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Journal articles on the topic 'Compulsory preschool'

Author: Grafiati

Published: 24 June 2021

Last updated: 29 July 2025

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1

Håkansson, Jan. "Leadership for learning in the preschool: Preschool managers’ perspectives on strategies and actions in the systematic quality work." Educational Management Administration & Leadership 47, no. 2 (2017): 241–58. http://dx.doi.org/10.1177/1741143217732794.

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This article presents the results of a qualitative study with the aim of contributing to an understanding of preschool managers’ leadership in systematic quality work in a Swedish context. In line with the Education Act and the preschool curriculum, systematic quality work is compulsory in all Swedish preschools. This consists of several steps, including data collection, documentation and self-evaluation for the purpose of professional development and quality improvement. With the aid of interviews, preschool managers’ perspectives on leadership actions, with an emphasis on a leadership for le

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Dedicova, Marie. "Key Factors Influencing Compulsory Preschool Education Based on Approaches and Views of Interviewed Teachers." International Journal of Childhood Education 3, no. 2 (2023): 35–51. http://dx.doi.org/10.33422/ijce.v3i2.287.

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The aim of this study is to showcase first of the results from the ongoing qualitative research, which focuses on the course of compulsory pre-school education in Czech Republic. This case study describes approaches to compulsory preschool education and tries to contribute to the creation of typology of those approaches. In this article are presented results from interviews with 11 teachers from 3 different types of kindergartens and from 2 preparatory classes at primary schools. Two research questions are answered: how education takes place in the last year of pre-school education according t

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Šmelová, Eva. "L. S. Vygotsky and His Theory as an Inspiration for Innovations in Education." International Journal for Innovation Education and Research 9, no. 2 (2021): 226–38. http://dx.doi.org/10.31686/ijier.vol9.iss2.2944.

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In recent years, preschool education has become an important topic in the Czech Republic. Since 1990, the system of preschool education has undergone a number of qualitative changes. A modern preschool curriculum has been created and is constantly being reviewed in line with the needs of society and educational policy objectives.One of the problems of the past decade concerns the high number of pupils with postponed compulsory attendance. This has become a challenge for both teachers and researchers. One of the steps that could help was the enactment of compulsory preschool education in 2017.

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Wadiyo, Wadiyo, Udi Utomo, Slamet Haryono, and Joko Wiyoso. "The Children’s Songs Composition: A Contribution to Fill in The Absence of Children’s Songs in Indonesian Preschool Education." Resital: Jurnal Seni Pertunjukan 22, no. 3 (2022): 127–36. http://dx.doi.org/10.24821/resital.v22i3.6826.

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The song is one of the teaching media used by preschool teachers around the globe. Indonesian preschool teachers face a rising problem: the government regulates a standard curriculum where the educational song is compulsory. Yet, there is no concern to facilitate and fill in the absence of children's educational songs. This study aims to unveil the creative process of non-music education graduate teachers in composing educational songs as required by the curriculum. This study employs a qualitative design based on a case study of thirty-three teachers from eleven different preschools in Semara

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Samsudin, Mohamad, Husni Rahim, and Didin Saepudin. "Academic Orientation in Preschool Education." International Journal for Educational and Vocational Studies 3, no. 1 (2021): 49. http://dx.doi.org/10.29103/ijevs.v3i1.3386.

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Currently, preschool education has evolved, even it has been revolutionized. This fact is shown by the large content of academic teaching materials such as reading, writing, and arithmetic which is still controversial must be taught in preschool education, which seems to be a compulsory subject for preschool children. Although government regulations have regulated properly and ideally how preschool education should be implemented, ironically due to competition between preschool institutions and the demands of parents, many preschool institutions fulfill their curricula with academic content. T

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Spence, D. "Compulsory preschool jabs would fan the antivaccination lobby's fire." BMJ 347, sep02 2 (2013): f5263. http://dx.doi.org/10.1136/bmj.f5263.

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Ryu, Hanbyul. "The Effect of Compulsory Preschool Education on Maternal Labour Supply." Journal of Development Studies 56, no. 7 (2019): 1384–407. http://dx.doi.org/10.1080/00220388.2019.1677890.

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Zhou, Ruijia. "Preschool Education Should Be Included in Compulsory Schooling in China." Journal of Humanities, Arts and Social Science 7, no. 7 (2023): 1372–77. http://dx.doi.org/10.26855/jhass.2023.07.025.

