Relevant bibliographies by topics / Children of early and preschool age

Contents

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

Academic literature on the topic 'Children of early and preschool age'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Children of early and preschool age"

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Sinai-Gavrilov, Yana, Tali Gev, Irit Mor-Snir, Giacomo Vivanti, and Ofer Golan. "Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors." Autism 24, no. 8 (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
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Muqaddaskhan, Umarova. "Development Of Personality In Children Of Preschool Age." Journal of Social Sciences and Humanities Research Fundamentals 5, no. 6 (2025): 97–101. https://doi.org/10.55640/jsshrf-05-06-22.

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Personality development in preschool children is a dynamic and complex process influenced by various factors, including genetics, environment, and social interactions. This article provides a broad overview of the development of personality traits in children aged 3 to 6 years, focusing on the emergence of key traits, their underlying mechanisms, and subsequent developmental consequences. Understanding these early stages of personality development is critical to achieving positive outcomes and addressing potential problems in children’s socio-emotional well-being.
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Darejan, Geladze. "Digital technologies in preschool age." GPH-International Journal of Educational Research 06, no. 05 (2023): 37–40. https://doi.org/10.5281/zenodo.8037326.

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The use of modern digital technologies is gaining relevance at all levels of education, including early education. Today children are surrounded by digital technologies, and therefore the digital "environment" is natural and much more understandable to them than it is to many of us. By the time they start kindergarten, children already have experience using a variety of digital technologies. Preschool children master computers and telephones faster and faster and it became their favorite work to do. The use of traditional resources in early education and the neglect of technology for
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STOKER, G. JONKER VENTER AND H. G. (HENK). "Young Age Faith in Light of Developmental Psychology." Unio Cum Christo 6, no. 1 (2020): 185. http://dx.doi.org/10.35285/ucc6.1.2020.art11.

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This Article Focusses On The Faith Formation And Ability Of Preschool Children To Defend Their Faith From As Early As The Early Childhood Phase (two To Six Years). The Research Investigates Prominent Psychological Theories That Cover Preschool Children’s Cognitive Development To Determine If Children Within This Age Group Can Constructively Partake In Faith Formation, As Well As The Role That Parents Have In Encouraging And Shaping This Faith Formation And Apologetic Ability. The Article Provides Apologetic Guidelines From The Reformed Tradition To Parents To Assist Them In This Task. KEYWORDS
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McGoey, Kara E., Tanya L. Eckert, and George J. Dupaul. "Early Intervention for Preschool-Age Children with ADHD." Journal of Emotional and Behavioral Disorders 10, no. 1 (2002): 14–28. http://dx.doi.org/10.1177/106342660201000103.

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Mamadayupova, Vasila Shonazarovna. "WAYS OF TEACHING FOREIGN LANGUAGES AT AN EARLY AGE." MODELS AND METHODS IN MODERN SCIENCE 2, no. 2 (2023): 172–75. https://doi.org/10.5281/zenodo.7663028.

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This article describes the methods of teaching English to children of preschool age, and now English is becoming a world language, so it should be started from preschool, i.e. kindergarten age, the article provides information about this.
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Lyapunova, Valentina, Olha Nehriy, and Olena Fesenko. "NATIONAL PATRIOTIC EDUCATION OF CHILDREN EARLY AND PRESCHOOL AGE USING UKRAINIAN MUSICAL ART." Scientific journal of Khortytsia National Academy, no. 2024-10 (May 26, 2024): 15–23. http://dx.doi.org/10.51706/2707-3076-2024-10-2.

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In the scientific article, the authors address the problem of national-patriotic education of preschool children by means of Ukrainian musical art. A detailed analysis of scientific, psychological, pedagogical and musical studies devoted to the question of the expediency of using Ukrainian musical art in the process of national-patriotic education of preschool children in preschool educational institutions was carried out. An interpretation of the meaning of the term’s «patriotism» and «national-patriotic education» is provided, the main works of foreign and Ukrainian scientists on the studied
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Gagne, Jeffrey R., Kaelyn Barker, Chi-Ning Chang, et al. "A Longitudinal Study of Maternal Depression and Anxiety and Preschool Executive Functioning and Receptive Vocabulary as Predictors of Elementary School Academic Competence." Merrill-Palmer Quarterly 70, no. 1 (2024): 54–88. https://doi.org/10.1353/mpq.2024.a949142.

