Bibliografías temáticas / Preschool children

Literatura académica sobre el tema "Preschool children"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Preschool children"

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Jager, Jerneja. "The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility". Zbornik Instituta za pedagoska istrazivanja 48, n.º 1 (2016): 147–63. http://dx.doi.org/10.2298/zipi1601147j.

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Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children?s rights, we note that nearly a quarter of children - among them (at least in the wider European area) the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third) of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.
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Mahkamovna, Rizaeva Munisaxon. "Challenges Of Creativity And Competence Of Children In Early Childhood Education". American Journal of Social Science and Education Innovations 02, n.º 10 (29 de octubre de 2020): 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.

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Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.
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Sinai-Gavrilov, Yana, Tali Gev, Irit Mor-Snir, Giacomo Vivanti y Ofer Golan. "Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors". Autism 24, n.º 8 (14 de julio de 2020): 2081–93. http://dx.doi.org/10.1177/1362361320934221.

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Early intensive intervention has been shown to significantly affect the development of children with autism spectrum disorder. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of the Early Start Denver Model into community preschool programs for children with autism spectrum disorder in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented a multidisciplinary developmental intervention which is widely applied in Israeli community autism spectrum disorder preschools. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention settings. Groups were comparable on age, developmental functioning, and socio-economic status. Compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment made greater gains on blinded measures of overall cognitive development, receptive and expressive language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. In the preschool-based Early Start Denver Model group, children with lower symptom severity, higher adaptive functioning, and receptive language abilities at pre-treatment showed greater improvement. This study documents the successful integration of an Early Start Denver Model intervention into pre-existing community preschools, underlining the importance of disseminating evidence-based early intervention in community settings. Lay Abstract Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children’s age and developmental functioning and on families’ socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings.
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Miletić-Stepanović, Vesna. "The use value of preschool institution space as a element of socio-demographic development". Demografija, n.º 17 (2020): 75–94. http://dx.doi.org/10.5937/demografija2017075m.

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The aim of the paper is a critical sociological analysis of the space of preschool institutions and the design the capacity of the space of preschool institutions, in accordance with the norms proposed within the European social model and the Master Plan of Belgrade. In accordance with the model assumptions, the practice of recommended norms is expected to produce transformational potential by initiating a chain of positive changes, starting with the elimination of systemic risks through decommodification of care for preschool children and production of politically correct space of higher use value, through increasing the coverage of the preschool contingent by state primary schools, to a favorable impact on stimulating birth. Paper Subject -use value of preschool institutions in Serbia, and the Belgrade municipalities Zvezdara and Savski Venac. Statistical analysis, preschool institutions spatial capacity analysis, comparative method, critical analysis were the analysis used in this paper. The following indicators were used to measure the use value of preschool institutions space: percentage of children attending preschools in Serbia, percentage of children attending preschools according to the type of preschool ownership, percentage of children attending public preschools, compliance of the available space in public preschools in the municipalities of Zvezdara and Savski Venac with the valid norms. The final section contains a proposal of spatial capacities which are believed to have sufficient transformational potential, for the purposes of initiating the positive chain of changes in the direction of sustainable social and demographic development.
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Filipović, Sanja. "GENDER OF CHILDREN AND PRESCHOOL PROGRAM MODELS AS FACTORS IN PRESCHOOL CHILDREN’S CREATIVITY". RESEARCH RESULT. PEDAGOGY AND PSYCHOLOGY OF EDUCATION 4, n.º 2 (30 de junio de 2018): 52–67. http://dx.doi.org/10.18413/2313-8971-2018-4-2-0-6.

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Sadvakassova, Nurgul, Saltanat Mulikova, Kenzhekul Tuganbekova y Jan Danek. "PEDAGOGICAL PREREQUISITES FOR THE WORK WITH PRESCHOOL CHILDREN". 3i intellect idea innovation - интеллект идея инновация 4 (2023): 142–54. http://dx.doi.org/10.52269/22266070_2023_4_142.

