Relevant bibliographies by topics / Communication in preschool

Contents

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

Academic literature on the topic 'Communication in preschool'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Communication in preschool"

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Chen, Liwen, Tung-Liang Chen, Chieh-Ju Lin, and Hsu-Kuan Liu. "Preschool Teachers’ Perception of the Application of Information Communication Technology (ICT) in Taiwan." Sustainability 11, no. 1 (December 26, 2018): 114. http://dx.doi.org/10.3390/su11010114.

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The aim of this study is to explore preschool teachers’ perception of the application of information communication technology in Taiwan using qualitative methodology in the form of interpretive phenomenology. Snowball sampling was used to select fourteen preschool teachers from public preschools. The data was collected from fourteen preschool teachers using one-to-one, semi-structured in-depth interviews, each of which lasted for one to two hours based on the guidelines for semi-structured interviews. The interviews were taped, recorded, and transcribed for the main textual analysis, which was based on a thematic analysis. Five themes were identified: (1) a formative and explorative growth process, (2) information devices: at once plentiful and limited, (3) decisions between control and freedom, (4) parent-teacher communications, and (5) trend-driven resource integration. Suggestions and implications for the utilization of ICT in classroom practice and its implementation in the curriculum are discussed.
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EKİCİ, Fatma YAŞAR, GİZEM GÜNHAN, and ŞEBNEM ANILAN. "PRESCHOOL TEACHERS’ COMMUNICATION SKILLS." International Journal of Family, Child and Education, no. 11 (April 30, 2017): 1–27. http://dx.doi.org/10.17359/aced.2017.1.0002.

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Basit, Osman, and Esra Ömeroğlu. "The effect of communication training on mother-child communication applied by "from child to mother approach" in mobile kindergarten." Pegem Eğitim ve Öğretim Dergisi 9, no. 1 (October 4, 2018): 37–60. http://dx.doi.org/10.14527/pegegog.2019.002.

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This research was carried out with the aim of examining the impact of communication training based on ‘from the child to mother approach’ on the communication of the mothers with their children attending mobile preschools. The sample comprised 80 children attending mobile preschool and mothers of those children. Two of the five neighborhoods served by the mobile preschool were designated randomly as experiment groups and the remaining as control groups. There were 33 children and mothers in the experimental group and 47 in the control group. The data was collected by General Information Form and Parent-Child Communication Evaluation Tool. During the course of the research, the Communication Training Program prepared by the researcher and based on the Child to Mother Approach was applied to the experimental group for two days in a week during eight weeks. In order to examine the impact of Communication Training Program on mother-child communication, t-test was conducted for both the independent group and the dependent group. Statistical significance was set at .05. As a result of the analyses, it has been determined that the Communication Training Program has a positive effect on communication between mothers and children and this effect is permanent. In line with the results of the research, suggestions for preschool education teachers, parents and researchers are presented.
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Slonims, Vicky, and Greg Pasco. "Communication disorders in preschool children." Paediatrics and Child Health 19, no. 10 (October 2009): 453–56. http://dx.doi.org/10.1016/j.paed.2009.05.009.

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O'Hare, Anne. "Communication disorders in preschool children." Paediatrics and Child Health 23, no. 10 (October 2013): 427–33. http://dx.doi.org/10.1016/j.paed.2013.04.013.

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O'Hare, Anne. "Communication disorders in preschool children." Paediatrics and Child Health 27, no. 10 (October 2017): 447–53. http://dx.doi.org/10.1016/j.paed.2017.06.001.

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ALLEN, DORIS A., ISABELLE RAPIN, and MAX WIZNITZER. "Communication Disorders of Preschool Children." Journal of Developmental & Behavioral Pediatrics 9, no. 3 (June 1988): 164???170. http://dx.doi.org/10.1097/00004703-198806000-00008.

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Duc Hoi, Dinh. "Preschool Education Students’ Communication Skill." American Journal of Educational Research 6, no. 5 (April 23, 2018): 485–89. http://dx.doi.org/10.12691/education-6-5-19.

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Palla, Linda, and Ann-Christine Vallberg Roth. "CHARACTERISTICS OF PRESCHOOL TEACHING IN LANGUAGE, COMMUNICATION AND MULTILINGUALISM: EXPRESSIONS FROM TEN SWEDISH MUNICIPALITIES." Problems of Education in the 21st Century 76, no. 2 (April 15, 2018): 189–214. http://dx.doi.org/10.33225/pec/18.76.189.

