Gotowe bibliografie tematyczne / Social functioning in preschool children

Gotowa bibliografia na temat „Social functioning in preschool children”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 19 lutego 2023

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Artykuły w czasopismach na temat "Social functioning in preschool children"

Levchenko, Irina, Tatiana Volkovskaya, Tatiana Skrebets i Alena Lemekh. "Optimization of social functioning quality of preschool children with cerebral palsy". SHS Web of Conferences 98 (2021): 01018. http://dx.doi.org/10.1051/shsconf/20219801018.

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Among the children with violation of supporting-motor apparatus, the largest group is comprised of those with cerebral palsy (CP). The lack of diagnostic toolkit adequate to pedagogical tasks does not allow to examine such children from the point of view of educational capabilities and socialization. The aim of research is development and scientific substantiation of innovative technology of pedagogical examination of preschool children with CP, aimed at differential evaluation of their educational capabilities and determination of specificity of educational demands. Analysis of the experimental results has allowed to formulate a set of conclusions determining scientific novelty of the research: educational potential of preschool children with CP is characterized by indicators of different levels, which stipulates variability and specificity of demands of psychological and pedagogical support; educational capabilities of preschool children with CP can be manifested at optimum, medium, low, critical levels, each of which is characterized by similar patterns irrespective of age; during the research no direct correlation between the manifestation rate of motor disorders of preschool children with CP and the level of their educational capabilities has been revealed; the educational potential of preschool children with CP significantly depends on the manifestation rate of intellectual disabilities stipulating features of mental development and is not correlated with the severity of motor impairment; the obtained experimental results have allowed to reveal peculiarities of educational capabilities of preschool children with CP, which is the key point in development of individual remedial programs; differentiation of preschool children with CP on the basis of level-driven approach allows to optimize the content of psychological and pedagogical assistance and the selection of remedial actions.

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Karlsberg Bennett, Jenna, Sarah O’Neill, Khushmand Rajendran i Jeffrey M. Halperin,. "Do Preschoolers’ Neuropsychological Functioning and Hyperactivity/Inattention Predict Social Functioning Trajectories Through Childhood?" Journal of Pediatric Psychology 45, nr 7 (17.07.2020): 793–802. http://dx.doi.org/10.1093/jpepsy/jsaa053.

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Abstract Objective This longitudinal study examined whether preschool attention deficit hyperactivity disorder (ADHD) symptoms and neuropsychological functioning predicted trajectories of children’s social functioning from age 3 to 4 through 12 years. Methods Three- and four-year-old children (N = 208; 72.6% boys) were evaluated annually through age 12. Parent and teacher Attention Deficit/Hyperactivity Disorder Rating Scale, Fourth Edition responses during the initial evaluation were used to categorize preschoolers as “High” or “Low” risk for ADHD. Children’s neuropsychological functioning was assessed using the NEPSY. Teachers’ reports of children’s social functioning were obtained annually from preschool through age 12 years using the Adaptability, Functional Communication, and Social Skills subscales of the Behavioral Assessment System for Children, Second Edition. Hierarchical linear modeling was used to assess the trajectories of social functioning and determine whether preschoolers’ neuropsychological functioning and ADHD risk status predicted social functioning at age 12 years, and/or change in social functioning throughout childhood. All models controlled for baseline socioeconomic status. Results High Risk children had significantly lower teacher-rated Adaptability and Social Skills at age 12 years. High Risk children and those with lower Verbal neuropsychological functioning in preschool had lower teacher-rated Functional Communication at 12 years old. Lower preschool Verbal neuropsychological functioning predicted greater positive change in teacher-rated Functional Communication across childhood. Conclusions Early identification of and intervention for children exhibiting ADHD behaviors is critical given the enduring negative impact of these behaviors on social functioning. Screening preschoolers for verbal difficulties is encouraged given their long-term impact on children’s ability to clearly express thoughts and feelings and obtain and provide information.

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Martin, Roy P. "Assessment of the Social and Emotional Functioning of Preschool Children". School Psychology Review 15, nr 2 (1.06.1986): 216–32. http://dx.doi.org/10.1080/02796015.1986.12085223.