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The purpose of the article was to analyze the pedagogical conditions of preschool children development on the basement of learning theories existing nowadays. To achieve the set aim, we have studied psychophysiological peculiarities of preschool students. The driving forces of mental development of preschoolers are contradictions that arise in connection with the development of a number of its needs. Development leading social needs in the preschool years is characterized by the fact that each of them obtains an independent value. It should be pointed out that game technology is considered to be the most powerful condition in the development of preschool children. It is undeniable that it is the greatest asset the teachers, instructor or parents possess. Materials of the article can be useful to teachers of preschools, teachers of institutions of higher professional education, and for students and graduate students of pedagogical specialties of higher education institutions.
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Бакай, С. Ю. "ДУХОВНО-МОРАЛЬНЕ ВИХОВАННЯ СТАРШИХ ДОШКІЛЬНИКІВ В УМОВАХ СЬОГОДЕННЯ". Spiritual-intellectual upbringing and teaching of youth in the 21st century, n.º 3 (2021): 51–55. http://dx.doi.org/10.34142//2708-4809.siuty.2021.08.

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In the article, the author highlights the problem of spiritual and moral education of children of older preschool age in the present, outlines the means of moral education of children in preschool and family and environment institutions. Keywords: moral education, spiritual and moral education, preschool children, senior preschooler
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Volkova, Lyudmyla. "FORMATION OF ENVIRONMENTAL WORLDVIEW IN OLDER PRESCHOOL CHILDREN IN THE PROCESS OF ENVIRONMENTAL EDUCATION". Innovative Solution in Modern Science 6, n.º 50 (18 de octubre de 2021): 44. http://dx.doi.org/10.26886/2414-634x.6(50)2021.4.

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Generalization of theoretical bases of ecological education of preschool children and substantiation of necessity of ecological education as an integral part of educational process. Study of the peculiarities of the formation of environmental worldview in children of older preschool age. The levels of development of ecological upbringing in preschool children were theoretically substantiated. The pedagogical conditions of formation of nature protection worldview at children of senior preschool age the course of ecological education are theoretically substantiated.Key words: environmental education, ecological culture, environmental education, preschooler, subject-spatial environment, preschool education institution.
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Shaari, Mariam Felani, Sabarinah Sh Ahmad y Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design". Environment-Behaviour Proceedings Journal 1, n.º 3 (2 de agosto de 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.333.

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Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
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Lehto, Reetta, Elviira Lehto, Hanna Konttinen, Henna Vepsäläinen, Mari Nislin, Kaija Nissinen, Ciara Vepsäläinen et al. "Neighborhood Socioeconomic Status and Feeding Practices in Finnish preschools". Scandinavian Journal of Public Health 47, n.º 5 (28 de febrero de 2019): 548–56. http://dx.doi.org/10.1177/1403494819832114.

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Aims: Certain feeding practices, such as role modeling healthy eating and encouragement are recommended to be used in preschools. Little is known about whether preschool characteristics are associated with the use of these feeding practices. Our aim was to examine whether the socioeconomic status (SES) of the preschool neighborhood is associated with the feeding practices in preschools. Methods: This study was part of the cross-sectional DAGIS study. We studied 66 municipal preschools and 378 early childhood educators (ECEs). Preschool neighborhood SES was assessed with map grid data. Feeding practices were assessed by questionnaires and lunchtime observation. Associations between preschool neighborhood SES and feeding practices were tested with logistic regression analyses adjusted for ECEs’ educational level and municipal policies on ECEs’ lunch prices, and on birthday foods. Results: The crude model showed that in high-SES neighborhood preschools ECEs were more likely to eat the same lunch as the children (OR 2.46, 95% CI 1.42–4.24) and to reward children with other food for eating vegetables (OR 2.48, 95% CI 1.40–4.41). Furthermore, in high-SES preschools it was less likely that birthday foods outside of the normal menu were available on birthdays (OR 0.29, 95% CI 0.12–0.71). In the adjusted model, rewarding with other food remained associated with preschool neighborhood SES (OR 2.13, 95% CI 1.12–4.07). Conclusions: After adjustments, preschool neighborhood SES was mostly unassociated with the feeding practices in preschools. Municipal policies may have a significant impact on feeding practices and ultimately on young children’s food intake in Finland where most children attend municipal preschools.
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Tesis sobre el tema "Preschool children"

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Kahriman-, Ozturk Deniz. "Preschool Children". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612365/index.pdf.

