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Journal articles on the topic 'Development of preschool child abilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Randoha, Antra. "PEDAGOGICAL FRAMEWORK CONDITIONS TO PROMOTE THE ARTISTIC ACTIVITIES IN PRESCHOOL." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 499. http://dx.doi.org/10.17770/sie2013vol1.584.

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The pedagogical process in preschool is based on children ascomprehensive personality’s development, using extensive pedagogic educational and learning methods. Preschool methodology includes very wide range both ofknowledge, ability and skills development ensuring. Preschool child is an individual with only his own typical characteristics, aptitudes and abilities, therefore the pedagogical process must be especially well-considered, with selected necessary materials, forms of training and education, to be able to contribute to the development of the whole individual with an emphasis on self d

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2

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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Castro, Dina C., Bobbie B. Lubker, Donna M. Bryant, and Martie Skinner. "Oral language and reading abilities of first-grade Peruvian children: Associations with child and family factors." International Journal of Behavioral Development 26, no. 4 (2002): 334–44. http://dx.doi.org/10.1080/01650250143000229.

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This study investigated the relationship between selected child and family demographic characteristics (child age, child sex, child birth order, maternal education, and parent language status), family processes (parent-to-child reading at home, and parent expectations about child’s educational attainment), and preschool experience with poor Peruvian first-grade children’s oral language and reading abilities, and examined whether those factors help to explain differences among children living in poverty. First-grade students ( N = 137) of five schools in a poor neighbourhood of Lima, Peru parti

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Dyson, Alice T., and Linda J. Lombardino. "Phonologic Abilities of a Preschool Child with Prader-Willi Syndrome." Journal of Speech and Hearing Disorders 54, no. 1 (1989): 44–48. http://dx.doi.org/10.1044/jshd.5401.44.

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The case study follows the development of phonologic abilities in a child with Prader-Willi syndrome from age 2:7 to 6:1 during a period in which she was enrolled in language and phonologic remediation. Changes in her phonetic inventory, in the set of phonemes used correctly, and in phonologic processes are described. Although her phonologic system appeared to parallel those of normally developing children in many ways, some unusual sounds and patterns of usage were also seen. Because the effect of the treatment program on the development of her phonologic system cannot be adequately determine

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Garber, A., and D. Ivanov. "Development of Creative Abilities in Preschool Children Through Play." Bulletin of Science and Practice 7, no. 9 (2021): 511–20. http://dx.doi.org/10.33619/2414-2948/70/49.

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The article is devoted to the study of creativity and creative abilities of preschoolers, which are manifested in various types of activity, including visual. The authors proceed from the positions according to which creativity should be developed in a child from early childhood. The article contains a description of approaches to the development of the creative abilities of preschoolers. It is shown that creativity, divergent thinking abilities are successfully developed with purposeful learning. The description of the study of the effectiveness of play in the development of creative abilitie

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Martyniak, Marzena, and John Pellitteri. "The Effects of Short-Term Emotional Intelligence Training on Preschool Teachers in Poland." Psihologijske teme 29, no. 1 (2020): 85–94. http://dx.doi.org/10.31820/pt.29.1.5.

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The development of emotional intelligence (EI) in preschool teachers is important because of the influence on classroom environment, student engagement and child development. This cluster sample experimental study included teachers (all female) in public and private nursey and preschools in Warsaw, Poland. The treatment group (N = 60) interventions included three monthly workshop training in EI that was supported by daily exercises for four weeks following the training in contrast to the control group (N = 44) that did not receive any intervention. Pretest-posttest comparisons as measured by t

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Kirkina, Elena N., and Maria S. Ustinova. "The development of artistic and creative abilities of senior preschool children in leisure activities based on oral folklore." Perspectives of Science and Education 48, no. 6 (2020): 248–62. http://dx.doi.org/10.32744/pse.2020.6.19.

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Preschool age is most favorable for the development of creativity, artistic and creative abilities. One of the main means of formation and development of such abilities of senior preschool children is leisure activities, which includes works of musical, visual, decorative and folk art. However, the educational work in preschool educational institutes is not always systematic and holistic in nature, educators use only episodic and mostly traditional measures to develop of artistic and creative abilities of senior preschool children, without paying due of attention to leisure activities based on

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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 (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 le

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Grofčíková, Soňa, and Monika Máčajová. "Abilities of phonological awareness in the context of cognitive development in preschool age." Journal of Language and Cultural Education 5, no. 3 (2017): 46–56. http://dx.doi.org/10.1515/jolace-2017-0027.

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Abstract Phonological awareness is considered a key phenomenon having crucial position among abilities and processes which are important and responsible for the development of reading and writing (initial literacy). The paper deals with the significance and level of development of selected cognitive functions of a child in relation to the abilities of phonological awareness. The child’s current cognitive development is a predictor for certain level of phonological awareness. The paper is focused on a description of speech perception, language, oral vocabulary and phonological memory of childre

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Ermishina, E. B. "PROMISING DIRECTIONS OF DEVELOPMENT OF PRESCHOOL EDUCATIONAL INSTITUTIONS." Scientific bulletin of the Southern Institute of Management, no. 4 (December 30, 2017): 58–63. http://dx.doi.org/10.31775/2305-3100-2017-4-58-63.