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Blau, Rivka, i Pnina S. Klein. "Elicited emotions and cognitive functioning in preschool children". Early Child Development and Care 180, nr 8 (wrzesień 2010): 1041–52. http://dx.doi.org/10.1080/03004430802674316.

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Paruch, Daria, i Danuta Al-Khamisy. "Social functioning of a child with autism – Individual case analysis". Special School LXXXI, nr 2 (30.04.2020): 120–34. http://dx.doi.org/10.5604/01.3001.0014.1337.

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This article presents conclusions from analysis of the social functioning of a boy with autism in a preschool for children with special needs. The purpose of the study was to explore strengths and weaknesses in the social functioning of a boy with autism completing his preschool education. A case study was used as a research method, and observation and interview – as research techniques. The findings suggest that the social functioning of the boy with autism is at a level that allows him to continue education in an integrated or general education school as long as he is supported by a special teacher. The boy communicates his needs, has learned basic self-care skills, and follows preschool classroom rules. With adequate support from specialists and his parents, he is also able to establish healthy peer relationships.

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Pramling Samuelsson, Ingrid, Pia Williams, Sonja Sheridan i Annette Hellman. "Swedish preschool teachers’ ideas of the ideal preschool group". Journal of Early Childhood Research 14, nr 4 (24.07.2016): 444–60. http://dx.doi.org/10.1177/1476718x14559233.

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In Sweden, preschool has been noted as being of a high quality compared to many other countries. However, dramatic changes in the preschool sector are taking place. A recent law states that it is a child’s right to get a preschool place within a few months. As a consequence, the number of children in preschool has increased, which could influence group sizes since there is no state regulation of the number of children in a group. This article based on the project The impact of group size on children’s affordances in preschool aims to describe and analyse preschool teachers’ ideas of what an ideal preschool group is. It is a qualitative study based on a questionnaire with mainly open-ended questions, answered by preschool teachers. The results show that preschool teachers define a well-functioning group as having a balance between gender, age and ethnicity. The preschool teachers stress that they prefer a group with fewer children than they have today. A key aspect of having a well-functioning group is also the preschool teachers’ competence and the preschool environment. Preschool teachers’ ideas of what constitute an ideal group of children may contribute to why they perceive the group size too large.

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Abdullaev, N. Sh, i I. V. Vinyarskaya. "Gender features of the life quality of preschool children living in Dushanbe". Health care of Tajikistan, nr 3 (29.10.2021): 5–11. http://dx.doi.org/10.52888/0514-2515-2021-350-5-11.

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Aim. To assess the parameters and gender characteristics of the life quality of preschool children and the influence of a complex of factors on them.Material and methods. A study of the quality of life of 354 children was carried out. Ther were divided into two subgroups - younger (3-4 years old, 97 children) and senior preschool age (5-7 years old, 257 children). The PedsQL ™ 4.0 questionnaire was used to assess the QoL of children.Results and discussion. It was found that with age, the parameters of QOL increase on the scale of “emotional functioning”, and on the scale of “functioning in kindergarten” - decreases. The children of 5-7 years old themselves rated such aspects of QOL as emotional and role functioning significantly higher. Gender differences had specificitiesthe QOL of boys in the younger preschool group was higher in terms of emotional functioning. According to children, differences were established on the scale of “social functioning”, where this indicator was significantly higher in girls. The interrelation of various risk factors on the QOL indicators of children has proved to be valid.Conclusion. The results of the survey showed that parents tend to assess the QOL of their children in this age category somewhat lower than the children themselves. The results once again confirm the influence of various medical and social factors on the QOL of children.

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Curtis, Carmen E., i Joan L. Luby. "Depression and Social Functioning in Preschool Children with Chronic Medical Conditions". Journal of Pediatrics 153, nr 3 (wrzesień 2008): 408–13. http://dx.doi.org/10.1016/j.jpeds.2008.03.035.