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The purpose of this study is to explore preschool children&rsquo
s attitudes towards environmental issues in terms of consumption patterns, environmental protection, recycling-reusing, and living habits and to investigate gender as a factor affecting environmental attitudes. The sample of the study is comprised of 40 preschool age children living in Ankara, Turkey. The research has been realized by qualitative design and the data were collected through interviews. The interview questionnaire was adapted from
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Duchastel, Christina. "Sibling Interaction in Preschool Children". Thesis, Stockholm University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-852.

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This study investigates interaction in eight sibling pairs aged 1-5 years with the purpose of examining the prevalence of certain variables constituting the interaction. The siblings were observed with video camera while playing with a toy brought along by the author. In order to validate and expand upon the information obtained from the observations, the parent(s) were asked to respond to a number of questions from a Questionnaire. The variables investigated were reciprocal and complementary interaction, asymmetrical roles, imitation, conflict, joint and parallel play and communication. The results obtained indicate that, in these eight sibling pairs, reciprocal interaction, that is interaction taking place on an equal level, is signified by joint play. Complementary interaction, that is interaction taking place on different levels, is signified by parallel play. High activity level for boys versus low activity level for girls in three sibling pairs were observed to correspond to gender-specific play activities in everyday life.

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Vielhaber, Donna Marie. "Disciplining preschool children, parent interaction". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0027/MQ51814.pdf.

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Kalantari-Darani, Mehrdad. "Conduct disorders in preschool children". Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241820.

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Baker, Kim Denise. "A comparison of expressive vocabulary produced by nonambulatory, speaking preschool children and ambulatory speaking preschool children". PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4250.

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Children with severe physical disabilities often do not have the capabilities for oral communication. Professionals are frequently faced with selecting vocabulary for children who are unable to use vocal output because of severe motor impairments. A child who is nonambulatory may have additional reasons for communicating and sees the world from a different viewpoint than his ambulatory peers. Selecting appropriate words for an initial lexicon that are useful to nonspeaking disabled children that also meet normal language acquisition standards is a concern. This study specifically addresses this concern by looking at the vocabulary differences of ambulatory and nonambulatory preschool children. The purpose of this research project was to compare expressive vocabulary produced by nonambulatory, speaking children with the expressive vocabulary produced by ambulatory, speaking children. It is suggested that the vocabulary of nonambulatory, speaking children might be more appropriate for selecting a lexicon for AAC systems if indeed, they are different from words produced by ambulatory, speaking children.
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Meisner, Jessica. "Effects of gender stereotyped children's literature on preschool children's attitudes /". Norton, Mass. : Wheaton College, 2009. http://hdl.handle.net/10090/8395.

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Hui, Man-yee Mary y 許文愉. "Educating "moral" children: observations froma preschool". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35416919.

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Jarman, Megan. "Improving the diets of preschool children". Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374567/.

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Plum, Jane Meacham Jr. "Nutrition Knowledge Assessment of Preschool Children". Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/35377.