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Abstract: Early emerging executive functioning is associated with important emotional, social, and academic outcomes, including academic competence in elementary school. Employing a family study design, the current study investigated pre-schoolers’ executive functioning and receptive vocabulary knowledge, maternal depression and anxiety measured when the children were in preschool, and elementary school academic competence longitudinally. The primary aim of the research was to examine relations between preschooler executive functioning and receptive vocabulary, maternal depression and anxiety,
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Finsaas, Megan C., Sara J. Bufferd, Lea R. Dougherty, Gabrielle A. Carlson, and Daniel N. Klein. "Preschool psychiatric disorders: homotypic and heterotypic continuity through middle childhood and early adolescence." Psychological Medicine 48, no. 13 (2018): 2159–68. http://dx.doi.org/10.1017/s0033291717003646.

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AbstractBackgroundMany preschool-age children meet criteria for psychiatric disorders, and rates approach those observed in later childhood and adolescence. However, there is a paucity of longitudinal research examining the outcomes of preschool diagnoses.MethodsFamilies with a 3-year-old child (N = 559) were recruited from the community. Primary caregivers were interviewed using the Preschool Age Psychiatric Assessment when children were 3 years old (n = 541), and, along with children, using the Schedule for Affective Disorders and Schizophrenia for School-Age Children Present and Lifetime Ve
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Ergasheva Sarvinoz Ulug’bek qizi. "STAGES AND PSYCHOLOGY OF PRESCHOOL-AGE CHILDREN." International Journal of Innovations in Engineering Research and Technology 11, no. 2 (2024): 5–7. http://dx.doi.org/10.26662/ijiert.v11i2.pp5-7.

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This article will focus on changes in early childhood, the influence of the social environment on the child, and the natural states observed at this time. The growth of thinking, emotions, and will in preschool children is highlighted.
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Dissertations / Theses on the topic "Children of early and preschool age"

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Hood, Kelly Marie. "Social Competence at Age 4 Years, of Children Born Very Preterm." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/3673.

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Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birt
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Blair, Kwang-Sun Cho 1958. "Context-based functional assessment and intervention for preschool-age children with problem behaviors in childcare." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282277.

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A context-based functional assessment was conducted to identify variables that influenced the problem behaviors of four preschool age children in a childcare center, and the effects of intervention programs which were developed based on the assessment results were evaluated. Generality to non-targeted situations and children was also investigated. In addition, treatment acceptability was assessed to determine the acceptability of the intervention procedures. Structured interviews and observations were employed to develop hypotheses about relevant variables. The hypotheses were tested using a c
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Coleman, Heather M. "PARENT-IMPLEMENTED COMMUNICATION INTERVENTION FOR PRESCHOOL-AGED CHILDREN WITH AUTISM." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5425.

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Exploring the interventions that promote expressive, verbal language for preschool-aged children with autism is essential. When a child is lacking the ability to communicate, parents express that they would like their child to speak. B.F. Skinner (1957) proposed that the mand repertoire (communicative requests) should be an initial focus of language training. Mand training has been shown to be effective for teaching children with autism to communicate. However, many studies exploring mand training utilize highly trained instructors for intervention implementation. Early childhood best practice
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Odyssey, Rebecca Carlson Katharine L. Martinez Nicole. "Desire understanding and prosocial behavior the relationship between early development of theory of mind and the social processes of preschool-age children /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/738.

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Hopkins-Chadwick, Denise L. "Stress, role strain, and health in young enlisted Air Froce women with and without preschool children." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121698798.

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Rechel, Lynn Marie. "The effect of singing tempo during specific song acquisition of preschool aged children." Thesis, University of Hartford, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559858.

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<p>The purpose of this study was to investigate the effect of singing tempo during specific song acquisition of preschool aged children. The study had two research questions: 1. What is the effect of slow and fast singing tempos on preschool children&rsquo;s performance of musical components (melody, rhythm, and text, individually and combined) of a duple major song over time? 2. Will children&rsquo;s performance tempo be the same as or similar to the presented instructional tempo? </p><p> Participants were randomly assigned by classroom to Tempo Group A (120 beats per minute) or Tempo Group
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Fay-Stammbach, Tracey Leigh. "Early Caregiving and Child Executive Function: Examining Preschool-aged Children with Prior Maltreatment." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/14682.