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Laucht, Manfred, Martin H. Schmidt i Günter Esser. "The development of at-risk children in early life". Educational and Child Psychology 21, nr 1 (2004): 20–31. http://dx.doi.org/10.53841/bpsecp.2004.21.1.20.

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The impact of early childhood risk factors on developmental outcome was investigated in a prospective longitudinal study from birth to preschool age. Motor, cognitive and social-emotional functioning was assessed in a sample of 350 children, at the ages of three months, two years and four-and-a-half years, born with different risks. Organic (obstetric complications) and psychosocial risks (family adversity) were varied in a two-factorial design. Results indicated that the sequelae of early risk factors remained evident up to preschool age. Biological and psychosocial risk factors had equally adverse effects, but were specific to the functional areas they affected. Family adversity primarily influenced cognitive and social-emotional functioning, while the impact of pre- and perinatal complications was concentrated in motor and cognitive functioning. In general, the cumulative effect of organic and psychosocial risks was found to be additive. These findings stress the importance of preventive strategies to reduce the impact of multiple adverse factors on multiple outcomes.

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Bala, Gustav, Ankica Hosek-Momirovic i Spela Golubovic. "Aberrant behavior and cognitive ability in preschool children". Psihologija 40, nr 4 (2007): 509–29. http://dx.doi.org/10.2298/psi0704509b.

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The sample included 712 preschool boys and girls at the age of 4 to 7 years (mean 5.96 decimal years and standard deviation .96) from preschool institutions in Novi Sad, Sombor, Sremska Mitrovica and Backa Palanka. Information concerning 36 indicators of aberrant behavior of the children were supplied by their parents, whereas their cognitive ability was tested by Raven?s progressive colored matrices. Based on factor analysis (promax method), four factors i.e. generators of aberrant behavior in children were singled out: aggression, anxiousness, dissociation, and hysteria, whose relations with cognitive functioning and age were also analyzed by factor analysis. Aberrant behavior and cognitive abilities show significant interrelatedness. Owing to orderly developed cognitive abilities, a child understands essence and reality of problems, realizes possibilities and manners of solving them, and succeeds in realizing successful psycho-social functioning. Developed cognitive abilities enable a child to recognize and understand her/his own reactions in different situations and develop manners of reacting, which leads to strengthening psycho-social safety and adapting behavior in accordance with her/his age and abilities.

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Rozprawy doktorskie na temat "Social functioning in preschool children"

Calhoun, James. "Facilitating Social Emotional Skills in Preschool Children". ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/39.

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There are many difficulties associated with problematic social-emotional skills in childhood. These range from poor academic performance (Brinbaum, et al., 2003; Delany-Black et al., 2002; Wallach, 1994), school suspension (Lippincott-Williams & Wilkins, 2004), school drop-out (Farmer & Farmer 1999; Gagnon, Craig, Trombley, Zhou, & Vitaro, 1995), aggression (Cicchetti & Toth, 1995), and poor peer relations (Izard et al., 2001; Schultz, Izard, & Ackerman, 2000; Schultz, Izard, Ackerman, & Youngstrom, 2001). Preschool programming provides an early opportunity to build social-emotional skills and avoid some of these adverse outcomes. The question for many school districts is how to design a preschool program format that is both consistent with best practice and fits within a feasibility framework. The goal of this research study was to provide information that could be used by school districts to guide preschool program development. The study looked at the differential outcomes on dependent measures of social-emotional functioning for children aged 3 to 5-years who participated in an 8-month preschool program (n=74). The children were in 2 treatment groups (i.e., those receiving a classroom-based social skills intervention and those receiving the classroom intervention plus a home-based intervention) and a non-treatment control group. The groups also differed in group membership. The treatment group children met a criterion such as having a diagnosis or low socio-economic status. The control group consisted of children who met these same criteria, but also had members who were invited by teachers or attended based on parent request. Therefore, the control group was more heterogeneous than either treatment group. The implications of this study for school districts developing a model for preschool programming are discussed. In addition, the limitations of this study as well as potential directions for future research are reviewed.

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Daniel, Tracy L. "The Relationship Between Nutrient Intake and Social Emotional Functioning in Preschool Children". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2401.

