Relevant bibliographies by topics / Activities for preschool children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Activities for preschool children'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Activities for preschool children"

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Et. al., Nguyen Thi Ut Sau,. "ORGANIZING ACTIVITIES FOR CHILDREN IN THE ORIENTATION OF STEAM EDUCATION." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1676–80. http://dx.doi.org/10.17762/turcomat.v12i4.1422.

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The content of the article analyzes the advantages of STEAM education in the implementation of the kindergarten program in the current period and introduces the plan and results of activities for preschool children according to the STEAM orientation at the school at “May 19” Kindergarten - Thai Nguyen City - Thai Nguyen Province. On the basis of theoretical analysis and current situation, the author proposes a number of recommendations to effectively organize activities for preschool children according to the STEAM orientation in Preschools.
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Sirard, John R., Stewart G. Trost, Karin A. Pfeiffer, Marsha Dowda, and Russell R. Pate. "Calibration and Evaluation of an Objective Measure of Physical Activity in Preschool Children." Journal of Physical Activity and Health 2, no. 3 (July 2005): 345–57. http://dx.doi.org/10.1123/jpah.2.3.345.

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Background:The purposes of this study were 1) to establish accelerometer count cutoffs to categorize activity intensity of 3 to 5-y old-children and 2) to evaluate the accelerometer as a measure of children’s physical activity in preschool settings.Methods:While wearing an ActiGraph accelerometer, 16 preschool children performed five, 3-min structured activities. Receiver Operating Characteristic (ROC) curve analyses identified count cutoffs for four physical activity intensities. In 9 preschools, 281 children wore an ActiGraph during observations performed by three trained observers (interobserver reliability = 0.91 to 0.98).Results:Separate count cutoffs for 3, 4, and 5-y olds were established. Sensitivity and specificity for the count cutoffs ranged from 86.7% to 100.0% and 66.7% to 100.0%, respectively. ActiGraph counts/15 s were different among all activities (P < 0.05) except the two sitting activities. Correlations between observed and ActiGraph intensity categorizations at the preschools ranged from 0.46 to 0.70 (P < 0.001).Conclusions:The ActiGraph count cutoffs established and validated in this study can be used to objectively categorize the time that preschool-age children spend in different physical activity intensity levels.
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Olga V., Akulova. "Development of Cognitive Activity of Preschool Children: to the Problem Statement." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 6–13. http://dx.doi.org/10.21209/2658-7114-2021-16-2-6-13.

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The article deals with the interpretation of the “cognitive activity” concept. Based on the analysis of classical and modern studies, the author formulates the author’s definition of “cognitive activity of preschool children” as a motivational basis for children’s activities and research behavior; the quality of personality that affects the formation of initiative and independence in various types of activities; the condition for obtaining a higher result of activity and increasing the significance of the process of cognition for the child. The place of cognitive activity in the structure of children’s activities is shown. The system of cognitive activity of a preschooler is represented by two subsystems: the search for information and the use of experience in activities. The idea of the need to integrate the content of the knowledge areas for the initiation of cognitive activity of preschoolers is proved. Two types of cognitive activity of 3–7 years aged children are revealed: independent and initiated by an adult. The levels of preschool children`s cognitive activity are characterized: reproducing, heuristic, creative. The article substantiates the potential of three types variable educational routes technology using (“help”, “support”, “development assistance”) for building targeted support for the cognitive activity of preschool children. Keywords: cognitive activity, levels of cognitive activity, cognitive development, children of preschool age, preschool children activities, educational support, variable educational route
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Randoha, Antra. "PEDAGOGICAL FRAMEWORK CONDITIONS TO PROMOTE THE ARTISTIC ACTIVITIES IN PRESCHOOL." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 499. http://dx.doi.org/10.17770/sie2013vol1.584.

