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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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Nasiopoulou, Panagiota. "Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices." Early Childhood Education Journal 48, no. 3 (October 4, 2019): 325–35. http://dx.doi.org/10.1007/s10643-019-00988-8.
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Abstract This study aims to explore profiles of preschool teachers’ intentions when they divide the children into subgroups. Interactionist perspectives, Bronfenbrenner’s ecological systems theory, and a pedagogical perspective on preschool quality provide the foundation for the study’s theoretical framework. By applying a person-centered analytical procedure, the study analyzes preschool teachers’ considerations of a set of intentional indicators involved in grouping practices related to conditions for supportive classroom environment, opportunities for children’s play and interactions, and preschool teachers’ direct involvement in children’s learning. The sample consists of 698 preschool teachers from preschools in 46 municipalities in Sweden. Two intentional profiles were identified: a relational profile and an organizational profile. The patterns of play and learning opportunities, increasing communication and interaction, and opportunities for children to share their experiences and interests were the most distinctive patterns across the two profiles. Preschool teachers’ consideration of grouping practices as appropriate for working with a specific learning goal was equally emphasized in both profiles. These findings provide insight into preschool teachers’ pedagogical approaches and yield implications for the design of continuing professional development models for preschool teachers.
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Navrátilová, Hana. "Children’s Initiations in Communication with Preschool Teachers." Acta Technologica Dubnicae 7, no. 2 (August 28, 2017): 42–55. http://dx.doi.org/10.1515/atd-2017-0012.
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Abstract Introduction: This paper deals with an important aspect of preschool teachers’ everyday professional life - interacting with children during educational activities in kindergarten environment. The research of real situations in kindergarten, still rare in Czech pedagogical discourse, indicates the limitedness of preschool teachers’ communication following already fixed communication structures and patterns. There is not much evidence that teacher-child communication in kindergarten is initiated by children with any frequency. The aim of our research study is to describe preschool children’s initiations in communication with preservice preschool teachers and identify teachers’ strategies in mutual communication. Methods: The research is based on qualitative analysis of data obtained through participated unstructured observation (37 video recordings of micro educational situations with the duration of 3 to 15 minutes were collected) and written reflection of pre-service preschool teachers (55 participants). Each part of the observation took place in a different class of a standard kindergarten. In one case, it was a homogeneous class of children aged 5-6 years, and in the second, a heterogeneous class with children aged between 3 and 5 years. Our data material in the form of written reflections and transcribed video recordings was then processed through the qualitative content analysis. Results: Research results show children breaking the communication structure managed by the teacher, and the teacher’s strategies in these situations. We identified five main circumstances of preschool children’s initiations as communicating their own experiences or associations related to the topic presented by the teacher. Discussion: Our findings show a certain range of responses of future teachers to children’s initiation in interaction during educational activities. Besides evidence of releasing communication in terms of teacher management, less suitable kinds of responses to children’s initiation appear. The teacher is not able to give up control over the ongoing communication. Limitations: Selected research sample consists of pre-service teachers, who represent only a partial sample of potential interactions in the kindergarten environment. Thus, to some teachers, the findings apply only partially in practice; with other teachers, we could possibly expand our research even deeper. This choice to use only a partial sample reflects both practicality and the need to improve the competence of future teachers through recording their unscripted interactions with children. Conclusions: Children need teachers who are sensitive to their initiations and offer space for children to initiate communication. If we want to have students at the primary and secondary levels of education with developed life skills and the ability to discuss and argue, we need to offer such manner of communication as early as in kindergartens.
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Skeat, Jemma, Lisa Gold, Melissa Wake, Obioha C. Ukoumunne, and Sheena Reilly. "The costs of preschool communication problems." Medical Journal of Australia 195, no. 6 (September 2011): 322–23. http://dx.doi.org/10.5694/mja11.10254.
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Ostrosky, Michaelene M., and Ann P. Kaiser. "Preschool Classroom Environments That Promote Communication." TEACHING Exceptional Children 23, no. 4 (July 1991): 6–10. http://dx.doi.org/10.1177/004005999102300403.
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Coplon, Jennifer K., and Douglas Worth. "Parent-Child Communication through Preschool Books." Social Casework 66, no. 8 (October 1985): 475–81. http://dx.doi.org/10.1177/104438948506600804.
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Preschool books foster psychological and cognitive growth in children and are a tool for building parent-child communication and for discussing situational and developmental strains. In Family Life Education groups, they can be used to focus discussion on parenting issues.
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Hopps-Wallis, Kathryn, and Bob Perry. "‘You can't Write that’: The Challenges of Written Communication between Preschools and Schools." Australasian Journal of Early Childhood 42, no. 3 (September 2017): 22–30. http://dx.doi.org/10.23965/ajec.42.3.03.