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Tavobova, Ozoda F. "PROBLEMS OF INVOLVING CHILDREN IN INCLUSIVE EDUCATION OBSTACLES ON THE WAY TO KINDERGARTENS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (2022): 19–22. http://dx.doi.org/10.55640/eijmrms-02-05-05.

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Preschool education is the foundation of an inclusive society, because within its framework, children with disabilities and without disabilities learn, play and grow together. Preschool education increases the chances that the child will receive primary education and then get out of poverty, difficult situations. Since pre-school education is not compulsory, it is much more free than primary education, which gives the opportunity to cooperate with various participants, in particular with the state, non-governmental organizations, the private sector and religious organizations.

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Tamthintha, Pornchai, Kusuma Palaprom, and Kritchakhis Nawattanaprasert. "A study on perceptions of preschool Children’s furniture design: Pictorial stimuli experiment." MATEC Web of Conferences 204 (2018): 01003. http://dx.doi.org/10.1051/matecconf/201820401003.

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The preschool center there is a place for educational topreschool children before they begin compulsory education at primary school. The different of the preschool children’s furniture will affect the different perceptions of preferences and behaviors of children in the classroom. The furniture that relating the satisfaction of children. It will become the part of stimulus that attracts and motivates children and also an appropriate physical elements to encourage a learning environment. The research found that the different elements of design on the preschool children’s furniture affect the pe

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Horníčková, Beata, Jana Majerčíková, and Anna Tirpáková. "Parents’ attitudes to compulsory preschool education in the Czech Republic and Slovakia." Journal of Language and Cultural Education 11, no. 1 (2023): 71–89. http://dx.doi.org/10.2478/jolace-2023-0006.

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Abstract The issue of compulsory preschool education in the Czech Republic and Slovakia is a topical one as a result of the obligation to educate children prior to the start of basic school (primary education) being introduced over the past five years. The objective of the research whose results are presented in this study is to ascertain what attitude parents in the Czech Republic and Slovakia have in regard to the compulsory education of their children in the year prior to joining basic school. The research was based on two key concepts, specifically the obligation of educating children prio

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Pasha, Farooq. "Can introduction of a compulsory burns protocol in paediatric emergency departments increase detection of NAI in preschool children?" Emergency Medicine Journal 27, Suppl 1 (2010): A11.3—A11. http://dx.doi.org/10.1136/emj.2010.103150.32.

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ObjectiveTo assess whether use of a compulsory burns protocol in all preschool children attending a dedicated peadiatric emergency department with burns and scalds increases detection of non-accidental injury (NAI), improves case notes documentation and management of cases.MethodsThe case notes of all preschool children who attended the emergency department with burns and scalds over a 6 month period where reviewed against a basic predetermined standard in agreement with experienced child protection paediatricians. A similar prospective study was performed after introduction of a burns protoco

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Pasha, Farooq. "Can introduction of a compulsory burns protocol in paediatric emergency departments increase detection of NAI in preschool children?" Emergency Medicine Journal 27, Suppl 1 (2010): A11.3—A11. http://dx.doi.org/10.1136/emj.2010.103150.32.

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ObjectiveTo assess whether use of a compulsory burns protocol in all preschool children attending a dedicated peadiatric emergency department with burns and scalds increases detection of non-accidental injury (NAI), improves case notes documentation and management of cases.MethodsThe case notes of all preschool children who attended the emergency department with burns and scalds over a 6 month period where reviewed against a basic predetermined standard in agreement with experienced child protection paediatricians. A similar prospective study was performed after introduction of a burns protoco

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Lorencová, Soňa. "The phenomenon of institutional preschool education from the parents’ perspective." Journal of Language and Cultural Education 11, no. 1 (2023): 102–13. http://dx.doi.org/10.2478/jolace-2023-0008.

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Abstract In Slovak kindergartens, teachers are increasingly encountering increased diversity from both children and parents. This is due to the introduction of compulsory preschool education from 2021 for all 5-year-old children and the gradual implementation of the vision of inclusive education, which increases the demands on teachers’ approach to children and the search for more effective strategies in mutual communication and cooperation with parents. This has received minimal consideration in the research field, despite the fact that it is the parents who can serve as important allies for

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Janjang, Juliana Mohd, Mohamed Yusoff Mohd Nor, and Aida Hanim A. Hamid. "The feasibility of 12-year compulsory education policy in Malaysia from the perspective of B40 parents." International Journal of Evaluation and Research in Education (IJERE) 12, no. 4 (2023): 1871–79. https://doi.org/10.11591/ijere.v12i4.25020.