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The pedagogical process in preschool is based on children ascomprehensive personality’s development, using extensive pedagogic educational and learning methods. Preschool methodology includes very wide range both ofknowledge, ability and skills development ensuring. Preschool child is an individual with only his own typical characteristics, aptitudes and abilities, therefore the pedagogical process must be especially well-considered, with selected necessary materials, forms of training and education, to be able to contribute to the development of the whole individual with an emphasis on self development of preschooler in the process of pedagogical – artistic activity. The artistic activity in preschool significantly affects child development process therefore it is important to follow in process the pedagogical conditions of the artistic activity’s promotion.
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Puyau, Maurice R., Anne L. Adolph, Yan Liu, Theresa A. Wilson, Issa F. Zakeri, and Nancy F. Butte. "Energy Cost of Activities in Preschool-Aged Children." Journal of Physical Activity and Health 13, s1 (June 2016): S11—S16. http://dx.doi.org/10.1123/jpah.2015-0711.

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Background:The absolute energy cost of activities in children increases with age due to greater muscle mass and physical capability associated with growth and developmental maturation; however, there is a paucity of data in preschool-aged children. Study aims were 1) to describe absolute and relative energy cost of common activities of preschool-aged children in terms of VO2, energy expenditure (kilocalories per minute) and child-specific metabolic equivalents (METs) measured by room calorimetry for use in the Youth Compendium of Physical Activity, and 2) to predict METs from age, sex and heart rate (HR).Methods:Energy expenditure (EE), oxygen consumption (VO2), HR, and child-METs of 13 structured activities were measured by room respiration calorimetry in 119 healthy children, ages 3 to 5 years.Results:EE, VO2, HR, and child-METs are presented for 13 structured activities ranging from sleeping, sedentary, low-, moderate- to high-active. A significant curvilinear relationship was observed between child-METs and HR (r2 = .85; P = .001).Conclusion:Age-specific child METs for 13 structured activities in preschool-aged children will be useful to extend the Youth Compendium of Physical Activity for research purposes and practical applications. HR may serve as an objective measure of MET intensity in preschool-aged children.
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Erdem, Devrim. "Kindergarten Teachers’ Views About Outdoor Activities." Journal of Education and Learning 7, no. 3 (March 22, 2018): 203. http://dx.doi.org/10.5539/jel.v7n3p203.

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Preschool years constitute a vital developmental period during which foundations of later development are formed. It is during this period that essential developments such as establishing attachment bonds, forming a basic sense of autonomy and sense of self (ego), language acquisition and attaining life and social skills. Studies in developmental psychology and in a variety of other disciplines have established that the optimal growth at this stage will prepare the child for later developmental tasks and challenges. For a great part of human history care and education of children at this period was done by extended family and the immediate local community. However, as demands of recent centuries and decades have necessitated longer and more intensive periods of formal schooling, preparation of preschool children for later development has evolved accordingly. Therefore, preschool education has been added to traditional family education and socialization of children. The accumulated literature and experience in preschool education has reached to a point where not only the classroom learning experiences but also the surrounding school and neighborhood settings have been receiving attention. One of the significant aspects of these contextual factors has been the playground. A growing body of research has addressed importance of incorporating the playground into educational activities for preschool children. Studies focusing on the playground activities for preschool in Turkey have been limited. Therefore, this study aimed at examining preschool teachers’ use of playground. Fifty-four preschool teachers from three different cities were recruited for this qualitative study. Semi-structured interviews were conducted with each participant. Results of the study showed that although the preschool teachers reported overall positive attitudes toward educational use of the playground, they underutilized the playground due to concerns about children’s safety and a lack of equipment and quality playground arrangements. Furthermore, they reported playing certain typically outdoors games indoors for these reasons. Results, limitations of the study and implications the results for both educations and researchers were discussed.
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Määttä, Suvi, Reetta Lehto, Hanna Konttinen, Carola Ray, Nina Sajaniemi, Maijaliisa Erkkola, and Eva Roos. "Preschool group practices and preschool children’s sedentary time: a cross-sectional study in Finland." BMJ Open 9, no. 12 (December 2019): e032210. http://dx.doi.org/10.1136/bmjopen-2019-032210.