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This thesis comprising three individual studies, examined the relationship between maltreatment, emotion-related parenting behaviours and executive function in a sample of maltreated and non-maltreated preschool children. Children (N = 107; ages 4-5) and caregivers were recruited from three cohorts: foster care agencies (serious maltreatment); child protection early intervention programs (low to moderate maltreatment); and community preschools (no maltreatment). Executive function was assessed using performance-based measures (Happy–Sad Stroop Task, Tapping Test and Dimensional Change Card Sor
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Wong, Wai-yum Veronica, and 黃蕙吟. "The effects of age, instruction, and materials on the ability to represent human figures by preschool children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627139.

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Austin, Kimberly. "Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3341.

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Early Childhood educators agree on the significant influence of a parent on a child’s literacy development. The environment a parent provides, in addition to the opportunities a child has in the early years, have a major influence on a child’s literacy development. This study sought to determine how parents in a low-income socioeconomic group perceived literacy development and how their preschool-age children performed on an emergent literacy assessment. The 64 study participants were recruited from a Head Start program in the central Appalachian Mountains. An overwhelming majority of particip
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Lee, Eun-Yeop. "Measuring Social Competence in Preschool-Aged Children Through the Examination of Play Behaviors." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3935.

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For young children, a primary component of social competence is establishing effective interactions with peers during play. To inform the development of practices that promote this competency starting in early childhood, quality assessment measures are needed. These instruments must have the capacity to establish linkages between the home and school as well as utilizing multiple informants. A promising early childhood assessment measure is the Penn Interactive Peer Play Scale (PIPPS), which is a rating scale created with parent and teacher versions. Previous research has established its validi
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Books on the topic "Children of early and preschool age"

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Johnson, Laura Climenko. Early childhood services for kindergarten-age children in four Canadian provinces: Scope, nature and models for the future. Caledon Institute of Social Policy, 1998.

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Odlin, Jody. Early literacy & numeracy: Software for children aged 3-7 who may be dyslexic. 2nd ed. Dyslexia Computer Resource Centre, 1996.

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Authority, Qualifications and Curriculum. Curriculum guidance for the foundation stage: Early years practitioners : early years settings which receive nursery grant funding and schools with nursery and reception aged children. QCA, 2000.

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Friedes, Harriet. Preschool resource guide: Educating and entertaining children aged twothrough five. Insight, 1993.

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Friedes, Harriet. The preschool resource guide: Educating and entertaining children aged two through five. Plenum Press, 1993.

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Kanter, Patsy F. Helping your child learn math: With activities for children aged 5 through 13. U.S. Department of Education, 1992.

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Kanter, Patsy F. Helping your child learn math: With activities for children aged 5 through 13. U.S. Dept. of Education, Office of Educational Research and Improvement, 1992.

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Kanter, Patsy F. Helping your child learn math: With activities for children aged 5 through 13. U.S. Dept. of Education, Office of Educational Research and Improvement, 1992.

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Uruntaeva, Galina. Child psychology. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989683.

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The textbook is devoted to the problems of mental development of children of early and preschool age. It reveals the basic laws and conditions of mental development in preschool childhood, outlines the basic ideas about the personal characteristics, cognitive development of the preschool child, development of his various activities.&#x0D; Meets the requirements of Federal state educational standard of higher education of the last generation 44.03.01 direction of preparation "Pedagogical education" (profile "Primary education").&#x0D; For students of higher educational institutions, as well as
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Pronina, Larisa, Ekaterina Kremneva, Ol'ga Lipatova, Alena Kamel'kova, Dar'ya Martyshevskaya, and Polina Tarnovskaya. Organization of the game environment in the education and upbringing of young children with intellectual disabilities. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1971855.

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The textbook reflects the principles of rational organization of the home play environment, appropriately adapted to the age and psychophysical characteristics of young children with intellectual disabilities; the basic requirements for toys for young children with developmental disabilities are formulated; lists of toys, didactic material and methodological recommendations for them are presented. Meets the requirements of the federal state educational standards of higher education of the latest generation. For teachers, students studying in the areas of training "Special (defectological) educ
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Book chapters on the topic "Children of early and preschool age"

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Pohlmann-Rother, Sanna, Franziska Wehner, and Jens Kaiser-Kratzmann. "Transitions to Primary School: School Entry Decisions, Parents’ and Teachers’ Ideas About School Readiness, and Cooperation Between Preschools, Primary Schools, and Parents." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_7.

