-school children." Stomatologiya 94, no. 4 (2015): 91. http://dx.doi.org/10.17116/stomat201594491-94.

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Garcia, Ofelia, Lenore Arnberg, Edith Harding, and Philip Riley. "Raising Children Bilingually: The Pre-School Years." Modern Language Journal 73, no. 2 (1989): 209. http://dx.doi.org/10.2307/326584.

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Costa-Giomi, Eugenia. "Mode Discrimination Abilities of Pre-School Children." Psychology of Music 24, no. 2 (October 1996): 184–98. http://dx.doi.org/10.1177/0305735696242010.

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Scholtens, Salome, and Alet H. Wijga. "Overweight and asthma in pre-school children." Pediatric Allergy and Immunology 22, no. 3 (April 4, 2011): 344. http://dx.doi.org/10.1111/j.1399-3038.2010.01083.x.

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Cielo, Carla Aparecida, and Viviane Michele Cappellari. "Maximum phonation time in pre-school children." Brazilian Journal of Otorhinolaryngology 74, no. 4 (July 2008): 552–60. http://dx.doi.org/10.1016/s1808-8694(15)30602-9.

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McKenzie, S. A., P. D. Bridge, and C. S. Pao. "Lung function tests for pre-school children." Paediatric Respiratory Reviews 2, no. 1 (March 2001): 37–45. http://dx.doi.org/10.1053/prrv.2000.0100.

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Dinwiddie, R. "Lung function testing in pre-school children." Allergologia et Immunopathologia 38, no. 4 (July 2010): 213–16. http://dx.doi.org/10.1016/j.aller.2010.01.002.

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Sale Musio, Marcella. "Raising children bilingually: The pre-school years." Journal of Pragmatics 15, no. 1 (January 1991): 98–101. http://dx.doi.org/10.1016/0378-2166(91)90031-r.

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Aydin, Y., A. Dostbil, O. Araz, H. Ogul, A. B. Ulas, H. Zeytun, and A. Eroglu. "Pre-school Children with Hydatid Lung Disease." Acta Chirurgica Belgica 113, no. 5 (January 2013): 340–45. http://dx.doi.org/10.1080/00015458.2013.11680941.

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Kobayashi, Junko, Yoko Matsumoto, Satoru Wada, Takuji Ohno, and 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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Storhaug, Kari. "Caries experience in disabled pre-school children." Acta Odontologica Scandinavica 43, no. 4 (January 1985): 241–48. http://dx.doi.org/10.3109/00016358509046504.

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