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ObjectivesPreschool is an important setting for regulating sedentary time (ST). The preschool day in Finland follows daily structures by having morning and afternoon slots for group-based activities that can encourage children for movement (eg, free play and outdoor time) or be still (eg, teacher-led sessions and sitting-based circles). This study aims to explore if the weekly routines in preschool and if more frequent visits in places encouraging physical activity (PA) are associated with children’s ST during preschool hours.DesignCross-sectional DAGIS (Increased Health and Wellbeing in Preschools) study in the years 2015 and 2016.SettingIn Finland.Participants864 children (48% girls, 4.7 years) from 159 preschool groups in 66 preschoolsOutcome measuresA total of 778 children wore required lengths of time (at least 240 min per preschool day, at least 2 days) the accelerometer during preschool hours. Each preschool group reported their weekly schedule during the week, and one early educator completed a questionnaire covering practices. The following five measures related to weekly structures were formed; times of outdoors (times per day), teacher-led sessions (times per day), free play (low, middle or high), organised PA lessons (no lessons at all/others) and mixed activities (no lessons at all/others), and the following five measures about the frequencies of visits in places encouraging PA; nature trips (times per week), play parks (times per week), neighbourhood sport facilities (no visits at all/others), visits to gym or other indoor facility (no visits at all/others) and field trips to neighbourhoods (times per week). Multilevel linear regression analyses were conducted to measure the associations.ResultsOf all the tested associations, only more frequently conducted nature trips were associated with lower children’s ST during preschool hours (β=−1.026; 95% CI −1.804 to −0.248).ConclusionFrequent nature trips in preschools may be important due to its association with lower preschool children’s ST.
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Korošec, Helena, and Marcela B. Zorec. "The impact of creative drama activities on aggressive behaviour of preschool children." Research in Education 108, no. 1 (July 11, 2019): 62–79. http://dx.doi.org/10.1177/0034523719858219.

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This article presents the findings of a research study examining the impact of creative puppetry activities on aggressive behaviour in preschool children. The aim of creative drama was to allow for experiences that help children understand interpersonal relations, put themselves in another’s shoes and see alternative possibilities of behaving or acting in given situations. Play with a puppet in small groups offers children opportunities to establish pro-social peer interactions and learn socialisation skills including solving minor conflicts. The research was conducted with 22 preschool teachers in Slovenian preschools and first grades of elementary schools (including 460 children aged 4–7). The teachers completed a scale of social behaviour for each child in the group before introducing the puppetry activities and after concluding them, i.e. after three months of intense, daily creative work with puppets. The paired difference t-test showed that according to the teachers’ assessments after the three-month conduct of creative puppetry activities in the group, the frequency of the occurrence of aggressive behaviour in the total population was diminished, especially in the children who had the lowest scores in the initial assessment.
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Kostić, Ljiljana, and Daliborka Purić. "Preschool teachers and the selection of lyllabies in activities with preschool children." Inovacije u nastavi 33, no. 4 (2020): 48–60. http://dx.doi.org/10.5937/inovacije2004048k.

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Lullaby, as a literary form that is multifunctional for children - in terms of cognitive, emotional and social development, development of speech, perception and attention, stimulating curiosity and interest, and developing creativity - is an important element in achieving educational goals in the context of various aspects of child development. In this paper the authors examine the experience of preschool teachers (N = 302) with: (a) the selection of lullabies; (b) the selection of folk and artistic lullabies; (c) opting for vocal, instrumental, i.e., vocal-instrumental lullabies in their work with the youngest children, in order to understand the potential patterns of selection of this particular literary form and to contribute to the methodological education of the preschool teachers. The research results indicate that the selection of the lullabies is not particularly varied, and that preschool teachers more often opt for the authored lullabies, as well as for the titles that are available in a vocal-instrumental form. The empirical findings bring forth the problem of selecting the content for working with the youngest children, i.e., they open the question of the ability of the preschool teachers to mould the children's literary taste, along with the question of the responsibility of methodologists, above all, the creators of educational policies, bearing in mind that according to the latest Preschool Education Program the choice of the content for activities with preschool children entirely rests upon preschool teachers.
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Nguyen, Thao Bich Thi. "Childcare and education quality assurance at private preschools: A case study in Hanoi, Vietnam." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 83–87. http://dx.doi.org/10.52296/vje.2020.84.