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RECENT REFORMS IN AUSTRALIA have brought an increasing expectation on early childhood educators to work together across settings at times of children's transition. In particular, the transition to school has been identified as an important time when educators are required to collaborate in order to support children, families and communities. Written forms of communication have been encouraged, and in some cases mandated, as a basis for transferring information about children from preschools to schools. The premise of such initiatives is that the information will enhance children's transitions by assisting schools to build on children's prior experiences. However, there has been little research into the practice of preschool–school communication including issues that impact on it. This article reports the challenges preschool and school educators identified in using written channels to transfer information between settings. The results indicate that written communication can be problematic. Several issues are identified that shape written communication practices and limit their effectiveness as a support for children and as a means of developing positive relationships between settings.
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Дмитриева, Е. Е., and Ю. П. Давыдова. "The Diagnostics of the Development of Skills of Communication with Adults and Peers in PRESchool children with Mental Retardation." Психолого-педагогический поиск, no. 4(56) (March 4, 2021): 116–23. http://dx.doi.org/10.37724/rsu.2020.56.4.012.
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В статье представлены результаты теоретико-экспериментального изучения коммуникативного развития умственно отсталых дошкольников, обоснованы психологические условия его оптимизации. В исследовании реализован субъектно-деятельностный подход к изучению становления ребенка дошкольного возраста в качестве субъекта коммуникативного взаимодействия. В качестве ключевых в общении этих детей с окружающими, в реализации их речевой коммуникации рассматриваются качественные характеристики потребностно-мотивационной сферы коммуникативной деятельности дошкольников с умственной отсталостью. В статье отражены результаты сравнительного исследования развития общения со взрослыми и сверстниками детей старшего дошкольного возраста с легкой степенью умственной отсталости и их нормально развивающихся сверстников. Экспериментальные данные свидетельствуют о несформированности у старших умственно отсталых дошкольников мотивационно-потребностной сферы общения, речевых средств, низком уровне их активности и инициативности в общении, доминировании пассивной позиции, достаточно индифферентном отношении к партнеру. В общении и со взрослыми, и со сверстниками у этих детей преобладали ситуативные констатирующие высказывания, потребность в практическом взаимодействии, вербальных контактах, просьбы о помощи. В качестве психологических условий оптимизации коммуникативного развития дошкольников с умственной отсталостью авторами рассматривается расширение сферы коммуникативных отношений таких детей с субъектами социального пространства, усложнение коммуникативных задач и обогащение содержания их контактов, расширение спектра вербальных и невербальных средств в общении. The article presents the results of a theoretical and experimental investigation of communication development in preschool children with mental retardation. It also describes the psychological conditions required to develop and improve communication abilities. The research employs subject-activity approach to the investigation of preschool children communication development. The article maintains that quality characteristics of mentally retarded preschool children’s motivation and needs are the key factors in these children’s interaction with their environment. The article describes the results of a comparative research of the development of skills of communication with adults and peers in preschool children with mild mental retardation and their normotypical peers. The experimental data show that senior preschool children with mental retardation have underdeveloped motivation and needs for communication. They do not have required speech strategies, they do not show initiative, prefer to be passive and placid, are not interested in their communication partners. Communicating with their peers and adults, preschool children with mental retardation tend to use words and phrases that describe current situations, participate in practical interaction, interact verbally, ask for help. The authors maintain that the communicative development of preschool children with mental retardation can be enhanced through children’s communication with other members of community, through gradual elaboration of communicative tasks, through various verbal and non-verbal means of communication.
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Lautkina, Svetlana V., and Irina N. Selezneva. "Relationship between indicators of communication, self-esteem and interpersonal status of preschool children." Yaroslavl Pedagogical Bulletin 2, no. 119 (2021): 96–103. http://dx.doi.org/10.20323/1813-145x-2021-2-119-96-103.
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Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.
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Hopps, Kathryn. "Teacher Communication across the Preschool–School Boundary." Australasian Journal of Early Childhood 29, no. 1 (March 2004): 8–13. http://dx.doi.org/10.1177/183693910402900103.
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Tsai, Meng-Ju. "Communication interaction in special education preschool classrooms." International Journal of Developmental Disabilities 62, no. 4 (February 10, 2016): 234–44. http://dx.doi.org/10.1179/2047387715y.0000000013.
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Hopps, Kathryn. "Preschool + school + communication = What for educator relationships?" Early Years 34, no. 4 (October 2, 2014): 405–19. http://dx.doi.org/10.1080/09575146.2014.963032.
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Rimm-Kaufman, Sara E., and Yubo Zhang. "Father-School Communication in Preschool and Kindergarten." School Psychology Review 34, no. 3 (September 1, 2005): 287–308. http://dx.doi.org/10.1080/02796015.2005.12086288.
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Li, Juan. "Research on the Reform and Innovation of Preschool Education Informatization under the Background of Wireless Communication and Virtual Reality." Wireless Communications and Mobile Computing 2021 (August 13, 2021): 1–6. http://dx.doi.org/10.1155/2021/3176309.
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Nowadays, when various information technologies are constantly being updated, preschool children will inevitably need to use new technologies for knowledge learning. At present, preschool education informatization has begun to deploy new technologies in various colleges and universities, but there are still deficiencies. This article analyzes the significance of the combination of wireless communication and VR technology applied to preschool education for children and explores the status quo of children’s participation in the use of information technology in kindergarten classrooms. Based on the problems existing in the status quo, try to use wireless communication and VR technology to improve preschool education in our country. Informatization of education proposes innovative strategies and analyzes the advantages and challenges of applying wireless communication and VR technology to the informatization of preschool education.