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Compulsory education in Malaysia is limited to primary education within 6 years compared to the international level (8 to 12 years). There is concern that because other levels of education are still optional, enrolment will fall. It is suggested to prolong compulsory education to a total of 12 years to ensure that students obtain preschool and secondary education. As a result, a survey of 278 B40 parents or socioeconomic parents with household income less than RM4850 in urban and rural primary schools was conducted to determine the level of understanding, readiness, and acceptance of the feasi

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Monteiro, Ana Francisca, Maribel Miranda-Pinto, and António José Osório. "Coding as Literacy in Preschool: A Case Study." Education Sciences 11, no. 5 (2021): 198. http://dx.doi.org/10.3390/educsci11050198.

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Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part

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Mokibelo, Eureka Baneka, and Nkobi Owen Pansiri. "Transition from Preschool to Standard One in Botswana Public Primary Schools." Journal of Education and Practice 5, no. 2 (2021): 59–77. http://dx.doi.org/10.47941/jep.645.

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Purpose: This paper examines transition from Preschool to Standard One in the Early Childhood Education programme implemented in 2013 in Botswana public primary schools.  Methodology: The methodology employed in this study is the qualitative approach with multi-case study technique to investigate the implementation of the Early Childhood Education programme. Transitional Bilingual Education is used as the theoretical framework to benchmark the realities of transition from Preschool to Standard One classrooms. Data collection was done using open ended questionnaires, interviews, focus gro

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Kostrubová, Andrea, and Alena Srbená. "A Comparison of the Functions and Conditions of Preschool Education in State and Forest Kindergartens During the COVID-19 Pandemic in the Czech Republic and Denmark." Magistra Iadertina 18, no. 1 (2023): 47–70. http://dx.doi.org/10.15291/magistra.4329.

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This paper presents a part of a research study carried out under the project ‘The effects of the COVID-19 pandemic on selected functions and conditions of preschool education in the context of children’s preparation for starting compulsory education in selected European countries’, conducted at the Faculty of Education, Palacký University Olomouc. The paper focuses on a comparison of the Czech Republic and Denmark in order to analyse and compare the impact of the anti-epidemic measures on the conditions and functions of preschool education in mainstream and forest kindergartens. The research m

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Toshigen and Z. Zhumabayeva. "In the development of creative abilities of preschool children design technology." Pedagogy and Psychology 47, no. 2 (2021): 211–16. http://dx.doi.org/10.51889/2021-2.2077-6861.24.

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The article provides brief information about the creative word. Ways of development of creative abilities of children of preschool age by means of technology of designing are considered. The goals and importance of the development of children’s creative abilities in the child’s life are defined. The definition of design technology was issued. On the effectiveness of the use of design technology in the development of creative abilities. The features of the design technology and the importance of the development of children’s creativity are considered. In the system of preschool education there

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Saira, Zhiyenbayeva, Zhumabekova Fatima, Kerimbayeva Rysty, Salimbayeva Sholpan, Taiteliyeva Laura, and Bulshekbayeva Assem. "Preparation of preschool education specialists for innovative activities in preschool organizations." World Journal on Educational Technology: Current Issues 14, no. 3 (2022): 619–29. http://dx.doi.org/10.18844/wjet.v14i3.7270.

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The purpose of this research; To get the opinions of preschool teachers in order to prepare preschool teachers for innovative activities in preschool organizations. In this study, in-depth interview technique, one of the qualitative research techniques, was used. The study group of the research consists of 33 volunteers working as pre-school teachers in various educational institutions in the city of Shymkent, Kazakhstan. Research data were collected through a form consisting of semi-structured interview questions prepared by the researchers. As a result of the research; It is seen that the ma

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Makulbek, A. Zh, A. Zh Nauryzbekova, Е. М. Nurkatov, and H. Tüfekçioğlu. "Sociological analysis of the special preschool education system for children with mental disabilities in the Republic of Kazakhstan and the Republic of Turkey." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 147, no. 2 (2024): 727–40. http://dx.doi.org/10.32523/2616-6895-2024-147-2-727-740.