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Mental health disorders are rising in children and being referred to as an epidemic. Numerous studies have shown micronutrient deficiencies and poor diet quality are suspected of playing a contributory role in the escalation of certain disorders. However, there is no research in young children focusing specifically on social emotional disorders and possible links to nutrition. Conventional treatment for social emotional disorders in children typically involves medication. Parents are increasingly turning to complementary and alternative medicine to treat their children with a method that is individualized and holistic. The biopsychosocial model provided the theoretical framework for this correlational study that investigated the association between nutrient intake and social emotional functioning. Multiple regression analyses were conducted to determine if diet/health indicators were significant predictors of any of the subscale scores on the Behavior Assessment System for Children - Second Edition (BASC-2), Parent Rating Scale -Preschool social emotional variables. Intake of food categories was measured by the amount reported by a sample of 119 parents over a three-day period. Higher levels of processed food consumption significantly predicted higher scores of atypicality. Additionally, reporting a family history of mental illness was associated with lower levels of hyperactivity and depression. The relationships between the other diet quality/health indicators and social emotional functioning in children were non-significant. The results of this study offer an alternative or supplemental treatment modality to psychotropic drugs. With the increasing health and economic burden of mental health disorders in children, the investigation of risk factors such as nutrient intake, is an essential and pressing research initiative.

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Teague, Rosemary Judith Patricia, i n/a. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061106.132840.

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A consistent finding in the literature is that children who demonstrate lower levels of social functioning (i.e., exhibit high levels of externalising and internalising problems and low levels of socially competent behaviour) have problems interpreting social cues and enacting appropriate behavioural responses in social situations (that is, they have poor social information processing (SIP) skills). Another consistent finding is that children who demonstrate lower levels of social functioning have problems regulating behaviour and/or emotions (that is, they have poor self-regulation skills). The research questions in this study explore two related issues: whether these associations can explain sex differences in social functioning (with girls consistently exhibiting higher levels of social competence and lower levels of externalising problems than boys) and whether an intervention targeting SIP and self-regulation skills can lead to improvements in social functioning. The study forms one component of a larger developmental prevention project (the Pathways to Prevention Project) which involves the provision of an integrated set of intervention strategies to children attending preschools in a highly disadvantaged Brisbane suburb. It also involves programs with their families, their schools and relevant ethnic communities. This study relates to a sub-sample of 308 children who participated solely in the social skills program. Children from two preschools received the program (N=174) and were compared with children from two other preschools who did not receive the program (N=134). The research questions were addressed using a repeated measures design, with data being collected from all intervention and comparison children pre- and post-intervention (that is, at the beginning and end of the school year) and at a one year follow-up at the end of Grade 1. The study is unique as it involves Australian children from a diverse range of cultural backgrounds, many of whom who are non-English speaking. Few studies have involved such diverse samples and none have been implemented in an Australian context. The first two research questions seek to confirm findings from prior studies, examining whether females exhibit higher levels of social functioning than males and whether there is a significant relationship between social functioning and SIP and self-regulation skills. The third research question significantly extends prior findings by examining whether there are sex differences in SIP and self-regulation skills and whether these can account for sex differences in social functioning. This issue has been largely overlooked in the literature. The fourth research question examines whether a social skills intervention designed to improve preschool children's SIP and self-regulatory skills can lead to improvements in these skills and increase levels of social functioning. The fifth research question examines the relative effect of the intervention for boys and girls. Using pre-intervention data, the study confirmed prior research, finding significant sex differences in social functioning with girls exhibiting higher levels of social competence and lower levels of externalising problems. A significant relationship was also found between measures of SIP, self-regulation skills and social functioning. A significant sex difference was found in SIP and self-regulation skills, with girls performing better than boys on these measures. After adjusting for children's scores on the SIP measure, sex differences in social competence were no longer significant. Sex differences in externalising problems remained significant but were markedly reduced. A similar pattern of findings was observed when adjusting for self-regulation skills. These findings represent a major contribution to the understanding of sex differences in social functioning. In comparison to non-participants, participants in the social skills program demonstrated significant improvements in SIP, self-regulation skills and social competence which were sustained 12 months after the completion of the intervention. In general, program participation was not found to be associated with changes in children's levels of externalising and internalising behaviour problems, although there were strong and significant reductions in externalising behaviour problems for disruptive children who were consistently engaged with the program. Program effects were greatest where it was consistently reinforced by teachers. No significant sex differences in program effects were found. Implications for future policy are that child-focused programs designed to increase school readiness and levels of social competence should include SIP and self-regulation components. More intensive programs may be required for long term improvements in behaviour problems. In terms of future practice, it is concluded that the implementation and evaluation of programs for young disadvantaged children from a range of multi-cultural backgrounds must limit English language requirements to increase program engagement, and encourage parental involvement using strategies such as parent training groups that do not demand high levels of parental literacy. Teacher involvement also needs to be maximised either through the provision of teacher training or through intensive mentoring.