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Kang, Fan, Cun Chen Tang, and Xiang Ping Xi. "Preschool Educational Communication Process Mode Based on AR Technology." Applied Mechanics and Materials 644-650 (September 2014): 5939–42. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5939.
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With the rapid development of media technology , there has been a debate on the effect of media technology on preschool education. And the most serious criticism is the "teenagers’ internet addiction". Countless facts have proved that just keeping the children away from internet is useless. In addition, educational technology can keep the child's great interest in learning and stifle the child's cognitive ability. In this study, communication and educational theories are used to construct preschool educational communication process mode. Augmented reality technology which has the qualities of immersion, imagination and imagination is chosen as the key educational technology of this preschool educational communication process mode.
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Wetherby, Amy M., Dianne G. Yonclas, and Amy A. Bryan. "Communicative Profiles of Preschool Children with Handicaps." Journal of Speech and Hearing Disorders 54, no. 2 (May 1989): 148–58. http://dx.doi.org/10.1044/jshd.5402.148.
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The purpose of this study was to compare the communicative profiles of preschool children with handicaps to those of normal children functioning in the prelinguistic and one-word stage using standard sampling procedures. The children with handicaps included 4 with Down syndrome, 4 with specific language impairments, and 3 with autism. Measures obtained from the communication samples included rates of intentional communication and proportions of communicative functions, discourse structure, communicative means, and syllabic shape. The results of the children with Down syndrome fell within the normal range on all parameters. The common pattern displayed by the children with specific language impairments was a deviation in syllabic shape. The children with autism displayed adequate rates of communicating but fell outside of the normal range for their language stage on the other communicative parameters. Clinical implications of these findings for the early identification of children with communicative impairments are discussed.
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Dubin, Ashley H., Rebecca G. Lieberman-Betz, Kevin M. Ayres, and Andrea Zawoyski. "The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 35, no. 2 (November 15, 2019): 79–89. http://dx.doi.org/10.1177/1088357619888917.
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Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communication through implementation in a preschool special education classroom, measurement of collateral gains related to PMT targets, and measurement of maintenance and generalization of gains. Results indicate students increased their rates of intentional communication upon introduction of PMT. These gains maintained over time for two students. Present study results have implications for future research and practice regarding the efficacy and feasibility of implementing PMT in preschool classrooms.
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Conner, Natalie W., and Mark W. Fraser. "Preschool Social–Emotional Skills Training." Research on Social Work Practice 21, no. 6 (May 16, 2011): 699–711. http://dx.doi.org/10.1177/1049731511408115.
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Objective: The purpose of this study was to pilot test a multicomponent program designed to prevent aggressive behavior in preschool children. The first program component was comprised of social–emotional skills training. It focused on improving the social information processing and emotional-regulation skills of children. The second component was a group-based parenting education. It focused on child development and discipline. Method: Participants, recruited from four preschools in high-risk neighborhoods within a large metropolitan area, were assigned to an intervention ( n = 31) or a waitlist comparison ( n = 36) condition. Using worker ratings and child puppet-play assessments, pretest and posttest data were collected on 14 child and caregiver/parent behaviors. Results: The gain scores of children in the intervention group differed significantly from those in the comparison group on academic competence, social competence, depression, and aggressive behavior. Caretaker gain scores differed significantly, favoring the intervention group on parental bonding, child supervision, communication, and developmental expectations. Conditioned on the limitations of the design, skills training for preschool children and their caregivers appears to promote social and academic skills.
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Ulzytueva, Alexandra, Nina Vinogradova, and Oyuna Ulzutueva. "The main directions of education development in the conditions of digitalization." E3S Web of Conferences 273 (2021): 12056. http://dx.doi.org/10.1051/e3sconf/202127312056.
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The article discusses the urgent problem of the education system - the preschool education development in the context of digitalization. The solution of this problem is facilitated by the creation of an information and educational environment, as well as the use of information and communication tools in communication, construction, play and other types of productive creative child activity. The authors of the article presented in detail four directions of the preschool education development in the context of digitalization: the creation of an information and educational environment (IEE) that meets the requirements of the harmonious holistic development of preschool children; ICT software assuring electromagnetic safety; introduction of new information technologies; formation of information competence in subjects of educational relations; and also gave an example of the use of these directions in the preschool educational institution (PEI) and the developed methodological sequence in the implementation of program content. The use of telecommunications, Intranet and Internet networks, telephone communications, etc. for the exchange of information brings variety to the joint activities of children and teachers. The authors of the article note that for the preschool education development in the context of digitalization, it is necessary to create in PEI a regulatory and legal framework, psychological and pedagogical conditions, a material and technical base, electronic educational resources, a criterion-diagnostic base, as well as to organize work with children, parents and teachers.