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Research on quality assurance (QA) over nurturing, caring and educating preschool children is an urgent and crucial issue, especially at private preschools. Using questionnaire survey methods, the study evaluates the situation of ensuring the quality of nurturing and educating children in private preschools regarding the following main aspects: establishing quality standards of child nurturing and education; building a quality assurance system and procedure for preschools’ childcare and education; financial and infrastructure conditions for QA activities to nurture and educate children; the community’s participation into private preschools’ activities; developing a culture of preschools’ childcare and education quality. The research significance lies in the implications from the results to improve QA of nurturing and educating children in private preschools in Hanoi, Vietnam.
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Dissertations / Theses on the topic "Activities for preschool children"

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Predny, Mary Lorraine. "Assessing an Intergenerational Horticulture Therapy Program for Elderly Adults and Preschool Children." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/31717.

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The goal of this research project was to determine if introducing intergenerational interactions would supplement or detract from the use of horticulture as a therapeutic tool when working with elderly adults and preschool children. The program was set up to compare independent group activities with intergenerational activities. A group of elderly adults in the University Adult Day Service and a group of preschool children in the University Child Development Laboratory School took part in both separate age group and intergenerational activities. There were three sessions each week: one for the children's group, a second one for the elderly adults' group, and a third one that combined both groups. The same activity was done during all three sessions each week, with modifications to make the activity appropriate for each age group and to make it more interactive for the intergenerational group. These activities took place in the campus building where the day care centers are located. Four volunteers assisted with the activities. Two worked with the children's group both during separate and intergenerational activities, and two volunteers similarly assisted with the elderly adult group. Video cameras were used to record each session. These videos were viewed and evaluated after the 10-week horticulture therapy program was completed to score attendance and participation during separate age group activities, and attendance, participation, and interaction between the two groups during intergenerational activities. This data was used to determine if introducing intergenerational interactions affected the individual's attendance or participation, and to determine if the interactions between the two groups showed any change over time. Several variables were shown to affect the outcome of research. The first variable discussed is the effect of the staff, volunteers, or administration on the participants and the activities. Staff and volunteers can greatly affect intergenerational interactions by: 1) failing to encourage participation from participants of all ages, 2) lacking experience or having discomfort in working with special populations, 3) failure to establish adequate communication with the researcher or with each other, or 4) demonstrating a negative attitude towards the project. The second variable in research is the limitation introduced by data analysis using video. While video recording is useful in evaluating data, it can cause problems due to a limited viewing area, limited viewing angles, blocked screens, or unfamiliarity with recording equipment. Videos were used to assess participation and interaction. Participation scores include three categories: "no participation" for present but inactive participation, and "working with direct assistance" or "independent participation" for active participation. Participation was affected by the horticulture activities' set up, difficulty level, and availability of assistance from volunteers. Children's participation during separate group activities was affected mainly by the difficulty level and set up of activities. Elderly adult's participation during separate age group activities was affected mainly by each individual's abilities and availability of assistance. Children's intergenerational participation scores show an increase in the category of "working with direct assistance", while elderly adults' intergenerational scores show an increase in the categories of "no participation" and "independent participation". In part, the change in intergenerational participation was due to a decrease in the assistance available from volunteers for each individual. Lastly, the percentage of total interaction time between the generations during activities increased over time. However, the introduction of intergenerational interactions detracted from the use of horticulture as a therapeutic tool for elderly adults and preschool children. It is recommended that intergenerational programming may not be useful to fulfill specific horticulture therapy goals for these groups. At the same time, the intergenerational activities involving horticulture plant-based activities were more successful at increasing interactions than the craft-type activities. Therefore horticulture may be a useful activity for intergenerational programs with a goal of increased interaction and relationship development.
Master of Science
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Batt, Kathleen J. "The Implementation of kinesthetic learning activities to identify geometric shapes with preschool students." Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281535832.