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Teague, Rosemary Judith Patricia. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366369.

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Fritz, Kristy M. M. A. "Assessment of cognitive functioning, language, behavior and social skills in preschoolers with velocardiofacial syndrome". Xavier University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385389518.

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Wojciechowski, Jennifer M. Wasik Barbara Hanna. "Exposure to community violence and preschool children's behavioral and social functioning the mediating role of parental depression and children's social cognition /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1937.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education School Psychology." Discipline: Education; Department/School: Education.

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Ram, Anshumala. "Effects of Head Start participation on cognitive and social functioning of children in the United States". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2000.

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Snyder, Marielle Christine. "Emotion-Related Regulation Strategy Use in Preschool-Age Children Who Stutter". Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1556511064766463.

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Wimpory, Dawn. "Social engagement in preschool children with autism". Thesis, Bangor University, 1995. https://research.bangor.ac.uk/portal/en/theses/social-engagement-in-preschool-children-with-autism(4be20cc2-280e-43ba-afe1-ff06ac4c7807).html.

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The nature of social engagement deficits in children with autism were explored through a series of linked studies. Guiding questions were as follows: i) Are the social deficits present in infancy?, ii) What strategies of adult-child communication facilitate social engagement in preschoolers? and iii) What are the long term effects of musically enhancing these strategies? To address the first question, an interview schedule (the Detection of Autism by Infant Sociability Interview, DAISI) was developed. It was retrospectively employed with parents of children with autism, and parents of learning disabled children without autism as a control group. This revealed social engagement deficits in eye-contact, gestural body-language and interactive babbling, before 24 months. None of these was attributable to learning disability. A subsequent study searched for clinical equivalents of the "scaffolding" role played by parents enhancing their normal infants' social and communicative performance. Videorecorded observations of clinicians and preschoolers with autism during one-to-one play-based assessments were analysed using an observation schedule developed for this study:- Coding of Active Sociability in Preschoolers with Autism (CASPA). This revealed relationships between clinical strategies and episodes of social engagement which confirmed and extended previous research. Facilitative strategies included musical-motoric activities together with self-repetitive communicative turns and/or turns that followed the child's focus of attention. Single case studies were then employed to evaluate clinical interventions (Musical Interaction Therapy) based around the facilitators of social engagement identified by CASPA. Onset of therapy was followed by improvements in social engagement related skills which were sustained for over a year after therapy. The emergence of child acts of teasing and pretend play during and following the period of Musical Interaction Therapy extended beyond the empirical findings of previous interventions. Theories of development in autism were discussed in the light of data from these studies.

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Eversole, Amy. "Social Skills Training with High-Functioning Autistic Adolescents". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc501083/.

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Social skills training is a need among autistic adolescents. This investigation examined a social skills training program involving several teaching strategies. Specific social skills were targeted for improvement. Attempts to decrease negative social behaviors were made. Five autistic adolescents participated in the program and five were selected for the no-treatment group. Two measures were used. A survey addressing the skills targeted in the program was completed by parents and teachers before and after the program. A test conversation with a stranger and a peer was conducted with each subject before and after the program. Anecdotal information was obtained from therapists, teachers, and parents. Results provided information on the effectiveness of this social skills program. The benefits and limitations of the program were discussed.