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AbstractIn the present project of the BiKS-3-18 ‘Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age’ longitudinal study, quantitative and qualitative methods were used to study the transition from preschool settings to primary school. The focus was on the ideas about school readiness among parents, preschool teachers, and primary school teachers, on parents’ school entry decisions, and on cooperation between preschools and primary schools. The results show that parents, preschool teachers, and primary school teachers have similar i
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Homuth, Christoph, Simone Lehrl, Anna Volodina, Sabine Weinert, and Hans-Günther Rossbach. "From Preschool to Vocational Training and Tertiary Education—Study Design of the BiKS-3-18 Study." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_2.

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AbstractThe educational development and achievements of children depend on individual prerequisites as well as on familial and institutional learning contexts. Data from the study BiKS-3-18 (Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age) enables educational research on mechanisms and long-term effects of early child development and different learning environments in Germany. This contribution provides an overview of the study design, sampling procedures and sizes, contents, and research potential of the BiKS-3-18 study. Starti
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Ebert, Susanne, and Sabine Weinert. "Development of Majority Language Skills in Children with Different Family Language Backgrounds: Results from the BiKS-3-18 Study." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_5.

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AbstractGiven that social disparities evolve early in development (cf. Weinert and Ebert this volume), the main aim of this chapter is to learn more about how disparities in (majority) language skills develop in preschool children when their parents have a nonnative German language background. For this purpose, we refer to key findings from the longitudinal study BiKS-3-18. These demonstrate that especially children with two nonnative German-speaking parents are disadvantaged in majority language development, particularly when the everyday language in the family is not German or when the famil
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Thestrup, Klaus. "Digital citizens : How preschool teachers and children communicate in a digital and global world." In Early Learning in the Digital Age. SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526463173.n10.

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Bell, Martha Ann, and Kimberly Cuevas. "Psychobiology of executive function in early development." In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research. American Psychological Association, 2016. http://dx.doi.org/10.1037/14797-008.

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Blossfeld, Hans-Peter, and Markus Nester. "Differential School Trajectories and Educational Decisions of Migrants in Germany—Descriptive Results and Theoretical Explanations." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_12.

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Abstract BiKS Project 7 investigates the mechanisms of disparities in educational success by migration background, especially among students from Turkey, before and after the transition from primary to secondary school in Germany. Using data from the BiKS-8-18 cohort, educational disparities between children with and without an immigrant background were empirically examined using the theoretical distinction between primary and secondary effects of social origin developed by Boudon. The results of the project show that the importance and mechanisms of primary and secondary effects on educationa
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Åkerblom, Annika. "Opening Up New Spaces for Action: Challenges of Participatory Action Research for Preschool Practice Transformation in an Introductory Unit for Immigrant Children." In Methodology for Research with Early Childhood Education and Care Professionals. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_6.

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AbstractThe aim of this chapter is to reflect on and problematise some of the collective processes that emerged in a 3-year participatory project. The project, situated in a linguistically and culturally diverse neighbourhood of a major Swedish city, was carried out between 2017 and 2019. The overall aim was to, in collaboration with participants, explore the conditions for early childhood education in a migrating world by identifying the challenges facing preschool institutions. An additional aim was to develop preschool practice through reflection and action. The project started out in an in
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Lehrl, Simone, Hans-Günther Rossbach, and Sabine Weinert. "Fostering Early Competence Development Through Home and Preschool Learning Environments—a Summary of Findings from the BiKS-3-18 Study." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_6.

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Abstract Growing evidence reveals powerful associations between early learning environments and children’s later academic success. Besides the family, which has been shown to be a significant predictor of children’s development, the longer-term benefits of early institutional experiences in the preschool are also of interest, given the high participation rate across all social milieus, and the continuously expanding sector of early childhood education and care. In this paper, we therefore present findings from the study BiKS-3-18 on the short- and long-term effects of early learning environmen
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Diamond, Adele. "Why improving and assessing executive functions early in life is critical." In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research. American Psychological Association, 2016. http://dx.doi.org/10.1037/14797-002.