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This comprehensive article delves into the pressing topics of inclusive education and early intervention for children with special educational needs. The scientific article discusses topical issues of inclusive education and preschool education for children with special educational needs in the context of Kazakhstan and the Republic of Turkey. Pre-school education is the education of children older than 8 months before the start of compulsory (primary) education, mainly before entering school. The purpose of preschool education is to help children develop their physical and intellectual develo

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Janjang, Juliana Mohd, Mohamed Yusoff Mohd Nor, and Aida Hanim A. Hamid. "The feasibility of 12-year compulsory education policy in Malaysia from the perspective of B40 parents." International Journal of Evaluation and Research in Education (IJERE) 12, no. 4 (2023): 1871. http://dx.doi.org/10.11591/ijere.v12i4.25020.

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<span lang="EN-US">Compulsory education in Malaysia is limited to primary education within 6 years compared to the international level (8 to 12 years). There is concern that because other levels of education are still optional, enrolment will fall. It is suggested to prolong compulsory education to a total of 12 years to ensure that students obtain preschool and secondary education. As a result, a survey of 278 B40 parents or socioeconomic parents with household income less than RM4850 in urban and rural primary schools was conducted to determine the level of understanding, readiness, an

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Stárek, Lukáš. "Social disadvantage from the perspective of a teacher in preschool education." Perspectives of Science and Education 49, no. 1 (2021): 338–56. http://dx.doi.org/10.32744/pse.2021.1.24.

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Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten. Methodology. By using three case studies the author has found out how a status of a

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Wang, Qian. "Measurement and Policy Optimization of Regional Preschool Education Development Level Based on Generalized Orthogonal Fuzzy Sets and Prospect Theory." International Journal of Web-Based Learning and Teaching Technologies 19, no. 1 (2024): 1–17. http://dx.doi.org/10.4018/ijwltt.341803.

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Preschool education belongs to non-compulsory enlightenment education, and it is difficult to measure and analyze the development of preschool education in different regions because of its multiple attributes and diversity of influencing factors. In addition, decision makers will be limited by their own cognition when facing multi-attribute factors and uncertain factors, and there is a big gap between the decision results given and the actual situation. Therefore, this chapter introduces generalized orthogonal fuzzy sets and prospect theory into the measurement model of preschool education dev

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Stozharova, M. Y., and I. G. Zaitseva. "Testing Results of Basic Educational Professional Master Module “The Organization of Educational Process in Preschool Organization”." Psychological-Educational Studies 7, no. 4 (2015): 51–59. http://dx.doi.org/10.17759/psyedu.2015070406.

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The article describes the testing results of module "The organization of educational process in preschool organization" in a basic professional educational master program in some universities of Russia. It proves the necessity to develop the program of the educational module "The organization of educational process in preschool organization". We approved its theoretical originality and practical significance and analyzed the module structure as an integrated set of compulsory general scientific and professional subjects, workshops, practical training and research. The article also contains bas

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Arora, Bani, Samar Habib Mukalid, and Moosa Jaafar Fateel. "Preschool Experience as Predictor of Language Learning Outcomes among a Sample of Grades 1, 2, and 3 Students in Bahrain." Journal of Education and e-Learning Research 9, no. 2 (2022): 45–54. http://dx.doi.org/10.20448/jeelr.v9i2.3788.

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The aim of the present study was to examine the effects of preschool experience on academic achievement, with specific reference to English language learning outcomes of Grades 1, 2 and 3 students in the Kingdom of Bahrain. Data from a representative sample of 402 students covering all three grades, from Bahrain public elementary schools were statistically analyzed using mean scores, t-test and one-way ANOVA test. The findings of the study revealed consistently higher mean scores in all the three grades for students who attended preschool compared with those who did not attend preschool. There

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af Geijerstam, Agnes, Kirsten Mehlig, Monica Hunsberger, Maria Åberg, and Lauren Lissner. "Children in the household and risk of severe COVID-19 during the first three waves of the pandemic: a prospective registry-based cohort study of 1.5 million Swedish men." BMJ Open 12, no. 8 (2022): e063640. http://dx.doi.org/10.1136/bmjopen-2022-063640.