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A game with food and nutrition related pictures was developed to provide an opportunity for a classroom teacher to interview preschool children for assessment of nutrition knowledge concepts. Specifically, knowledge of vegetable concepts which included identification of the food, the food group, the source, preparation methods and use by the body was measured. The assessment was administered to five groups of children (ages two and one-half to five years) in preschools and child care centers in Reston, VA by high school early childhood education students. The assessment was designed to meet current criteria that assessment be teacher administered, provide useful information to the teacher, reflect the typical activities of children in the classroom and be one of a variety of assessments used. The assessment was successfully administered by the high school students working as teacher aides. The assessment gave teachers useful information about each class and individual children which could be used in curriculum planning. The assessment fit into the usual classroom activities, in this case, a games and manipulatives learning center. The assessment provided more in-depth information about children's knowledge than multiple choice tests used in previous research on nutrition knowledge, because the teachers recorded children's responses to open-ended questions. Children's responses indicated elementary understanding of food and nutrition concepts suggesting that classroom teachers need to make greater use of the variety of nutrition education materials available.
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Sehic, Musinovic Jesenka y Fejzullahi Florije Zeqiri. "Preschool children´s meeting with literacy". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32206.

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Studiens syfte är att undersöka vilka metoder och arbetssätt förskollärare förhåller sig till för att främja barns språkutveckling genom läsning i förskolan.Denna studie görs utifrån ett sociokulturellt perspektiv och baserar sig på grundtesen att människors interaktion, möten med varandra, är betydelsefullt för hur språkinlärning och lärandet sker i samspelet med andra i olika situationer och med olika verktyg. Detta har undersökts genom en kvalitativ metod där fem förskollärare från fem olika förskolor har intervjuats.Studiens resultat visar att läsning förekommer i verksamheten varje dag på alla fem förskolorna men att det skiljer sig åt i vilken utsträckning läsning sker mellan förskollärare och barngrupp. De äldre barnen tar del av kapitelböcker för att skapa en djupare förståelsen för orden och de yngre barnen får möjligheten att själva kunna skapa sig en bild av sagan. Barnen lär sig på det sättet nya ord i samspel med andra som de sedan själva använder i sina lekar. Läsning sker initierat av både barn och vuxna och valet av litteraturen beror på om tillfället är planerat eller spontant.
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Libros sobre el tema "Preschool children"

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1946-, Steiner Hans y Yalom Irvin D. 1931-, eds. Treating preschool children. San Francisco, Calif: Jossey-Bass Publishers, 1997.

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Wash.) KCTS (Television station : Seattle. Precious children. Seattle, Wash: KCTS, 1998.

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Neubert, Lori-Ann. Conversations among preschool children. Sudbury, Ont: Laurentian University, Department of Sociology and Anthropology, 1996.

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N, Richman y Lansdown Richard, eds. Problems of preschool children. Chichester: Wiley, 1988.

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Hearron, Patricia F. Guiding young children. 9a ed. Boston: Pearson, 2013.

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Schaefer, Charles E., ed. Play therapy for preschool children. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12060-000.

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Gupta, Anil. Nutritional Anemia in Preschool Children. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5178-4.

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Alfonso, Vincent C., Bruce A. Bracken y Richard J. Nagle. Psychoeducational Assessment of Preschool Children. Editado por Vincent C. Alfonso, Bruce A. Bracken y Richard J. Nagle. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429054099.

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A, Bracken Bruce y Nagle Richard J. 1946-, eds. Psychoeducational assessment of preschool children. 4a ed. Mahwah, N.J: Lawrence Erlbaum Associates, 2007.

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Service, Educational Testing, ed. Developmental scales for preschool children. Princeton, N.J: Educational Testing Service, 1988.

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Capítulos de libros sobre el tema "Preschool children"

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Tandon, Mini y Joan Luby. "Psychopharmacology in Preschool Children". En Pharmacotherapy of Child and Adolescent Psychiatric Disorders, 399–420. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119958338.ch16.

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Alfonso, Vincent C. y Dawn P. Flanagan. "Assessment of Preschool Children". En Evidence-Based Practice in Infant and Early Childhood Psychology, 129–66. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269602.ch5.

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Parahiyanti, Cesya Rizkika y Azizul Yadi Yaakop. "Pre-school Choice Decision Making Among Millennial Moms a Pilot Marketing Strategy Model". En Proceedings of the 19th International Symposium on Management (INSYMA 2022), 778–88. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_98.