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Bierman, Karen L., and Marcela Torres. "Promoting the development of executive functions through early education and prevention programs." In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research. American Psychological Association, 2016. http://dx.doi.org/10.1037/14797-014.

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Conference papers on the topic "Children of early and preschool age"

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Smilgienė, Jurgita, and Erika Masiliauskienė. "APPLICATION OF NARRATIVE PLAY IN DEVELOPING COOPERATIVE SKILLS IN PRESCHOOL-AGE CHILDREN." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0735.

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Maksimović, Jasna M., and Jelena Josipović. "RESEARCH APPROACHES TO THE STUDY OF INCLUSION AT AN EARLY PRESCHOOL AGE." In The International Scientific Conference "Children, culture, education". University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.07jm.

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In order to draw attention to the most significant issues related to the development of preschool inclusive education in Serbia, this paper considers the problems of early childhood inclusion from the scientific and research perspective. The paper discusses the theoretical and problem-based approach to research and investigation of early childhood inclusion. The analysis includes papers published in national journals of pedagogy or in conference proceedings after the introduction of inclusive education in our country (from 2009 to present). The results of the research show that the authors hav
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Zyryanova, Nadezda M. "The Study Of Attitudes Of Children Of Senior Preschool Age." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.25.

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Glozman, J. M. "Lurian neuropsychological assessment at an early age." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.2.

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The paper discusses the theoretical foundations and methods of neuropsychological assessment of 2–6.year.old preschool children and describes the potential and advantages of Luria’s battery for revealing child underdevelopment or abnormal development.
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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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Korotaeva, E. V. "On The Issue Of Indicators In Children Patriotic Education At Preschool Age." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.79.

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Cerguță, Andreea-Maria. "The Model of the Formation of Socio-ecological Competences at Preschool Age." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/07.

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Developing children's emotional skills is important because it helps forming and maintaining relationships with others, because it helps children to adapt to kindergarten and school, because it prevents the appearance of emotional and behavioral problems in childhood early and middle.
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МАЛЕВА, Зинаида Петровна. "The experience of effective early vocational guidance of blind and low visible students." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p93-96.

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The article deals with the issues of career guidance and socialization of children with visual impairments. one of the urgent tasks of preschool typhlopedagogy is an integrated approach to the formation of a socially oriented vitagenic experience of these children. Even a small cognitive vitagenic experience that a preschooler with impaired vision has can be rationally used.
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CARABET, Natalia. "Multilingualism- a new approach to the skills of early – age children." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p150-155.

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The article addresses the issue of training language skills, including multilingual skills, in early-age children. The common European space favors the development of multilingualism in children of the youngest age. Today, pedagogy specialists, being motivated by parents' requests, emphasize - on the one hand - on the study of communication languages - non-native languages, but on the other hand, the experience of developing early-age children through development (sometimes - training) communication skills, expression of ideas, relationship with peers and adults - namely through language. Of c
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Semiz, Marina Ž., and Slobodan Lj Pavlović. "PREVENTION OF HEALTH BEHAVIOR PROBLEMS IN PRESCHOOL CHILDREN: IMPLICATIONS FOR PRACTICE AND RESEARCH." In The International Scientific Conference "Children, culture, education". University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.02ms.

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The foundations for the development of healthy lifestyles, habits, and health behavior are laid at an early, preschool age, hence the increasingly important role of the prevention programs. The aim of this research is to derive pedagogical recommendations and implications for future research based on the analysis of preventive programs developed to prevent and suppress health behavior problems in preschool children. A search of the key descriptors “preschool preventive programs”, “health and physical education”, “health behavior”, and “preschool institution” or “kindergarten” in the ERIC, PubM
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Reports on the topic "Children of early and preschool age"

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Sussman, Joshua, Hanna Melnick, Emily Newton, et al. How Do California Preschool Quality Ratings Relate to Children's Development? Learning Policy Institute, 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 an
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Hernández Agramonte, Juan Manuel, Caitlin Ludlow, Emma Näslund-Hadley, and Ernesto Martínez. IDB Briefly Noted: No. 20 : September, 2012: The Making of Little Mathematicians: Fostering Early Math Understanding in Paraguay. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0008199.