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Książki na temat "Social functioning in preschool children"

Social skills training for children with Asperger syndrome and high-functioning autism. New York: Guilford Press, 2011.

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1950-, Shea Victoria, i Adams Lynn W, red. Understanding asperger syndrome and high-functioning autism? New York: Kluwer Academic/Plenum Press, 2001.

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When babies read: A practical guide to helping young children with hyperlexia, asperger syndrome and high-functioning autism. London: Jessica Kingsley Publishers, 2005.

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Weikart, David P. Quality preschool programs: A long-term social investment. New York, N.Y: Ford Foundation, 1989.

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Barkley, Russell A. Barkley deficits in executive functioning scale--children and adolescents (BDEFS-CA). New York, NY: Guilford Press, 2012.

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Association for Childhood Education International., red. The Lydia year: Learning from pre-kindergarten children in rural Appalachia. Olney, MD: Association for Childhood Education International, 2009.

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Rourke, Byron P. Learning disabilities and psychosocial functioning: A neuropsychological perspective. New York: Guilford Press, 1991.

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Understanding the preschooler. New York: P. Lang, 2000.

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Cohen, Joyce S. How to reduce the risk: Healthy functioning families for adoptive and foster children. Toronto: University of Toronto Press, 1987.

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Good morning, children: My first years as a pre-K teacher. Beltsville, MD: Gryphon House, 2009.

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Części książek na temat "Social functioning in preschool children"

Aiken, Lewis R. "Individual Testing of Preschool Children and Infants". W Assessment of Intellectual Functioning, 167–90. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9304-8_7.

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Hojnoski, Robin L., i Kristen N. Missall. "School Readiness and Academic Functioning in Preschoolers". W Psychoeducational Assessment of Preschool Children, 79–97. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429054099-4.

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Whitcomb, Sara A., i Jessica M. Kemp. "Behavior and Social-Emotional Skills Assessment of Preschool Children". W Psychoeducational Assessment of Preschool Children, 181–203. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429054099-8.

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Brison, Karen J. "Introduction: Social Class and Mass Preschool Education in Fiji". W Children, Social Class, and Education, 1–33. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137464088_1.

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Yin, Lee Ching, Abd Razak Zakaria, Abdul Muhsein Sulaiman i Fonny Dameaty Hutagalung. "Creativity in Messy Play Among Preschool Children". W Social Interactions and Networking in Cyber Society, 59–70. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4190-7_6.

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Hutagalung, Fonny Dameaty, i Zulkifli Md Isa. "Cognitive Ability Among Preschool Children in Kuala Lumpur Malaysia". W Social Interactions and Networking in Cyber Society, 15–25. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4190-7_2.

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Bauminger-Zviely, Nirit, Dganit Eytan, Sagit Hoshmand i Ofira Rajwan Ben–Shlomo. "Specific Challenges in Peer Relations for Young Children with ASD". W Preschool Peer Social Intervention in Autism Spectrum Disorder, 15–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79080-6_2.

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Tur-Kaspa, Hana. "Social Functioning of Children With Attention Deficit Hyperactivity Disorder". W Attention Deficit Hyperactivity Disorder, 317–36. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1385/1-59259-891-9:317.

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Alvarez-Miranda, Maria José. "Developing positive social interactions among children in a Danish preschool". W Action Research for Inclusive Education, 57–66. Description:Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351048361-6.

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Dybina, Olga V. "Information and Communication Technologies in Work with Preschool Children with Autism". W Artificial Intelligence: Anthropogenic Nature vs. Social Origin, 267–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39319-9_31.

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Streszczenia konferencji na temat "Social functioning in preschool children"

Mykyteichuk, Khrystyna, Lyudmyla Tymchuk i Valentyna Zvozdetska. "Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/19.