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Abstract Like mothers in other generations, millennial mothers also face several challenges when making decisions within the family, including choosing the best preschool for their children. Preschools must compete to meet the needs of millennial mothers who have children under six years old at their current age so that these mothers will become potential users of preschool services themselves. This study aims to build a construct of consumer behaviour among millennial moms in Indonesia. Exploratory analysis using qualitative methods was used in this study. The result of this study is an indicator of the formation of a pilot marketing strategy model for preschool in Indonesia to compete as a reference preschool for millennial mothers.
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Prizant, Barry M. y Amy M. Wetherby. "Communication in Preschool Autistic Children". En Preschool Issues in Autism, 95–128. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-2441-4_5.

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Samuelsson, Ingrid Pramling. "A Child Perspective and Children’s Perspectives on Mathematics Learning in Early Childhood Education". En Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives, 13–25. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_2.

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AbstractAll children have the right to a quality preschool education before school, according to Goal 4.2 of the United Nations 2030 Agenda. How can the two different views of a child perspective and children’s perspectives be of help in teaching young children? In preschool education, the notion of “listening to children” is central, but is this rhetoric or praxis? Similarly, how can children’s play, which is claimed to be important in preschool, be related to learning—or should it not? Based on 40 years of empirical research, I share my view of young children’s learning in preschool.
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Pramling Samuelsson, Ingrid. "A Retrospective View on Researchers’ and Preschool Teachers’ Collaboration: The Case of Developing Children’s Learning in Preschool". En Methodology for Research with Early Childhood Education and Care Professionals, 21–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_2.

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AbstractThis chapter reports on research that is foundational to much of the work carried out by the members of the network responsible for this volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume). The aim of the two studies I will discuss here was to determine whether a metacognitive approach to children’s learning supported children’s sensemaking in preschool. Four preschools were followed, of which two received feedback on their metacognitive dialogues with children from the researcher and two were followed with no feedback, serving as the comparison group. A replication with more groups and teachers was later conducted, with similar results. The development approach consisted of teachers and researchers meeting regularly to jointly discuss the approach to teaching and the content to work with. The content was based on earlier research on how children make sense of different phenomena and content areas. The researchers visited the participating preschools and video-recorded when the teachers carried out activities with children. Afterwards, the recordings were discussed with the teachers. The participants also met once a month to discuss central questions. What development research means in this case will be discussed, as will what contributions the studies made to research (theory) and the development of pedagogy (preschool). There is also a parallel process between teachers and children that will be highlighted. Perhaps one can see this kind of developmental study as the first step towards praxis-oriented research.
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Nagle, Richard J., Sandra Glover Gagnon y Pamela Kidder-Ashley. "Issues in Preschool Assessment". En Psychoeducational Assessment of Preschool Children, 3–31. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429054099-1.

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Taft, Lawrence T. "Medical Syndromes in Young Autistic Children". En Preschool Issues in Autism, 175–83. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-2441-4_8.

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Engler, Joseph R. y Vincent C. Alfonso. "Cognitive Assessment of Preschool Children". En Psychoeducational Assessment of Preschool Children, 226–49. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429054099-10.

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Levenson, Esther, Dina Tirosh y Pessia Tsamir. "The Case of Circles – When the Concept Definition is Inappropriate for the age of the Children". En Preschool Geometry, 37–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_3.

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Actas de conferencias sobre el tema "Preschool children"

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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning". En 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.
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Botić, Mladen. "Informaciono-komunikacione tehnologije u aktivnostima upoznavanja okoline". En Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.475b.