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The aim of this research is to explore what may characterise teaching in language, communication and multilingualism in preschools, as expressed in writing by preschool teachers and managers in 10 Swedish municipalities in 2016. The data consists of written answers to an open-ended question in a reflective document. The reflective document was sent to 243 preschool teachers and managers, of whom 222 responded. A didactically oriented analysis was performed based on three levels: practice-related action level, theoretical level and meta-theoretical level. The results of the analysis are distributed in distinctive traces that more clearly refer to the practice-related action level than to the theoretical level or meta-theoretical level. Child-centred teaching, which may or may not be delimited, is characteristic of language, communication and multilingualism. Teaching is said to be constant: spontaneous but deliberate in all contexts and situations but also delivered through planned activities, projects and themes. Verbal communication is predominant in teaching. Vague and low-frequency traces of multivoiced teaching related to multilingualism and special support have emerged. The multivoiced teaching described mainly ends with general teaching of children in preschool – a multivoiced approach in general. Keywords: communication teaching, didactic analysis, language teaching, multilingualism teaching, Swedish preschool.
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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 (July 14, 2020): 2081–93. http://dx.doi.org/10.1177/1362361320934221.

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

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Backvall, Patrik. "Preschool Evolved : Communication With Preschool Through Mobile Services." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155764.

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Technological advancements in the fields of communication and information sharing and usage are coming forth more and more rapidly. Information technologies are being introduced in fields that traditionally have been quite isolated in the technological sense. While previously not very distinguished by technological standards, the preschools are now in a process of evolution. A new information technology system for expanding communication possibilities between preschools and caregivers is being developed and tested in a pilot project in Stockholm, Sweden. This system, presently called the Preschool Portal, uses existing technologies like computers, mobile phones and the Internet with the aim of easing information access for both caregivers and preschool employees. The core of the system is an Internet portal where information related to participating preschools is stored. The portal provides both parts with functions to retrieve as well as share information and is online-based which means that it can be accessed from any Internet-connected computer. Using surveys and interviews as the main methods this thesis work strives to answer the question of how this previously non-technological workplace will handle the transition to this advanced and highly integrated information technology system. The preschools in focus in this project are used to work mainly with paper notes and lighter document handling on a computer, with information gathered from telephone and face-to-face conversations. It also looks at the relationship between the caregivers and the preschool employees partly to find out how the caregivers will use the system via their mobile phones, partly if and how that will change the way of work for the preschool employees. The results from the work are presented as a prototype for an iPhone application connecting to the Preschool Portal, and valuable knowledge about how non-technologically based workplaces are affected by the introduction of a system like the Preschool Portal.
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Du, Plessis Sandra. "Multilingual preschool learners: a collaborative approach to communication intervention." Thesis, University of Pretoria, 2006. http://hdl.handle.net/2263/28280.

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Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts that did not exist before. In many South African communities young learners, without any prior knowledge of English, are placed in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners’ academic performances and their future, and requested advice and support. Consequently a need was identified for speech-language therapists to make their expertise available to multilingual preschool learners, as well as to their preschool teachers. To address this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria Central Business District (CBD) and Sunnyside area. A descriptive survey was conducted and two survey techniques were employed to collect the data, namely a questionnaire and a test battery. The questionnaire was used to collect information from 32 teacher participants to investigate the needs and strengths of preschool teachers and multilingual preschool learners. The test battery was utilised to collect data on the language and communication proficiency in English of 30 learner participants. Results indicated that the teacher participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These teachers expressed a need for knowledge and support. They also reported that the multilingual preschool learners in the research context had to communicate in ELoLT despite it being an unfamiliar language. Some of the multilingual preschool learners displayed behaviours that could be indicative of negative influences on their self-esteem. The language and communication assessment revealed that many learner participants’ comprehension and expression in ELoLT were insufficient for learning and that they required support for academic success. In addition, the results support the claim that an integrated view of the multilingual learners’ communication abilities need to be established across contexts, by combining assessment strategies, such as naturalistic and structured assessment, as well as interdisciplinary perspectives. The results of the empirical research was used to propose a service delivery model for the acquisition of ELoLT in the research context. This proposed model may be an effective approach to provide supportive intervention to multilingual preschool learners with linguistic barriers to learning. In addition, initial stage intervention guidelines for the basic level ELoLT learner were offered in response to the needs of the specific community. These guidelines may provide a basis for the planning of intervention strategies to preschool teachers who were concerned about the education and future of multilingual preschool learners.
Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007.
Speech-Language Pathology and Audiology
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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 practices recommend the use of family-centered interventions and teaching within the natural environment. This study followed these recommendations. This research utilized a single subject multiple baseline across participants design with two parents and their preschool aged children with autism. The purpose of this dissertation study was two fold: (1) to examine the effects of a verbal mand with direct trial instruction intervention on the verbal communication skills for children with autism, and (2) to investigate if a parent can reliably implement the intervention. Using written instructions, role play, video models, and performance feedback, the researcher taught parents how to implement the intervention with their child. The goal of the intervention was to increase verbal communication skills, specifically the production of independent verbal mands. The intervention under question involved verbal mand training using direct trial instruction (DTI). During DTI the parent taught the child to use mands utilizing a time delay, verbal prompting, and sign language. The researcher collected data during the baseline, intervention, and maintenance phases. In addition to the intervention results, the researcher collected and analyzed social validity, treatment fidelity, and parent competence data. Results from the intervention effects did not show a functional relation between the treatment and the target behavior. However, both participants increased their ability to use verbal and sign language communication. The parents were able to implement the intervention with fidelity and gained high competence scores related to intervention delivery expertise and behavioral responsiveness. The parents also reported that the intervention was extremely useful for their family. The parents generalized the intervention procedures and their children communicated more throughout their daily routines.
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Tidwell, W. Guy. "An experimental analysis of generative manding in preschool children." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2115.