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Semchuk, Svetlana I., Nelia I. Skripnik, and Bogdan I. Semchuk. "СТРУКТУРНО-ПРОЦЕСУАЛЬНА МОДЕЛЬ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ." Information Technologies and Learning Tools 67, no. 5 (October 30, 2018): 13. http://dx.doi.org/10.33407/itlt.v67i5.2345.
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The article describes the theoretical and methodological aspects of the development of a structural-processual model for the development of information and communication competency of future specialists in preschool education. It consists of a set of interconnected blocks (methodological, target-oriented, operational, and productive). The model has been implemented at the information-orientated, cognitive-developmental, activity-transformational and creative stages. The authors identify that at the information-orientation stage prospective specialists of preschool education acquire theoretical knowledge that reflects their awareness of information and communication technologies and scientific and methodological bases of implementation the latter in kindergartens. It is emphasized that the cognitive development stage involves intensive creation of knowledge and skills for searching, processing, transmission and preservation of information that forms the information and communication basis for future professional activity in a kindergarten due to introduction of the educational discipline "ICT in working with children” into the university curricula of preschool specialists’ training. At the activity-transformation stage, there is greater involvement of students in individual and collective educational and research activities using computer software. It allows to visualize information figuratively and vividly both during preschool specialists’ training and while working with preschool children. At the creative stage, the development of information and communication competency of future preschool teachers involves testing of the acquired experience on using ICT during the teaching practice in a kindergarten. The article presents scientific considerations of the national and foreign scholars on the essential characteristics of the concept "information and communication competency". Terminological analysis of the concepts of "modeling" and "model" has been carried out.
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Pekdogan, Serpil, and Esra Akgul. "Preschool Children’s School Readiness." International Education Studies 10, no. 1 (December 26, 2016): 144. http://dx.doi.org/10.5539/ies.v10n1p144.
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The purpose of this study is to examine preschool teachers’ perspectives about children’s school readiness. Qualitative and quantitative research methods were used in the study as a mixed method research. Data, in the quantitative aspects of the research, were collected through the use of “School Readiness Form” developed by Boz (2004) and “School Readiness Checklist for 5-6 Age Children” developed by the researchers; from 204 preschool teachers. In the qualitative part of the research, open-ended questions were asked for preschool teacher to determine their opinions about children’s school readiness. While findings obtained from quantitative aspect revealed that there is a relationship between the skills that children must have and their school readiness; in the qualitative part of the research participants presented an opinion that academic, social communication skills, maturity, communication with parents and the developmental areas have an effect on children’s school readiness. In the study, qualitative and quantitative findings were coincided. Some recommendations are made in terms of findings.
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Umida, Khalikova. "Information and communication technology (ICT) in preschool education." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 4 (2020): 877. http://dx.doi.org/10.5958/2249-7137.2020.00204.9.
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Baltaxe, Christiane, and James Simmons III. "Communication Deficits in Preschool Children with Psychiatric Disorders." Seminars in Speech and Language 9, no. 01 (February 1988): 81–91. http://dx.doi.org/10.1055/s-2008-1064453.
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RadicHozo, Endica. "Communication Patterns in Preschool Education Institutions - Practical Examples." Materia Socio Medica 26, no. 5 (2014): 343. http://dx.doi.org/10.5455/msm.2014.26.343-347.
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Wiegerová, Adriana, and Peter Gavora. "Preschool attendance of very young children: Parents’ choice and outcome satisfaction." Journal of Language and Cultural Education 6, no. 2 (May 1, 2018): 36–47. http://dx.doi.org/10.2478/jolace-2018-0014.
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Abstract This empirical study focused on parents who enrolled their two-year old children in preschools in the Czech Republic. Recent provision of the Ministry of Education recommended that preschools accept children who are as young as two years, in response to increased demands of mothers who want to re-enter the employment after maternity leave. The purpose of the study was to examine the reasons of parents to place their children in preschools as well as their satisfaction of the developmental progress of their children in this institution. A representative sample of parents who enrolled their children in preschool from age two was surveyed (N=520). Surprisingly, caring for the child while at work was not the most important reason. They rated it 3.66 on a five-point scale. Other reasons were rated higher: getting the child accustomed to interaction within groups of same-age children (M=4.01), acquiring cognitive skills and knowledge (M=3.89), and getting accustomed to a routine other than that found at home (M=3.75). When asked to assess the developmental progress of their children due to preschool attendance on a 3-point scale, the parents noted progress in communication ability (M=2.35), social skills (M=2.37) as well as overall progress (M=2.62). Concerning demographic characteristics, the estimate of the child’s overall progress in preschool was significantly related to the mother’s level of education and her marital status.
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Cupere, Irina. "Communication Development of Preschool Children with Insufficient Development of Language System." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 24. http://dx.doi.org/10.17770/sie2014vol3.688.
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This article explores communication development of preschool children with insufficient development of the language system. Children who have speech and language disorders have problems with interaction between persons in society, because they have poor narrative skills. Theoretical aspect is analyzed about communication development differences in preschool children with normal language development and with insufficient development of the language system.
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Kalinina, I. G., I. V. Enova, and N. M. Tolkova. "Development of communicative skills of preschool children in cognitive activity." SHS Web of Conferences 113 (2021): 00046. http://dx.doi.org/10.1051/shsconf/202111300046.