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That four- and five-year-olds can do algebra, arithmetic, and geometry may be hard to believe. But if you visit a preschool classroom in the Cordillera region of Paraguay, you will see children who learn factoring by organizing balls and sticks into groups, and who work together to form pentagons and hexagons with their bodies. These children are participating in a project called "Tikichuela, Mathematics in My School", the result of a partnership between the Japanese and Paraguayan governments, the Organization of Ibero-American States (OEI), and the Inter-American Development Bank (IDB). The
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Outes-Leon, Ingo, Alan Sánchez, and Catherine Porter. Early Nutrition and Cognition in Peru: A Within-Sibling Investigation. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0011313.

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This paper examines the causal link between early childhood nutrition and cognition, applying instrumental variables to sibling-differences for a sample of preschool aged Peruvian children. Child-specific shocks in the form of food price changes and household shocks during the critical developmental period of a child are used as instruments. The analysis shows significant and positive returns to early childhood nutritional investments. An increase in the Height-for-Age z-score of one standard deviation -keeping other factors constant- translates into increases in the Peabody Picture Vocabulary
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, 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 esp
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Cloney, Dan, Kellie Picker, David Jeffries, and Prue Anderson. The Overcoming Disadvantage in Early Childhood Study. Summary report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-730-4.

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This report provides a summary of the completed Overcoming Disadvantage in Early Childhood (ODEC) longitudinal research study. The study was designed to evaluate the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&amp;L) program by answering the research question: What is the effect of the EL&amp;L program on the development of language and literacy skills in preschool aged children? An integral component of this study was the development of the Early Language and Literacy Developmental Index (ELLDI), a new tool to measure oral language and literacy learnin
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Baker-Henningham, Helen, Francis Taja, and Marsha Bowers. A Mixed-method Feasibility Trial of an Early Childhood, Violence Prevention, Parenting Program Integrated into Preschool Provision in Jamaica. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013518.

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We adapted a violence-prevention, parenting program (the Irie Homes Toolbox, or IHT) for integration into Jamaican preschool services. The adapted IHT was evaluated in a mixed-method feasibility trial in Kingston, Jamaica. Twenty-four preschools were randomly assigned to intervention (n12) or wait-list control (n12). Ten caregivers per school were recruited (n240, n120/group). The program consisted of eleven 1-hour parenting sessions delivered by a preschool teacher with groups of ten caregivers of children aged 2-6 years. In the impact evaluation, the primary outcome was caregivers' use of vi
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Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, 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 developm
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Morán, Ricardo, and Claudio de Moura Castro. Street-children and the Inter-American Development Bank: Lessons from Brazil. Inter-American Development Bank, 1997. http://dx.doi.org/10.18235/0006885.

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The Inter-American Development Bank sponsored a workshop in Terezopolis, Brazil, in August 1995 to review current thinking among analysts and activists involved with programs for youth in Brazil. The Workshop brought together IDB staff working in the areas of Early Child Care and Development (ECCD), street-children, and other youth at risk, with over two dozen people knowledgeable about street-children. Based largely on what they learned in Terezopolis, this paper draws on lessons and proposals for IDB involvement with street-children in Brazil. The key lesson from the Terezopolis meeting and
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Cloney, Dan, Kellie Picker, David Jeffries, and Prue Anderson. The Overcoming Disadvantage in Early Childhood Study: Evaluation of the Australian Literacy and Numeracy Foundation’s Early Language and Literacy Program. Final Report,. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-710-6.

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The Overcoming Disadvantage in Early Childhood (ODEC) study is a longitudinal evaluation of the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&amp;L) program. The study was designed to answer the research question: What is the effect of the EL&amp;L program on the development of language and literacy skills in preschool aged children? An integral component of this study was to develop a new measure of oral language and literacy - the Early Language and Literacy Developmental Index (ELLDI). The ELLDI was developed in recognition of the need for a best pract
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López Bóo, Florencia. Intercontinental Evidence on Socioeconomic Status and Early Childhood: Cognitive Skills: Is Latin America Different? Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0011483.

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This paper documents disparities in cognitive development- as measured by a receptive vocabulary test-between children from households with high and low socioeconomic status (SES) in two different phases of childhood (before and after early school years) in four developing countries: Peru, Ethiopia, India, and Vietnam. Intercontinental evidence on the timing, shape, pattern, and persistence of these disparities is provided. The nonparametric analysis suggests that disparities found at age 5 persist into the early school years across all four countries, and the conditional analysis shows that S
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