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The paper investigates the use of ICTs in preschool children’s activities of getting to know the surroundings which are based on project learning in different life situations. It enables preschool teachers to start the discussion, using the combination of speech, photos, as well as e-material, to introduce children to a new topic, to provide children with explanations and to influence the development of children’s digital literacy. The aim of the present paper is to identify the use of ICTs in preschools. The general assumption is that these technologies greatly contribute to the efficiency of the implementation of getting-to-know-the-surroundings activities. The specific assumptions refer to preschools being differently equipped with ICTs; ICTs are used differently by different preschool teachers in these activities or some of their stages; the preschool teachers’ evaluations are not significantly influenced by their work experience and academic degree levels.To confirm this, the research was conducted in March 2023, on the sample of 104 preschools teachers in Zlatibor region. The data collected by Scaler – IKT-AUO ( = .856) and processed by means of descriptive statistics confirmed all the hypotheses of the research. Based on the obtained results, the paper provides a number of pedagogical implications which suggest the need for preschool teachers’ professional development aimed at improving their digital competencies for using ICTs in preschool education.
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Wang, Sijia y Yuqi Li. "Early Education Robot for Preschool Children". En 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003169.

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With the development of society, the rise of education level and the improvement of quality of life, young parents are increasingly willing to provide more abundant and comprehensive preschool education for their children, and preschool education products have gradually become a new trend. Our team will design a children's programming robot for preschool children, to establish programming thinking for children, increase pleasure of learning, and enhance parent-child interaction space. This design adopts the methods of questionnaire survey, user interview and literature retrieval to deeply understand the pain points of children's preschool education, the development status of domestic early childhood education products, and children's preferences, so as to determine the product use process, product function structure and product packaging. The design uses on-chip sensors and priority commands combined with ergonomics and perceptual engineering. Children can play arithmetic games through the combination of the main robot and the control panel, and parents can help children learn and play through mobile application. The product have the ability to cultivate and rich preschool children's scientific way of thinking and problem-solving ability，so that children can use scientific thinking to explain the phenomena and problems in the future, and they can get all-round learning and development at last. After the usability test, the interviewees and their parents believed that the design had certain educational effect.
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Polat Yalciner, Iklime y Deniz Hasirci. "PRESCHOOL CHILDREN AND SUNLIGHT". En 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0570.

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ANDRASCIUC BIRTOK, Vasilica. "Socialization at preschool age". En Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p156-160.

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In this article you will find the essential characteristics of the development of socialization in preschool children, the educational framework favorable to the development of social competence, the way in which the family can get involved in the educational activity to support the social development of the preschooler.
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Nazaruk, Stanisława K. y Joanna Marchel. "EFFECTIVENESS IN THE DEVELOPMENT AND ACQUISITION OF MATHEMATICAL SKILLS IN CHILDREN IN RURAL AND URBAN PRESCHOOLS". En 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.145.

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The aim of the research was to determine whether geometric skills of the children in rural preschools are at the same level as those of their peers in urban preschools. The research included 352 preschool-age children (5 to 7 years old) residing in Poland, both in cities and the countryside. The measurements were carried out in the Biała Podlaska Laboratory of Psycho-Motor Skills. A SensoMotoric Instrument (SMI) eye tracking device and the i ViewX platform registering data with a frame rate of 250 Hz were used. The device has a special measurement system which tracks and records eye movements in a sequence and at a pace of an analyzed person. With a view to demonstrate the differences between the correctness of task performance and the place of residence of the children, a Pearson’s Chi-squared test was performed. To evaluate the differences in the time of task execution, a single factor analysis of variance (ANOVA) and the Student’s t-test for independent samples were employed. In all of the analyzed cases, the level of statistical significance adopted was p=.05. The results of the research conducted on the studied group of children show that there are differences in the level of geometric skills between the children in rural and urban areas. It was established that a crucial factor which affected both the geometric knowledge and skills of the preschoolers were the place of residence, the age at which they started learning, and the duration of preschool education. Keywords: geometry teaching, mathematical skills, preschool-age child, preschool education.
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Bayraktar, Şule y Zeynep Kuvvet. "PRESCHOOL CHILDREN’S IDEAS ABOUT LIVING THINGS". En Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.15.