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This study examined the development of mands for missing objects. Two female children and two male children (ranging from 2 years, 1 month to 3 years, 5 months) were selected on the basis of screening probes that indicated an absence of manding. A mand probe consisted of instructions to complete a response chain when one of the needed objects was missing. For every response chain, each child was:. (a) taught to label (tact) the objects, (b) then taught to use the objects in reinforced response chains, and (c) then given mand probes for the stimuli just trained. Results for all children indicated correct responses· to tact and operation probes but incorrect responses to the mand probes. After pretraining, mands were trained one at a time until generalized manding developed. The efficacy of the training procedures was established by using a multiple probe design. These results are discussed in terms of mands and tacts representing distinct response classes.
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Sobon, Jill Veronica. "Parent-Teacher Communication During Transition Times: A Teacher's View." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/46212.

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This study explored informal conversations between parents and me at the Virginia Tech Child Development Lab School during transition times, or arrival and departure of the child. An ethnography was used for this study. I, as the participant observer, recorded the natural interactions and comments between 28 parents and myself during the transition times. I analyzed the data using a coding procedure that uncovered four main themes: (1) Opening Communication, (2) Communication Focused on the Child, (3) Problem-Solving Communication, and (4) Factors that Enhance and Hinder Communication. My findings and reflections revealed the content of transition time communication and how it helped me develop relationships with parents. Implications for parents, teachers, and future researchers are suggested.
Master of Science
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Fries, Patrick Thomas. "Television Exposure and Preschool Children’s Executive Function: The Role of Content and Context." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543354268248892.

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Phaal, Bianca. "An examination of anxiety and communication apprehension in preschool children who stutter." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1490.

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People who stutter (PWS) tend to have increased levels of anxiety compared to people who do not stutter (PWNS), particularly in social situations (Messenger, Onslow, Packman, & Menzies, 2004). In addition, children who stutter (CWS) as young as 3 years of age reportedly have more negative communication attitudes than their fluent peers, and these attitudes appear to worsen with age and stuttering severity (De Nil & Brutten, 1990, 1991; Vanryckeghem, Brutten, & Hernandez, 2005). The present study sought to examine generalized anxiety and communication apprehension in preschool CWS. Seven CWS aged between 3;3 and 4;11 years, and seven sex and age-matched children who do not stutter (CWNS) provided salivary cortisol samples at three distinct sampling times across a one-week period. They additionally provided a conversational speech sample, and were administered the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (Vanryckeghem & Brutten, 2007). Parents were required to complete the Preschool Anxiety Scale (Spence & Rapee, 1999) to provide estimates of their child's anxiety level. Results revealed no significant differences between CWS and CWNS in generalized anxiety or communication apprehension. No relationships were found between stuttering severity and generalized anxiety or communication apprehension either. Thus, it is concluded that generalized anxiety and communication apprehension are not associated with early childhood stuttering. Any changes in anxiety levels are likely to occur with increased chronological age and stuttering chronicity.
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Beacham, Cindy Viola. "Development of a Communication Tool to Support the Preschool Interior Design Process." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/37546.