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The intensification of the development of society leads to significant changes in the education system. With the release of normative documents in preschool education, global changes have taken place aimed at developing technologies for the communicative development of children in various types of activities. The emphasis is on the development of universal educational skills, through the ability to independently find the necessary information using a variety of technologies and communication with peers and adults. The communicative development of preschool children is of great importance and is a strategic direction of Russian education. In the course of the study, theoretical (annotation, theoretical analysis, pedagogical modeling) and empirical research methods (studying the products of children’s activities, studying preschool documentation, observation) were used. The types of children’s activities aimed at the all-round development of the child have been determined. The communicative skills of a preschool child are systematized, the main features of the cognitive development of preschoolers are highlighted. The result of the study was the substantiation of the effectiveness of the use of lessons on cognitive activity on the development of communication skills of preschool children. Realizing the direction of the development of communication skills of preschool children through the use of cognitive activity, it is important to clearly think over the educational potential of a preschool organization.
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Yerkebayeva, S. Zh, and A. E. Zhumabayeva. "THE IMPORTANCE OF DEVELOPING COMMUNICATION SKILLS IN PRESCHOOL CHILDREN." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 199–206. http://dx.doi.org/10.51889/2020-4.1728-5496.30.
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The article describes the problem of forming communication skills of preschool children. In the context of updating the content of education, the problem of forming communication skills is an urgent socio-pedagogical problem, which means that the positive solution of the level of education of children, the effectiveness of interpersonal interaction with teachers and peers and, in general, the social adaptation of children depends on social teachers. The analysis of key theoretical ideas and personal concepts in the formation of communicative skills of preschool children in relation to each other was carried out. The article considers the socio-historical concept of individual concepts" communication"," communication skills", the grouping of components of communication as activities, the analysis of components of communication activities, communication skills, and communicative abilities. The authors note that during the formation of communication skills, children of age have a need for situational business communication with peers. Joint game activity exists as the content of communication, there is a need for respect and respect from peers. Expanding the circle of communication requires the child to fully master the means of communication, the main of which is speech. At the same time, the components of communication were grouped as communicative activities, and the actions in which the action of communicative skills is carried out, and the components of communicative abilities were considered.
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Semchuk, Svitlana I., Svitlana M. Gavriliuk, and Olga H. Butenko. "МЕТОДОЛОГІЧНІ ПІДХОДИ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ." Information Technologies and Learning Tools 66, no. 4 (September 30, 2018): 24. http://dx.doi.org/10.33407/itlt.v66i4.2197.
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The article substantiates the methodological approaches that reflect the interrelation and interconditionality of phenomena and processes of formation of the information and communication competence of future specialists in preschool education, namely: system- and activity-based, personally-oriented, integrative, environmental and competence-based. The authors have determined that the personally-oriented approach presupposes that each student must fulfill as much as possible all their individual traits in their diversity and uniqueness; the integrative approach contributes to overcoming the contradictions between the principle of unity of knowledge and its division into fundamental and special ones, as well as those between the ever-increasing amount of knowledge and the limited school time to learn it; the environmental approach promotes the creation of the informational and communication environment of a higher educational institution which influences the formation of informational and communication competence of future specialists in preschool education and is an influential factor for introducing the innovations in the educational process and gives students an opportunity to choose free the content and form of activity; the competence-based approach defines the ability of a future specialist in preschool education to apply the information and communication technologies in the educational process, use information, be flexible and adapt in a changing information space in accordance with their own needs and requirements of the modern society. It has been established that the process of formation of the information and communication competence of future specialists in preschool education is conditioned by a special organization of the teaching and educational process at a higher educational institution which ensures the unity, interrelation, consideration and development of the professional and information and communication components in future specialists in preschool education, with proper purposefulness, the relevant gradual organization and procedural and content-related support. The authors have also presented the definition of information and communication environment of a higher educational institution.
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Thiemann-Bourque, Kathy. "Peer-Mediated AAC Instruction for Young Children With Autism and other Developmental Disabilities." Perspectives on Augmentative and Alternative Communication 21, no. 4 (December 2012): 159–66. http://dx.doi.org/10.1044/aac21.4.159.
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Abstract Many young children with developmental disabilities (DD) have significant delays in social, communication, and play skills. For those children learning to use augmentative and alternative communication (AAC), successful social interactions with peers will require explicit instruction on the same system for both communication partners. Peer-mediated (PM) interventions are recommended best practice based on more than 30 years of research with young children with autism and other DDs. Integrating direct AAC instruction within PM programs to advance social reciprocity in typical preschool routines is a necessary and important next step for young AAC users. In this article, I will summarize the design and outcomes of two PM AAC studies documenting positive social outcomes for preschool children with severe autism. I will also highlight strategies to recruit peers without disabilities, teach peer partners how to use AAC systems (e.g., Picture Exchange Communication System [PECS], Speech Generating Devices [SGDs]), and engineer the preschool classroom for successful AAC communication. I will describe data collection procedures for measuring changes in reciprocal child and peer social communication interactions.