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Simon, Kathryn Kimer. "Storybook activities for improving language : effects on language and literacy outcomes in Head Start preschool classrooms /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095257.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 206-216). Also available for download via the World Wide Web; free to University of Oregon users.
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McBride, Bonnie J. "Promoting instructional interactions : effects of training preschool teachers to use a discrete trial instructional format during classroom activities /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7701.

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Guijarro, de Ortiz Myriam. "Literacy Activities that Parents of Preschool Children Attending Day Care Promote at Home and Community Settings." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/760.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Education
Exceptional Education
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Lilja, Sarah. "Barns kommunikation, rörelse och agerande i ateljén på en förskola i södra Sverige : -Två observationsstudier." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61182.

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Syftet med studien var att bidra med kunskap om hur den möblerade miljön i ateljén i en förskola kan inverka på barns kommunikation, rörelse och agerande. Studiens frågeställningar fokuserade på hur barnen kommunicerar i ateljémiljön, hur barnen rör sig i ateljémiljön och hur barnen kommunicerar i relation till hur de rör sig eller beter sig och ateljémiljöns inverkan på barns agerande. För att få svar på dessa frågor har kvalitativa observationsstudier på två barn i åldern 2-4 år genomförts i ateljén på en kommunal förskola i södra Sverige. Studiens resultat visar att ateljémiljön bidrog till barnens kreativitet då det ursprungliga arbetet med collage övergick till fri lek i rummet. En annan aspekt som iakktogs i studien var att miljön var anpassad efter barnens längd, vilket gjorde att miljön inverkade positivt på barnens kommunikation, rörelse och agerande då barnen nådde materialet på hyllorna.
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Lee, Jihyun. "The Effects of Physical Activities on Stereotypic Behaviors and Task Engagement in Preschool Children with Autism Spectrum Disorders." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373931351.

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Shue, W., and Alissa A. Lange. "Gender Differences in Teachers’ and Children’s Spatial Language During Preschool Geometry Activities." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6017.

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Jasmin, Emmanuelle. "Impact of sensory responses and motor skills on functional skills in activities of daily living of pre-school children with autism spectrum disorders." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101853.

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Background. In children with autism spectrum disorders (ASD), sensori-motor development and functional skills in activities of daily living (ADL) remain little explored in comparison to the other domains of development. Objectives. To determine the impact of sensori-motor skills on functional skills in ADL of preschool children with ASD, and to examine their type of sensory responses, their motor skills and their functional skills in ADL. Methods. This project is a pilot and cross-sectional study. Thirty-five children with ASD, three to four years of age, have been recruited and assessed. Control groups are also included: eight children with developmental delay (DD) and five children with typical development (TD). A battery of diagnostic and clinical tests was used. Results. ASD and DD groups have significantly more atypical sensory responses than the TD group as measured by the Sensory Profile. The ASD group has significantly poorer motor skills than controls (TD and DD) based on the Peabody Developmental Motor Scales --2nd edition (PDMS-2). Self-care skills of the ASD group fall below 2 standard deviations (SD) on the Functional Independence Measure for Children (WeeFIM). Daily living skills (DLS) of the ASD group are significantly poorer than controls on the Vineland Adaptive Behavior Scales -- Second Edition (VABS-II). The largest percentage of variability in self-care skills, as measured by the WeeFIM, is explained by cognitive functioning and auditory processing, while personal skills, as measured by the VABS-II, are predicted by fine motor skills and sensory avoiding. Conclusion. Pre-school children with ASD, but also children with DD, react differently to sensory stimuli than typically developing children. Also, children with ASD have significantly poorer motor skills than DD and TD children. These sensory and motor difficulties affect the functional skills in ADL. Therefore, it will be important clinically to individually assess and consider sensori-motor and functional skills in ADL of children with ASD. Future interventions may then aim at improving and supporting the development and autonomy of these children. In turn this may assist caregivers by reducing their care load.
Keywords: autism spectrum disorders, sensory responses, motor skills, functional skills, activities of daily living
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Ekdahl, Marie, and Jill Åbrodd. "Barns strategier och tillvägagångssätt för att lösa matematiska problemuppgifter : kvalitativ studie i förskolan med fokus på barns samarbete, samspel och problemlösning." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21487.