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ObjectiveTo investigate whether Swedish men living with children had elevated risk for severe COVID-19 or infection with SARS-CoV-2 during the first three waves of the pandemic.DesignProspective registry-based cohort study.Participants1 557 061 Swedish men undergoing military conscription between 1968 and 2005 at a mean age of 18.3 (SD 0.73) years.Main outcome measuresInfection with SARS-CoV-2 and hospitalisation due to COVID-19 from March 2020 to September 2021.ResultsThere was a protective association between preschool children at home and hospitalisation due to COVID-19 during the first and

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Santos, Karina Porciuncula de Almeida Rodrigues, Tiago Lisboa Bartholo, and Mariane Campelo Koslinski. "The relationship between cognitive development, behavior indicators, and Personal, Social, and Emotional Development in Pre-school." Ensaio: Avaliação e Políticas Públicas em Educação 30, no. 115 (2022): 414–37. http://dx.doi.org/10.1590/s0104-403620220003003358.

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Abstract The paper investigates the potential of a questionnaire answered by teachers about the behavior and socio-emotional skills of children enrolled in preschool – start of compulsory schooling in Brazil. Based on this instrument, it describes the development of indicators of inattention, hyperactivity-impulsivity and personal, social and emotional development. It uses multivariate linear regression models to identify factors associated with the cognitive development of children enrolled in preschool. The results suggest that more inattentive children tend to have lower cognitive attainmen

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Kolaříková, Marta. "DOES THE COMPULSORY LAST PRESCHOOL YEAR PRESENT A SOLUTION FOR SOCIALLY HANDICAPPED CHILDREN?" Social Pathology and Prevention 1, no. 1 (2015): 69–81. http://dx.doi.org/10.25142/spp.2015.006.

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McMahon, Mary, and Wendy Patton. "Career development as explained by children and adolescents: How can career educators respond?" Journal of Psychologists and Counsellors in Schools 4 (November 1994): 81–88. http://dx.doi.org/10.1017/s1037291100001928.

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This paper examines the processes of career development experienced by children and adolescents in the school age groups: preschool, infant, primary, secondary and post-compulsory. The data was gathered through focus group interviews and was analysed to determine the subjects' understanding and experience of career development. The findings established that career development is experienced and understood by subjects of all school age groups, and that it is affected by a complex array of influences. The study clearly establishes the processes of career development experienced by the children a

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Devjak, Bine, and Sanja Berčnik. "The Importance of Health Education and Prevention in the Fight against Caries in the Preschool Period." Pedagoška obzorja 39, no. 3-4 (2025): 22–36. https://doi.org/10.55707/ds-po.v39i3-4.150.

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The paper focuses on the influence of various factors causing caries in preschool children. The legal-formal rights in the field of primary dental care and medical and pedagogical caries prevention are analysed, as is the influence of professionals in the kindergarten and the family on the reduction of caries. With the help of data from the Health Insurance Institute of Slovenia (ZZZS), the impact of the COVID-19 epidemic on the scope of preventive and curative dental services is determined in a group of preschool children according to individual statistical regions in Slovenia, as is the rela

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Margrain, Valerie, and Jorryt van Bommel. "Assessment and Gifted Discourse in Swedish Early Years Education Steering Documents: The Problem of (In)Visibility." Education Sciences 13, no. 9 (2023): 904. http://dx.doi.org/10.3390/educsci13090904.

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This study explores how assessment is presented in Swedish early years’ steering documents and considers risks for young gifted students in relation to assessment (or lack thereof). Document analysis was undertaken on, firstly, Swedish curriculum documents for the preschool and for the compulsory school, and secondly, mapping materials used in the preschool class with six-year-old children. Results show that assessment is not a term used in Swedish early years curricula. Instead, preschool teachers are asked to evaluate their own practice; preschool class teachers are asked to engage with mapp

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Antoniuk, Olena, and Yuliia Pavliuchenko. "Ensuring a balance of interests in disputes regarding the mandatory vaccination." Slovo of the National School of Judges of Ukraine, no. 4(33) (March 15, 2021): 43–57. http://dx.doi.org/10.37566/2707-6849-2020-4(33)-4.