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Kabadayı, Abdülkadir, and Emine Bilge Altunok. "INVESTIGATION OF THE RELATIONSHIP BETWEEN PARENTAL STYLES WITH COMMUNICATION SKILLS OF PRESCHOOL CHILDREN." Science and Education 2021, no. 1 (March 2021): 69–77. http://dx.doi.org/10.24195/2414-4665-2021-1-10.
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It can be stated that the relationships that parents have with their children in the preschool period have a great impact on their future social-emotional lives and a significant part of learning takes place in the preschool period. Considering those parents' attitudes during child-rearing may affect the child's development and interpersonal relationships; this study aims to examine the relationship between parental attitudes and communication skills of 36-72 monthold children attending preschool education institutions. This research: parents' attitudes concerning reveal the relationship between preschool children's communication skills, preschool in Turkey period in terms of the lack of a sufficient number of working children about the communication skills, parents and educators; it is thought to be important in terms of providing a different perspective and contributing to the development of children's communication skills and drawing their attention to this issue, and also in terms of guiding researchers in future studies on the subject. The research was conducted using the relational scanning model. The population of this research consists of 36-72 months old children attending pre-school education institutions in Elazığ city center and Diyarbakır central districts in the 2017-2018 academic year, and parents of 36-72 months old children. The sample of the study consisted of 300 children and 320 parents randomly selected from the universe. In the research, the "Parental Attitudes Questionnaire" and "Communication Skills Scale" were used. The Parental Attitudes Determination Questionnaire consists of four parental attitudes (oppressive-authoritarian, protective, indifferent-carefree, democratic). The Communication Skills Scale consists of four communication skills (verbal communication, avoiding communication barriers, and communication with courtesy content, non-verbal communication). The data obtained were analyzed with SPSS 22 program. In the statistical evaluation, firstly, a normality test was applied to the subscales of the "Parental Attitudes Determination Questionnaire" and the "Communication Skills Scale". Since “p <0.05” in all communication skills subscales and all parental attitudes subscales, it was accepted that they did not show a normal distribution. Thus, Spearman Correlation was applied to test whether there was a significant relationship between parent attitudes and communication skills. According to the results of the research it is observed that parents adopt "Democratic Attitude" the most and "Verbal Communication Skills" are used the most by preschool children. No significant relationship was found between oppressiveauthoritarian, indifferent-carefree, and democratic parental attitudes and subscales of communication skills. Only a low level of negative correlation was found between the protective parental style and the verbal communication skills subscale. According to the results of the study, parents and educators can be trained on parent attitudes and communication skills. Educators can support the development of children with low communication skills with activities that will showcase their social skills and allow them to express themselves. To parents who show a protective attitude; children can be helped to behave in a way that supports their verbal communication skills, affects the personality development of the child positively, and allows them to develop a personality structure independent of others. This research was conducted in Elâzığ and Diyarbakır provinces. Turkey will be held in the west of the province or be provided with a contribution to the results of the research will be done with a much larger sample group. The relationship between the communication skills of preschool children and an area different from the parent attitudes can be examined.
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Bondarchuk, Oksana. "PSYCHOLOGICAL FEATURES OF SHYNESS IN PRESCHOOL CHILDREN." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (11) (2020): 10–14. http://dx.doi.org/10.17721/bsp.2020.1(11).2.
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The article provides a theoretical and empirical analysis of the psychological characteristics of the manifestation of shyness in preschool children. Analyzed the scientists' views on understanding of the studied phenomenon, the classification of pathological and personal forms of manifestation of personality shyness is considered. The psychological characteristics of "internally" and "externally" shy preschoolers are characterized. The positive and negative influence of shyness on the mental development of a preschool child has been substantiated. Based on a theoretical analysis of psychological literature, has given its own definition of the concept of personal shyness of a preschooler. With the help of the conducted empirical research, the structural components of personal shyness in preschool children were identified. In preschool, shyness can take the form of "internal" or "external" introspection and stimulate the search for optimal ways to overcome negative experiences using primitive isolation, autistic fantasies, etc. In our opinion, shyness in preschool children is an integrated personal quality, which is a component of emotional and volitional behavior of the child and manifests itself in the form of low self-esteem, underdeveloped communication skills, fear, need for external support and intrapersonal conflicts. The components of the self-concept of a shy preschooler have their own specific features: behavioral is characterized by fear of novelty, insecurity, conformity, lack of initiative, neglect of joint play activities, etc .; affective-evaluative component – insecurity, anxiety, timidity, anxiety, loneliness, fear of social contacts, dependence on the assessments of others, emotional vulnerability to failure; the communicative component is characterized by silence, limitations, selectivity or avoidance of interaction, inability to maintain long-term contacts, express their own opinions, etc. The results of our observational experiment showed that the presence of indicators characteristic of a high level of personal shyness was found in 21.15% of preschool children, the average level of formation in 37.63% of subjects and a low level of shyness in preschool age was found in 41.22% of children.