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This study was designed to investigate the need for a communication tool to support child development professionals, design professionals, and parents in the preschool design process. Guided by the theoretical perspectives of Gardner and Bronfenbrenner, this research examined the need for a support tool in the design process, the format and content of such a tool, and the evaluation of a tool developed using the data as an organizing structure. The following research questions guided this study: (a) Is a tool or support document needed to help educate and support communication between child development professionals, parents, and design professionals in the early phases of designing a preschool facility?, (b) What are the format and content issues that need to be addressed and included in developing such a tool?, and (c) How would child development professionals, design professionals, and parents comment on the usefulness of an educational/communication tool? A multi-method data collection procedure was used to gather the data for the study. A focus group was conducted to ascertain general information from child development professionals, design professionals, and parents about their opinions and perceptions of the design process as a result of their personal experiences. Following the focus group, 13 interviews were conducted with different individuals, but representative of the same three populations. Upon completion of the interviews, the data were used as an organizing structure for the writing of a communication tool to aid in the design process of preschool facilities. The tool was then sent to 26 individuals for feedback using a questionnaire requesting responses about the need, content, and format of the document. The results of this study showed that a support tool that fostered greater communication between child development professionals, design professionals, and parents was needed. Responses to the focus group and interviews also indicated that the format of the tool should be paper-based, or in book form, and that the themes identified in the responses should guide the content of the tool. Questionnaire responses confirm that the tool developed was an appropriate document that provided important information for the respondents.
Ph. D.
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Walker, Brittanny L. "A Content Analysis Investigating Persuasion Intent in YouTube Videos that Target Preschool-Age Children." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10815095.

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Advertising to children has been a topic of discussion for many years. In fact, the Federal Trade Commission is still researching way to better regulate advertising to children. This thesis investigates the persuasion intent as inferred from video content strategies, themes, and descriptions associated with YouTube videos that target preschool-age children posted on the Ryan ToysReview YouTube channel. With the advancement of technology and children?s growing ability to interact with technology, including social media networks, marketing and advertising professionals are finding new ways to promote toys to children during their unsupervised time on such platforms. From the research presented in the Literature Review, persuasion intent may be presented even if it is not in traditional advertising including YouTube videos. The significance of this study is to help add to the existing research that seeks to identify how YouTube videos may contribute to what scholars understand about the way children learn new skills and behavior and believe is associated with how they are being socialized into consumers. This was done to encourage change in regulatory issues by the Federal Trade Commission as well as suggest appropriate changes or updates to skills presently taught to future advertising professionals in undergraduate advertising curricula.

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Horowitz, Laura. "Conflict resolution and development of communication competence in preschool boys with language impairment /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-527-5/.

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Books on the topic "Communication in preschool"

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Language and communication intervention in preschool children. Boston: Allyn and Bacon, 1995.

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Preschool AAC checklist. Palo Alto, CA: Lucile S. Packard Children's Hospital, 1993.

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Henderson, Judy. Preschool AAC checklist. [Palo Alto, Calif.]: Rehabilitation Engineering Center, Lucile S. Packard Children's Hospital @ Stanford, 1992.

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Language, literacy, and communication. Ypsilanti, Michigan: HighScope Press, 2012.

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Uruntaeva, Galina. Preschool psychology: a practical course. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/979875.

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The textbook is devoted to the problems of studying the mental development of preschool children (the specifics of the organization, principles, methods). It consists of three sections, which present methods aimed at studying the main activities of a preschooler (play, work, drawing, designing, communication of a child with adults and peers), cognitive processes (attention, speech, perception, memory, imagination, thinking), the most important areas of personality (self-awareness, will, emotional and moral development). Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training "Psychological and pedagogical education" (qualification "bachelor"), it can also be useful for practical psychologists, educators of preschool educational organizations and anyone who is interested in the mental development of a preschooler, the formation of his personality.
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King, Rella R. Talking tots: Normal and impaired communication development of preschool children. Danville, Ill: Interstate Printers & Publishers, 1986.

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Educating Latino preschool children. San Diego: Plural Pub., 2007.

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Communication, language and literacy. Leamington Spa: Step Forward, 2002.

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Vanryckeghem, Martine. KiddyCat: Communication attitude test for preschool and kindergarten children who stutter. San Diego: Plural Pub., 2007.