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The establishment of compulsory preventive vaccinations raises a problem of balance with the right to personal integrity and the need to consent to medical intervention. The severity of this problem is added by the established restrictions on the implementation of individual rights of citizens, for example, the right to preschool and school education. The purpose of this article is to concretize the criteria for assessing the balance of interests in disputes regarding the mandatory vaccination. The study concluded that the provisions of the law on compulsory preventive vaccinations indicate an

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Einarsdóttir, Jóhanna T., Amalía Björnsdóttir, and Ingibjörg Símonardóttir. "The Predictive Value of Preschool Language Assessments on Academic Achievement: A 10-Year Longitudinal Study of Icelandic Children." American Journal of Speech-Language Pathology 25, no. 1 (2016): 67–79. http://dx.doi.org/10.1044/2015_ajslp-14-0184.

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Purpose The purpose of this study was to investigate the relationship between language knowledge at 5 years of age and later academic achievement throughout compulsory school in Iceland. Method Between 1997 and 1998, 267 Icelandic preschool children aged from 5;4 (years;months) to 5;10 were tested with the HLJÓM-2 (an Icelandic test of phonological awareness; Símonardóttir, Einarsdóttir, & Björnsdóttir, 2002) and the Icelandic version of the Test of Language Development—Primary: Second Edition (TOLD-2P; oral comprehension tasks; Símonardóttir, Guðmundsson, Skúlason, & Pétursdóttir, 199

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Tūbele, Sarmīte, and Ilze Vilka. "GAME AS FACILITATOR IN DEVELOPMENT OF PHONOLOGICAL PERCEPTION FOR PRESCHOOL CHILDREN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 191. http://dx.doi.org/10.17770/sie2016vol3.1432.

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Language is the highest form of communication, it’s given only to people and it is very important for children’s psychological development. In 5 – 6 years most of the children all native language’s sounds pronounce correctly, phonological perception is formed, however, not all children have reached an appropriate level of development, therefore compulsory preparatory school program of language acquisition in children creates an aversion to learning. Disorders of fonological perception are very complicated and require a lot of serious and patient work in the intervention. In 5 – 6 years of age,

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Ouabich, Raja, Lahcen Tifroute, and Abdelaaziz Bounabe. "Science Awareness: Analysis of Moroccan Curriculum Framework for Preschool Education." European Journal of Educational Research 12, no. 3 (2023): 1233–46. http://dx.doi.org/10.12973/eu-jer.12.3.1233.

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<p style="text-align: justify;">Morocco has undergone significant reforms in the education and training field, including the implementation of preschool education as a compulsory stage in the education system. Several studies have shown that attitudes toward science tend to decline between the ages of 11 and 14. Therefore, it is crucial to promote the acquisition of different modes of reasoning and forms of thought from early childhood. The primary objective of preschool education in Morocco should be to promote positive attitudes toward science. This study aims to analyze the preschool

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Zariņa, Sandra, Ilona Mičule, Larisa Silova, and Elga Drelinga. "Acquisition of the Official Language for Children of Minorities at Latvian Preschool Educational Establishments: Evaluation of the Situation." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 335. http://dx.doi.org/10.17770/sie2015vol2.438.

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<p><em>In the 21<sup>st</sup> century the issue about children of minorities, who in preschool beside their mother tongue also acquire the official language at a high level, is a pending matter. However, there are not any normative documents designed in Latvia, which would determine implementation of compulsory bilingual education programmes in preschool, therefore, the possibility for children of minorities to develop the skills of the official language at an early age is undertaken by teachers. The aim of the research is to evaluate the possibilities for children of m

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López, Omar S. "In the interest of the public good: Texas pre-kindergarten compulsory law." Contemporary Issues in Early Childhood 21, no. 4 (2019): 356–60. http://dx.doi.org/10.1177/1463949119848452.

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In Texas, public-funded pre-kindergarten is important because it provides the most vulnerable children with the opportunity to develop school readiness, so they can learn core competencies in kindergarten relevant to academic readiness for first grade. The Texas Legislature was back in session in spring 2019 and, not surprisingly, a bill was filed requiring all Texas school districts to offer free all-day preschool programs for students meeting certain criteria—in the interest of the public good. In this colloquium, the author seeks to bring attention to the problem of pre-kindergarten attenda

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Panesi, Sabrina, and Lucia Ferlino. "A Digital-Analogical Intervention Program Following a Play-Based Approach for Preschoolers: The Effects on Executive Functions and ADHD Symptoms in a Pilot Study." International Journal of Information and Education Technology 13, no. 4 (2023): 604–13. http://dx.doi.org/10.18178/ijiet.2023.13.4.1844.