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The purpose of this research is to examine pre-school children’s ideas about living and non-living things. Children were asked to determine whether particular objects in the pictures shown to them are living or non-living and asked to explain why they think so. The results of the research showed that majority of children can classify living and non-living things correctly and know that motion is a characteristic of a living thing. However, they held some alternative conceptions on the subject. Keywords: living things, alternative conceptions, pre-school children, science education.
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Kovaleva, E. A. "Basketball for older preschool children in preschool educational organization". En ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-02-2019-09.

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Zanchi, Christine, Ashley Lewis Presser y Phil Vahey. "Next generation preschool math demo". En IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485857.

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Zhuravleva, Inna. "Self-Presentation In Preschool Children". En ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.91.

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Informes sobre el tema "Preschool children"

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Baker, Kim. A comparison of expressive vocabulary produced by nonambulatory, speaking preschool children and ambulatory speaking preschool children. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6134.

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Lavrova, Galina, Natalia Tulupova y Julia Zabolotneva. Model adapted core preschool education program for early and preschool children with autism spectrum disorders. ChIPPKRO, 2020. http://dx.doi.org/10.12731/educationprogram.

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Sussman, Joshua, Hanna Melnick, Emily Newton, Kerry Kriener-Althen, Karen Draney, Peter Mangione y Perman Gochyyev. How Do California Preschool Quality Ratings Relate to Children's Development? Learning Policy Institute, junio de 2022. http://dx.doi.org/10.54300/422.974.

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High-quality early learning has the potential to narrow disparities in children’s learning and development prior to kindergarten entry, particularly for children from families with low incomes and children who are multilingual learners. This study investigates the relationship between preschool quality and children’s learning and development from fall to spring of 1 school year through the analysis of child- and program-level data from approximately 70,000 children in California preschool programs. It suggests that attending a higher-quality-rated program is associated with greater learning and development than attending a lower-quality-rated program.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, febrero de 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Blackwell, Jane. The effects of instructions on prosocial behavior of preschool children. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2877.

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Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2892.

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Semler, Caroline. The differential role of the SSI with normal preschool children. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5616.

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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro y Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, noviembre de 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment looking at both attendance and child development for preschool children. It is also the first behavioral intervention to use a government mobile app to send messages to parents of preschool children. The intervention had no average treatment effect on attendance, but results ranged widely across groups. Attendance by children in the 25th 75th percentiles of absenteeism rose by 0.320.68 days over the course of the 13-week intervention, and attendance among children in remote areas increased by 1.48 days. Among all children in the study, the intervention also increased language development by 0.10 standard deviations, an impact similar to that of very labor-intensive programs, such as home visits. The intervention had stronger effects on children in the remote provinces of Uruguay, increasing various domains of child development by about 0.33 to 0.37 standard deviations. Behavioral interventions seeking to reduce absenteeism and raise test scores usually nudge parents on both the importance of attendance and ways to improve child development. In this experiment, the nudges focused only on absenteeism but had an effect on both.
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PELIKHOVA, ANNA. Methodology of health-improving work with preschool children with speech disorders. Science and Innovation Center Publishing House, diciembre de 2020. http://dx.doi.org/10.12731/metodika-ozdorovitelnoy-raboty.

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Пособие нацелено на формирование педагогов ДОУ готовности к педагогической деятельности в области здоровьесбережения детей с нарушениями речи, на реализации государственного образовательного стандарта, обогащению профессионального опыта педагогов. Учебно-методическое пособие предназначено для организации учебных занятий в рамках курсовой подготовки и переподготовки педагогов ДОУ по программам: «Педагогическая деятельность в условиях реализации ФГОС ДО» и «Теория и методика воспитания и обучения детей с ОВЗ».
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Smith, Kristin. Rural families choose home-based child care for their preschool-aged children. University of New Hampshire Libraries, 2006. http://dx.doi.org/10.34051/p/2020.10.

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