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Studien handlar om hur barn i förskolan genom problemlösning tar sig an olika problemuppgifter.  I denna studie har barnens perspektiv intagits genom att deras resonemang, tillvägagångssätt och samarbete lyfts fram.  Observationer genom film är den metod som ligger till grund för studiens resultat och analys, barnen som medverkat i studien är i åldern 4–6 år.    Resultatet visar att barnen samarbetade och samspelade när de tog sig an uppgifterna. Även att de använde sig av en mängd olika strategier och tillvägagångssätt, bland annat sina tidigare erfarenheter och kunskaper, resonemang och förklaringar samt sortering och kategorisering.   Vi vill med denna studie lyfta vikten av att pedagoger redan i förskolan låter barn arbeta med matematik och problemlösning. När barn får möjlighet att diskutera, resonera och samarbeta inom matematik främjas deras lärande.
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Books on the topic "Activities for preschool children"

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1952-, Sundman Charron Carlson, and Center for Applied Research in Education., eds. Year-round developmental activities for preschool children. West Nyack, N.Y: Center for Applied Research in Education, 1990.

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Hands-on discovery center activities for preschool children. West Nyack, N.Y: Center for Applied Research in Education, 1993.

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ill, Hutton Kathryn, ed. Classroom bulletin boards: With learning activities for preschool children. Cincinnati, Ohio: Standard Pub., 1994.

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1948-, Currie Robin, ed. Mudluscious: Stories and activities featuring food for preschool children. Littleton, Colo: Libraries Unlimited, 1986.

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Jackie, White-Holtz, and Dickson Sydney S, eds. Big math activities for young children for preschool, kindergarten, and primary children. Albany, N.Y: Delmar Publishers, 1998.

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Hussain, Donna. Art for young children. Nashville, Tenn: Incentive Publications, 1996.

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Let's get ready for Christmas: Advent activities for preschool children. Augsburg Fortress, Minn: [s.n.], 1993.

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Coletta, Anthony J. Year 'round activities for four-year-old children. West Nyack, N.Y: Center for Applied Research in Education, 1986.

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Morrow, Jan. Learning is childsplay: Over 100 creative learning activities for young children. Harlow: Longman, 1987.

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Smith, Deborah V. With a hop, skip, and a jump: Creative movement activities for young children. Belmont, Calif: David S. Lake Publishers, 1987.

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Book chapters on the topic "Activities for preschool children"

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Kim, Yongsuk, Youngsik Kang, and Seongchul Yun. "The Effect of Fairy Tale Activities with Multimedia on Preschool Children’s Prosocial Behavior." In Computer Applications for Software Engineering, Disaster Recovery, and Business Continuity, 272–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35267-6_35.

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Smidt, Wilfried. "Educational Processes in Early Childhood Education: Activities of Target Children in Preschools." In Multidisciplinary Research on Teaching and Learning, 3–18. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137467744_1.