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Goossens', Carol. Engineering the preschool environment for interactive symbolic communication: 18 months to 5 years developmentally. 4th ed. Birmingham, AL: Southeast Augmentative Communication Conference Publications, 1999.

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Book chapters on the topic "Communication in preschool"

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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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Lyman, Robert D., and Toni L. Hembree-Kigin. "Communication and Language Problems." In Mental Health Interventions with Preschool Children, 105–22. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-0958-9_6.

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Caesar, Lena G., and Sharlene Wilson Ottley. "Assessing Communication, Language, and Speech in Preschool Children." In Psychoeducational Assessment of Preschool Children, 250–82. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429054099-11.

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Hildén, Ebba. "Toddlers Enacting Democracy Through Communication in Preschool." In International Perspectives on Early Childhood Education and Development, 213–31. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7771-6_15.

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Othman, Faiz bin Meor, Wan Adilah Wan Adnan, and Zan Azma Nasruddin. "Augmented Reality Storytelling Teachers and Preschool Children Experience." In Proceedings of Fifth International Congress on Information and Communication Technology, 155–64. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5856-6_15.

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Jaafar, Fazlina, Farrah Hanani Ahmad Fauzi, and Wan Nor Raihan Wan Ramli. "Enhancement on Visual Communication for Preschool Education Using Transmedia Approach." In International Colloquium of Art and Design Education Research (i-CADER 2014), 437–46. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-332-3_46.

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Dybina, Olga V. "Information and Communication Technologies in Work with Preschool Children with Autism." In 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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Giraldi, Laura, Elisabetta Benelli, Marta Maini, and Francesca Morelli. "Kids at Preschool. Designing Products and Wayfinding Systems to Enhance Kids’ Skills, Facilitating Wellbeing Through Communication." In Advances in Human Factors in Communication of Design, 141–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20500-3_15.

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Qu, Fangbing, Supei Yan, Jiuqing Liang, and Jianping Wang. "Effect of Short-Term Micro-expression Training on the Micro-expression Recognition Performance of Preschool Children." In Communications in Computer and Information Science, 54–62. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7983-3_5.

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Skaremyr, Ellinor. "Engagement of Children of Finnish Descent in Bilingual Communicative Events in Swedish Preschool Contexts." In International Perspectives on Early Childhood Education and Development, 91–106. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7771-6_7.

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Conference papers on the topic "Communication in preschool"

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Galushko, I. G., A. V. Galushko, and E. S. Nosova. "Formation of communication skills in children of preschool age." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-07.

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Rincon, Ana Milena, and Carlos Antonio Tello. "DESIGNING A VIDEOGAME TO STRENGTHEN COMMUNICATION SKILLS IN PRESCHOOL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0782.

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Samokhvalova, Anna G., and Tatyana V. Rogozina. "Development of constructive forms of intercultural communication among preschool children." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-69.

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Goga, Maria, Ioana Adina Mitroi, and Nicolae Goga. "INFORMATION AND COMMUNICATION TECHNOLOGY IN THE PRESCHOOL EDUCATION IN ROMANIA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1830.

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Švecová, Eva, and Kateřina Vitásková. "PRAGMATICS OF COMMUNICATION IN PRESCHOOL AND YOUNGER SCHOOL-AGED CHILDREN." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2552.

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Valentini, Manuela, Mariachiara Mancini, Gaetano Raiola, and Ario Federici. "Digital and non-verbal communication in preschool: A systematic review." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.62.

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Labunskaya, Vera. "Role of communication experience in facial expression coding in preschool children." In icCSBs January 2015 The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.01.5.

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Karbovskaya, O. O. "The development of communication skills of preschool children through art therapy." In XX Anniversary All-Russian Scientific and Practical Conference of Young Scientists, Postgraduates and Students. Technical Institute (BRANCH) of NEFU, 2019. http://dx.doi.org/10.18411/s-2019-105.

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Pihienko, K. S., and I. ZH SHahmalova. "Development of social and communication skills in senior preschool children age." In XXI All-Russian Scientific and Practical Conference young scientists, graduate students and students in Neryungri, with international participation. Tekhnicheskogo instituta (f) SVFU, 2020. http://dx.doi.org/10.18411/tifsvfu-2020-c2-157-69.

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Ovchinnikova, Yuliya Ehduardovna. "Using information and communication technologies in learning activity of preschool-age children." In VII International applied research conference, chair Lena Ilyasovna Tuybaeva. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80942.

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