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Today, the effective use of technological tools is a fundamental aspect of learning. Nevertheless, in Italy’s education system the integration of digital technologies in a pedagogically meaningful way is still not very widespread, especially in non-compulsory levels, such as preschool. Integration of digital technologies as early as preschool could be useful to support child development, especially for fostering executive functions (EFs). These play an important role in the daily life of all children, whether or not they have special education needs (SEN), such as coping with attention deficit

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Zariņa, Sandra. "Reading Acquisition Among 5- to 6-Year-Old Children in the Programme of Compulsory Preparation for School." Discourse and Communication for Sustainable Education 1, no. 1 (2010): 93–108. http://dx.doi.org/10.2478/dcse-2013-0009.

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Abstract In the context of compulsory education for 5-6 year-old children, the question about reading acquisition is one of fundamental concerns for both pre-school teachers and parents. This article examines the methods of reading acquisition frequently applied in preschool, discusses the situation and teachers’ view of reading acquisition in pre-school in Latvia and provides suggestions for reading literacy development of 5-6 years old children based on the keystones of sustainable development. The article is a contribution in the construction of a theoretically grounded and sustainable mode

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Yazıcı, Dila Nur. "Türkiye’de Okul Öncesi Eğitimde Kaynaştırma: Neredeydik? Neredeyiz? Nerede Olmalıyız?" Turkish Journal of Special Education 1, no. 2019-V1-I1 (2019): 70–85. http://dx.doi.org/10.37233/trsped.2019.0104.

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Öz 1983 yılında Özel Eğitime Muhtaç Çocuklar Yasası ile birlikte yasal olarak uygulamalarda yer alması beklenen kaynaştırma eğitimi, bugün okul öncesi eğitimde zorunlu eğitsel bir uygulamadır. Bu makalede, öncelikle kaynaştırma eğitiminin tanımı yapılmış ve kaynaştırma eğitiminin faydaları ile ilgili uluslararası alanyazındaki çalışmalar özetlenmiş, ardından Türkiye’de kaynaştırma eğitimi ve okul öncesinde kaynaştırma eğitimi konularına değinilerek yasal dayanaklarından bahsedilmiştir. Türkiye’de kaynaştırma eğitimiyle ilgili yapılan araştırmalar; (1) okul öncesi öğretmen ve öğretmen adayların

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Enachi-Vasluianu, Luiza, and Flavia Mălureanu. "IMPLEMENTATION OF AXIOLOGICAL NORMS THROUGH STORIES IN PRESCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (July 3, 2023): 48–55. http://dx.doi.org/10.17770/sie2023vol2.7084.

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The strategic goal of axiological education is the development of human personality through and for authentic values such as altruism, respect, tolerance, truth, cooperation, uprightness etc. This goal is achieved throughout the whole educational levels, either through specific or related disciplines.Axiological education must begin from preschool level (with age ranges from 3 to 6 years). At this age level, the implementation of values is efficiently done through stories which kindergarten teachers include periodically in their didactic activities. In Romania, the curriculum for preschool con

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Akgul, Alper. "An analysis on piano education in ınstitutions training music teachers in the context of application, teaching experience and pre-school period." Cypriot Journal of Educational Sciences 17, no. 2 (2022): 323–42. http://dx.doi.org/10.18844/cjes.v17i2.6801.

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Music education for the preschool age group and piano teaching in this context is generally of great interest and in demand. In Turkey, music teacher candidates take piano lessons during their undergraduate education, two of which are compulsory and six are elective. In this process, however, a course on how to teach the piano is not included in the curriculum of the music teaching department. Therefore, except specific elective courses delivered in certain universities in the previous academic years, there is not a course that includes information on how to teach the piano, which is in such h

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Tandzegolskiene-Bielaglove, Ilona, Nijole Ciuciulkiene, and Ingrida Kvediene. "THE EFFECTS OF THE LOWERED COMPULSORY SCHOOL ENTRY AGE ON THE CURRICULUM." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (July 3, 2023): 703–13. http://dx.doi.org/10.17770/sie2023vol1.7154.