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The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily observation and interpretation of children's activities has become an integral part of the teacher's work. The essence of systematic pedagogical diagnostics of school readiness in Polish preschool institutions is revealed. On the basis of retrospective analysis, it is highlighted the evolutionary development in Polish pedagogy of the diagnosing children's readiness problem in school. According to the chronological principle, diagnostic methods are systematized; their semantic and procedural aspects are characterized. It is substantiated that as a result of diagnostic techniques, mastering the tools and ability to perform diagnostic procedures, the teacher gets the opportunity to determine the degree of mental and social development of the child, which contributes to school tasks, as well as factors that determine this development. The teacher forms a complex child’s profileconcerningthe knowledge and competencies, and on its basis develops a strategy of pedagogical influence and interaction with the child at the beginning of school.

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Escolano-Pérez, Elena, i Irma Inaz-Monterde. "PRESCHOOL EXECUTIVE FUNCTIONING IN MONOLINGUAL AND BILINGUAL CHILDREN: ASSESSMENT THROUGHOUT SYSTEMATIC OBSERVATION". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1998.

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Hope Currin, Flannery, Kyle Diederich, Kaitlyn Blasi, Allyson Dale Schmidt, Holly David, Kerry Peterman i Juan Pablo Hourcade. "Supporting Shy Preschool Children in Joining Social Play". W IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3460729.

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Bukhalenkova, D. "Preschool Classroom Quality And Children Social-Emotional Development". W ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.83.

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Utami, Ayu Tuty, Andhita Nurul Khasanah, Ali Mubarak i Sarah Sartika. "Mindful Parenting: Study on Parents of Preschool Children". W 2nd Social and Humaniora Research Symposium (SoRes 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200225.080.

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Banovcinova, Andrea. "SPECIFICS OF FAMILY FUNCTIONING WITH CHILDREN WITH DISABILITIES". W 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.3/s12.102.

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Arent, Krzysztof, Joanna Kruk-Lasocka, Tomasz Niemiec i Remigiusz Szczepanowski. "Social robot in diagnosis of autism among preschool children". W 2019 24th International Conference on Methods and Models in Automation and Robotics (MMAR). IEEE, 2019. http://dx.doi.org/10.1109/mmar.2019.8864666.

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Szmalec, Jacek. "Children with grapho-motor problems, their functioning and therapy." W The 5th Human and Social Sciences at the Common Conference. Publishing Society, 2017. http://dx.doi.org/10.18638/hassacc.2017.5.1.251.

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Zulkarnaini, Firmaniah. "The Social Development among Preschool Children: Analysis of Sociodramatic Play". W 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.38.

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Li, Li. "Study on Social Influence on Preschool Children by Sports Games". W 2015 International Conference on Economics, Management, Law and Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emle-15.2015.109.

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Raporty organizacyjne na temat "Social functioning in preschool children"

Noll, Robert B. Social and Emotional Functioning of Children With NF-1 and Their Families; A Case Controlled Study. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2001. http://dx.doi.org/10.21236/ada407220.

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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig i Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, styczeń 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.

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Anderson, Kristy A., Anne M. Roux, Hillary Steinberg, Tamara Garfield, Jessica E. Rast, Paul T. Shattuck i Lindsay L. Shea. The Intersection of National Autism Indicators Report: Autism, Health, Poverty and Racial Inequity. A.J. Drexel Autism Institute, kwiecień 2022. http://dx.doi.org/10.17918/nairintersection2022.

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This report examines the following two questions: 1) do income-based differences in health and health care outcomes look the same for children with and without autism? and 2) do income-based differences in health and health care outcomes look the same for BIPOC (Black, Indigenous, and People of Color) children with autism and white children with autism? Examining the health and healthcare outcomes of children with autism in combination with other social characteristics offers several advantages. First, we can illuminate how demographics alone, and in combination with other social characteristics of children, are associated with differences in the rates of health and healthcare outcomes they experience. Second, it increases our understanding of the health-related experiences of social groups who are often neglected in research. Third, it provides current and comprehensive evidence on how children with autism experience relative disadvantages related to social determinants of health, which are aspects of the environment that affect health, functioning, and quality-of-life outcomes and risks.

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Ha, Wei, i Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, wrzesień 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.

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Näslund-Hadley, Emma, Michelle Koussa i Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, kwiecień 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.

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