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Dorney, Kathryn, and Karen Erickson. "Transactions Within a Classroom-Based AAC Intervention Targeting Preschool Students with Autism Spectrum Disorders: A Mixed-Methods Investigation." Exceptionality Education International 29, no. 2 (July 21, 2020): 42–58. http://dx.doi.org/10.5206/eei.v29i2.9401.
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This study examined the changes in the communication skills of preschool students with autism spectrum disorder (ASD) that resulted from an intervention that featured three evidencebased, transactional approaches to augmentative and alternative communication (AAC) intervention: (a) attributing communicative meaning to student behaviours; (b) providing aided language input; and (c) focusing on graphic symbols representing core vocabulary. Using a mixed-methods design with multiple sources of data (i.e., observation field notes, IEPs, and direct communication assessment), the study was conducted in three classrooms with 6 educators and 13 preschool students with ASD. The purpose was to explore interaction patterns between educators and students while also analyzing improvements in student communication as measured by the Communication Matrix. The results point to a transactional relationship between educators’ and students’ communication across the three classrooms. This group of preschool students with ASD learned to use abstract graphic symbols representing core vocabulary to request as a result of educators’ focus on this requesting. A number of students demonstrated growth in use of non-symbolic communication for social interaction and information sharing as a result of educators’ increased use of aided language input.
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Nurmilaakso, Marja. "Preschool and Primary School Children as Learners in 2030: Views of Finnish Student Teachers." Journal of Teacher Education for Sustainability 11, no. 1 (January 1, 2009): 75–85. http://dx.doi.org/10.2478/v10099-009-0034-1.
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Preschool and Primary School Children as Learners in 2030: Views of Finnish Student TeachersTeachers are key to the future. Because of enormous future changes, teachers need to re-evaluate their thinking. This study focuses on what student teachers think of the future in preschool and primary school of the year 2030. The questionnaire, conducted in October 2007, reached 76 student teachers from the University of Helsinki in Finland. Of these students, 52 were preschool and 24 primary school student teachers. The research questions were: 1) How important is it that children in preschool and primary school in the year 2030 can use language and communication and can work in groups and in the environment? (2) How can preschool and primary school teachers support language learning and communication in the year 2030? (3) How will children in preschool and primary school in the year 2030 take responsibility for their own (child-centred) learning? The results confirm that preschool and primary school student teachers think very traditionally. Many felt that it would be less important for children in 2030 to speak many languages, and student teachers did not consider the use of computers.
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Arslan, Emel. "Analysis of communication skill and interpersonal problem solving in preschool trainees." Social Behavior and Personality: an international journal 38, no. 4 (May 1, 2010): 523–30. http://dx.doi.org/10.2224/sbp.2010.38.4.523.
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The purpose in this study was to investigate the communication skill and interpersonal problem solving skill of preschool teacher trainees. The participants were 453 (420 female and 33 male) preschool teacher trainees. Data were collected using the Interpersonal Problem Solving Inventory (Çam & Tümkaya, 2007), and the Communication Skills Evaluation Scale (Korkut, 1996). It was found that there was a negative relationship between communication skill and approaching problems in a negative way and lack of self confidence, and a positive relationship between communication skill, constructive problem solving, and an insistent-persevering approach. It was also found that constructive problem solving, lack of self-confidence, and an insistent-persevering approach explain communication skill.
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Nachiappan, Suppiah, Zaharah Othman,, Nur Izaidah Mat Akhir, Nordin Mamat, and Mastura Othman. "Cognition application in preschool teaching and learning through communication component in national standard preschool curriculum." International Journal of ADVANCED AND APPLIED SCIENCES 3, no. 11 (October 28, 2016): 8–11. http://dx.doi.org/10.21833/ijaas.2016.11.002.
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Khanina, N., and I. Li. "Senior preschool children’s speech development through dialogue with peers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 90–97. http://dx.doi.org/10.31489/2021ped2/90-97.
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The article is devoted to the relevant problem of speech development, specifically its dialogic component. The development of coherent dialogic speech as a means of forming communication skills plays an important role in the process of preschoolers’ speech development. As a form of speech interaction with other people, dialogue requires special social and speech skills from the child, the development of which occurs gradually. Dialogue for a child is the first school of mastering speech, the school of communication; it is, in fact, the base of personal development. Through dialogue children learn the grammar of their native language, its vocabulary, phonetics, and draw useful information. The topic is relevant, since the development of dialogue in preschool childhood affects the formation of speech and communicative abilities, which are one of the aspects of individual success in modern society. The article focuses on the cooperative type of activities that are particularly important for the development of dialogic speech, primarily in which children jointly create a subject-game environment, come up with a theme and develop a plot, role-play dialogues and in the course of them enter into a variety of real relationships. The program that includes a set of didactic games for older preschoolers and is aimed at improving the level of dialogic communication skills is proposed. An experiment was conducted and described in which a set of didactic games was tested. The experiment showed growth in the skills of dialogic speech.
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Волковская, Т. Н., and И. А. Куткова. "To the Issue of Investigating CommunicatiON Problems Experienced by Preschool Children in the Conditions of Educational Integration." Психолого-педагогический поиск, no. 2(54) (October 23, 2020): 186–95. http://dx.doi.org/10.37724/rsu.2020.54.2.019.