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Wong, Richard Kwok Shing. "Do Hong Kong Parents Engage in Learning Activities Conducive to Preschool Children’s Mathematics Development?" In Early Mathematics Learning and Development, 165–78. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2553-2_10.

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Alfonso, Vincent C., and Dawn P. Flanagan. "Assessment of Preschool Children." In 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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Tandon, Mini, and Joan Luby. "Psychopharmacology in Preschool Children." In 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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Nagle, Richard J., Sandra Glover Gagnon, and Pamela Kidder-Ashley. "Issues in Preschool Assessment." In 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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Prizant, Barry M., and Amy M. Wetherby. "Communication in Preschool Autistic Children." In 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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Weinstein, Carol Simon. "Designing Preschool Classrooms to Support Development." In Spaces for Children, 159–85. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5227-3_8.

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Keogh, Barbara K. "Learning Disabilities in Preschool Children." In Diagnosis and Management of Learning Disabilities, 19–33. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-7272-9_2.

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Lasan, Mirjana. "Multifactorial Treatment for Preschool Children." In The Science and Practice of Stuttering Treatment, 171–81. West Sussex, UK: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118702796.ch13.

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Conference papers on the topic "Activities for preschool children"

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Shcherbakova, Daria Vasilievna. "Circus-Themed Activities Of Preschool Children." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.11.

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Joly, Ana Vitoria, Lyn Pemberton, and Richard Griffiths. "Card Sorting Activities with Preschool Children." In People and Computers XXIII Celebrating People and Technology. BCS Learning & Development, 2009. http://dx.doi.org/10.14236/ewic/hci2009.24.

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Alexeeva, Larisa Yurievna. "Significance of productive activities for preschool age children." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113351.

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Horvat, Vatroslav, Nevenka Maras, and Anamarija Štabarković. "PARTICIPATION IN PHYSICAL ACTIVITIES OF CHILDREN INVOLVED IN PRESCHOOL PROGRAMS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2408.

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Fasnerová, Martina. "DEVELOPMENT OF GRAPHOMOTOR SKILLS IN PRESCHOOL CHILDREN THROUGH PLAY ACTIVITIES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0227.

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Pitlíková, Karolína, and Petr Simbartl. "MEDIA COMPETENCES OF PRESCHOOL CHILDREN - ACTIVITIES FOR DEVELOPMENT AND VERIFICATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0912.

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Kashina, O. A., F. A. Orlysheva, and O. V. Garianova. "Organization of research activities of senior preschool children in pre-school." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-07-2018-19.

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Shmeleva, Elena A. "Integration Of Motor And Cognitive Activities Of Children At Preschool Age." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.49.

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Stoican, Oana, and Cornelia Stefanescu. "THE ROLE OF STORYTELLING ACTIVITIES IN FOSTERING CREATIVITY FOR PRESCHOOL CHILDREN." In Psiworld 2016. Romanian Journal of Experimental Applied Psychology, 2017. http://dx.doi.org/10.15303/rjeap.2017.si1.a17.

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Mykyteichuk, Khrystyna, Lyudmyla Tymchuk, and Valentyna Zvozdetska. "Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland." In 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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Reports on the topic "Activities for 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, January 2000. http://dx.doi.org/10.15760/etd.6134.

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Lavrova, Galina, Natalia Tulupova, and 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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Blackwell, Jane. The effects of instructions on prosocial behavior of preschool children. Portland State University Library, January 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, January 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, January 2000. http://dx.doi.org/10.15760/etd.5616.

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PELIKHOVA, ANNA. Methodology of health-improving work with preschool children with speech disorders. Science and Innovation Center Publishing House, December 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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Crowell, Susan. A longitudinal study of disfluencies in the speech of normal preschool children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5754.

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Lindstrom, Roland. Using Eriksonian concepts in observing developmental levels in two groups of preschool children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.323.

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Lilly, Gregory. Temporal Characteristics of Words Surrounding a Moment of Stuttering in Preschool-age Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7127.

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