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The question at what age a child should start compulsory education raises debates both in the scientific and public interest contexts. This topic is also relevant all over the world, but a uniform answer is still not found, so the problem of the research emerges - the disclosure of the prerequisites for the change of the educational content during early primary education. The article raises questions related to the possibilities and assumptions of early school entry age for children and the structuring of educational content. 12 education experts and 6 preschool and primary education pedagogue

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Пирязева, Е. Н. "ANALYSING THE CONTENT OF THE “PHYSICAL DEVELOPMENT” EDUCATIONAL AREA OF THE FEDERAL EDUCATIONAL PROGRAMME FOR PRESCHOOL EDUCATION." Человеческий капитал 1, no. 11(179) (2023): 179–87. http://dx.doi.org/10.25629/hc.2023.11.18.

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С 1 сентября 2023 года вступает в силу Федеральная образовательная программа дошкольного образования, которая, наряду с Федеральным образовательным стандартом дошкольного образования, становится основой, определяющей объем обязательной части образовательных программ дошкольных образовательных организаций. С этого момента дошкольные образовательные организации прекращают работать по примерным, комплексным, инновационным образовательным программам, существовавшим ранее. В настоящей статье изучается содержание образовательной деятельности образовательной области «Физическое развитие» Федеральной

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Ericson, Kerstin, and Tarja Karlsson Häikiö. "Visuality and Multimodality as Tools for Learning in Geography and Art Education." Journal of Aesthetic Education 59, no. 2 (2025): 50–73. https://doi.org/10.5406/15437809.59.2.05.

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Abstract The article elaborates didactic perspectives on place-based learning in geography education and art education. Visuality and multimodality play a central role in aesthetic learning. The article offers a discussion of changes in the knowledge fields concerning the compulsory school subjects of geography and visual arts as well as the significance of using spatiality, visuality, and multimodality as tools for learning. A media-ecological approach creates didactic consequences for education, for example, globally exposed and visual media affects both geography and art education in crucia

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Al-Thani, Tamader. "Features of Activation of Cognitive Development of Children in Preschool Institutions by Means of Physical Education." Mental Health & Human Resilience International Journal 6, no. 2 (2022): 1–3. http://dx.doi.org/10.23880/mhrij-16000192.

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The study conducted in Qatari Pre-Schools, which indicates the importance of physical education to Pre-School children to their health and mental well-beings. “Mental wellbeing (shown here as happiness) scores are higher for those who are active than those who are less active”. The study is based on comparing two lesson plans one from the English schools and the other one from the Arabic school, the lesson plans are very similar but the English one is more specific, they have several curriculum books and one is specialized in physical education. It is called physical education, physical activi

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Åström, Maria, and Karl-Göran Karlsson. "Using hierarchical linear models to test differences in Swedish results from OECD’s PISA 2003: Integrated and subject-specific science education." Nordic Studies in Science Education 3, no. 2 (2012): 121–31. http://dx.doi.org/10.5617/nordina.375.

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The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displ

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Lindberg, Matilda, and Susanna Hedenborg. "“It’s fun but at the same time difficult”: Experiences of and perspectives on children’s participation in decision-making processes in Physical Education and Health." Forskning og Forandring 4, no. 2 (2021): 128–47. http://dx.doi.org/10.23865/fof.v4.3299.

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Swedish compulsory school education rests upon the foundation of democracy, and the Curriculum for the compulsory school, preschool class and school-age educare 2011 (Skolverket, 2018) stresses that children should have the opportunity to take initiatives. Research shows that children are not able to have any influence on activities in Physical Education and Health (PEH). Usually, they have to follow the teacher’s instructions and reproduce specific movement patterns. This article discusses a research project that challenged traditional ways of teaching PEH, in order to give 10-year-old childr

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Saar, Virpi, Sari Levänen, and Erkki Komulainen. "Cognitive Profiles of Finnish Preschool Children With Expressive and Receptive Language Impairment." Journal of Speech, Language, and Hearing Research 61, no. 2 (2018): 386–97. http://dx.doi.org/10.1044/2017_jslhr-l-16-0365.

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Purpose The aim of this study was to compare the verbal and nonverbal cognitive profiles of children with specific language impairment (SLI) with problems predominantly in expressive (SLI-E) or receptive (SLI-R) language skills. These diagnostic subgroups have not been compared before in psychological studies. Method Participants were preschool-age Finnish-speaking children with SLI diagnosed by a multidisciplinary team. Cognitive profile differences between the diagnostic subgroups and the relationship between verbal and nonverbal reasoning skills were evaluated. Results Performance was worse

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