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В данной статье представлены результаты экспериментального исследования дошкольников с коммуникативно-речевыми трудностями в условиях образовательной интеграции. Дан сравнительный анализ структуры коммуникативного потенциала личности дошкольников с коммуникативно-речевыми трудностями различного генеза (общее недоразвитие речи, задержка психического развития, двуязычие) и с нормативно-типичным развитием. Описаны расширенные и дополненные авторами теоретические представления о коммуникативном развитии детей с общим недоразвитием речи, задержкой психического развития, двуязычием, а также уточненные сведения об особенностях и механизме коммуникативных трудностей этих дошкольников в условиях интеграции их в инклюзивный образовательный процесс. Доказана гипотеза о том, что в основе проблем адаптации дошкольников с коммуникативно-речевыми трудностями к условиям инклюзивного обучения лежит недостаточность коммуникативного потенциала личности. Представлены показатели и уровни сформированности основных компонентов коммуникативного потенциала таких дошкольников, позволяющие теоретически обосновать и разработать психолого-педагогическую технологию эффективного развития их коммуникативных возможностей. Представленные в статье материалы исследования призваны оказать помощь специалистам в процессе психолого-педагогического сопровождения дошкольников, в частности в осуществлении дифференцированного подхода к выбору стратегии и методов психокоррекционного воздействия на детей с целью преодоления ими трудностей межличностного взаимодействия и улучшения социальной адаптации в условиях инклюзивного обучения. Кроме того, они могут быть использованы при чтении учебных курсов «Логопсихология» и «Дошкольная логопсихология» в системе высшего образования. The article presents the results of an experimental research of preschool children experiencing communication and speech problems in the conditions of educational integration. The article compares the structure of the communicative potential of preschoolers experiencing various communication and speech problems (alalia, mental retardation, bilingualism) and preschoolers without communication problems. The authors supplement theoretical arguments concerning the communicative development in children with alalia, mental retardation, bilingualism. The authors elaborate the peculiarities and mechanisms of communication problems experienced by such preschool children in the conditions of educational integration, i.e. in inclusive learning environments. The article proves the hypothesis that the core of all adaptation problems experienced by preschool children with communication and speech problems in the process of inclusive education is their lack of communication potential. The authors discuss communication potential indices and levels that can be used to assess preschool children’s communication potential and to theoretically substantiate and develop a psychological and educational strategy of efficient communication potential development in such children. The materials presented in the article can be used by specialists who provide psychological and educational support to preschool children. The materials will enable specialists to choose well-grounded strategies of psychocorrectional work with children experiencing problems of interpersonal communication in order to improve such children’s social adaptation in the conditions of inclusive education. Moreover, the materials can be used in such university courses as Logopaedic Psychology and Preschool Logopaedic Psychology.
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Puyo, О. "THE CONDITION OF WORK OF PRESCHOOL EDUCATION ESTABLISHMENTS FORMING VALUE ORIENTATIONS OF SENIOR PRESCHOOL AGED CHILDREN THROUGH THE ACTIVE GAMES." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 32 (2019): 92–97. http://dx.doi.org/10.28925/2311-2409.2019.32.13.
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The article covers the results of analysis of annual plans of preschool establishments in order to ascertain the role of active games in the process of formation of value orientations of senior preschool children. An analytical review of the curricula of senior preschool education educators has been made concerning the problem of forming the values of communication of preschoolers, such as interaction, empathy, responsibility. The existence of a description of the manual of the preschool children’s play game is developed in order to create value orientations. The peculiarities of the use of active games by educators in the educational process are revealed. Conclusions about the importance of active games in the life of senior preschool children are made. Identify the favorite types of active games for preschoolers and individual games that are most popular. The ability of children to express sympathy, team interaction, responsibility in a playing situation during an active game contributing to the formation of these values are analyzed. The ability of senior preschool children to receive help from a friend during an active game is highlighted. The reflection regularity preschool teachers as a result of an active game and the main tasks that educators decide through the reflection is revealed. The level of formation of communication values of senior preschool children according to the results of the survey of educators has been determined. Features of the manifestation of value orientations of senior preschool children during game situations are considered. On the basis of a comprehensive study: annual plans of preschool establishments, calendar plans of educators of senior preschool children, questionnaires of teachers, the state of work of preschool establishments is determined in relation to the formation of value orientations of senior preschool children through the active games.
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Adilzhanova, М. А., and V. А. Zhukova. "FORMATION OF COMMUNICATION SKILLS IN PRESCHOOL CHILDREN WITH DISABILITIES." Современные наукоемкие технологии (Modern High Technologies), no. 7 2020 (2020): 109–15. http://dx.doi.org/10.17513/snt.38143.
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Lupu, Daciana, and Andreea Ramona Laurenţiu. "Using New Communication and Information Technologies in Preschool Education." Procedia - Social and Behavioral Sciences 187 (May 2015): 206–10. http://dx.doi.org/10.1016/j.sbspro.2015.03.039.
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