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Before modern education in the sphere of preschool educational institutions the task of organization of the integrated educational process. The preschool must move in his work towards innovative forms, based on Federal requirements and the proposed approximate basic educational programs. Education of the creative personality involves the recognition of the importance of processes of self-development of the child, his status as a subject of their own development. For that you need to balance initiatives adults and children to consider the motives and needs of participants in the educational pro

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Mkrtichian, Oksana. "Development of preschoolers’ musical abilities by means of the K. Orff's method: theoretical aspects." Professional Education: Methodology, Theory and Technologies, no. 12 (November 24, 2020): 128–44. http://dx.doi.org/10.31470/2415-3729-2020-12-128-144.

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The article reveals the problem of forming a comprehensively developed child’s personality by means of musical art. The development of the child, his or her formation as a person is a significant problem of preschool education. One of the ways to achieve this goal is to involve children in the process of music education, which has a great impact on child development. The purpose of the article is to reveal the influence of the Karl Orff’s concept of music education on the preschoolers’ musical abilities. Research methods at the scientific and theoretical level include: method of analysis – the

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Senkina, M. "DEVELOPMENT OF TECHNICAL SKILLS AND ABILITIES OF OLDER PRESCHOOL CHILDREN IN THE PROCESS OF APPLICATION." National Association of Scientists 2, no. 67 (2021): 39–43. http://dx.doi.org/10.31618/nas.2413-5291.2021.2.67.435.

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The relevance of the study is due to the fact that at present the education system is focused on the development of a person's personality. It is at the preschool age that the foundations of the artistic and aesthetic development of the child are founded, creative consciousness is formed. Therefore, the use of productive forms of activity in the organization of education and leisure of preschoolers is very important, one of which is application. This article analyzes the theoretical and practical experience of using the application in preschool education. The author examines the methods, means

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Arisma, Andi. "Relationship Between Foster Parents And Work With Preschool Age Child Development." Interdisciplinary Journal Papier Human Review 1, no. 1 (2020): 10–13. http://dx.doi.org/10.47667/ijphr.v1i1.3.

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This article discusses the relationship between working parenting and the development of preschool children. The foster care that is implemented by parents is important in educating children, which is a description of the attitudes and behavior of parents in child development so that the child can grow and develop optimally. The development of the child is in accordance with the stage of his development because it is influenced by several factors, including stimulation and parenting style. Every child is a unique individual because of different innate factors and environment, so the achievemen

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Nittrouer, Susan, Joanna H. Lowenstein, and Joseph Antonelli. "Parental Language Input to Children With Hearing Loss: Does It Matter in the End?" Journal of Speech, Language, and Hearing Research 63, no. 1 (2020): 234–58. http://dx.doi.org/10.1044/2019_jslhr-19-00123.

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Purpose Parental language input (PLI) has reliably been found to influence child language development for children at risk of language delay, but previous work has generally restricted observations to the preschool years. The current study examined whether PLI during the early years explains variability in the spoken language abilities of children with hearing loss at those young ages, as well as later in childhood. Participants One hundred children participated: 34 with normal hearing, 24 with moderate losses who used hearing aids (HAs), and 42 with severe-to-profound losses who used cochlear

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Rodina, Yulia. "Narrative abilities of preschool bilingual Norwegian-Russian children." International Journal of Bilingualism 21, no. 5 (2016): 617–35. http://dx.doi.org/10.1177/1367006916643528.

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Aim and objectives/purpose/research questions: The study aims at conducting a comprehensive examination of the initial stages of narrative development in both languages of typically developing Norwegian-Russian simultaneous bilinguals. The objective of the study was to investigate whether narrative structure (macrostructure) and narrative productivity (microstructure) are language-dependent abilities (cf. The Linguistic Interdependence Hypothesis) and to explore language exposure effects on the narrative composites. Design/methodology/approach: The Multilingual Assessment Instrument for Narrat

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Barreto, Ana Luísa, R. M. Pasco Fearon, Ana Osório, Elizabeth Meins, and Carla Martins. "Are adult mentalizing abilities associated with mind-mindedness?" International Journal of Behavioral Development 40, no. 4 (2015): 296–301. http://dx.doi.org/10.1177/0165025415616200.

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The precise nature of the relation between adult mentalizing abilities and parental representations of the child as a mental agent (mind-mindedness) is under current debate. While some authors state that it is the same competence expressed in different contexts, others assert that they are different constructs. This study examined the relation between mentalizing and mind-mindedness, in mothers and fathers, while investigating their potential links to socio-demographic, parental, and child variables. Participants were 74 families comprising of mother, father, and their preschool-aged child. Co

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Filipov, A. V. "USING VIRTUAL WORLDS TO DEVELOP THINKING IN PRESCHOOL CHILDREN." Informatics in school, no. 4 (June 26, 2021): 60–62. http://dx.doi.org/10.32517/2221-1993-2021-20-4-60-62.

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During the first seven years of his life, the child receives a huge amount of knowledge about the world around him. The development of the child's thinking during this period and the results of his knowledge of the world around him affect the further educational activities of the preschooler. Thanks to the development of thinking, a child is able to imagine an image of an object and its properties in the absence of the object itself, based only on previously received information. In a child in the early and preschool years of life, game is the main activity for forming a personality. Didactic

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Augstkalne, Dace. "Different Aspects of Pre-schoolers` Movement Development." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 337. http://dx.doi.org/10.17770/sie2013vol1.549.

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the psychical, physical and mental development of a pre-school pupil, cognition process of the surrounding world, improvement of body’s functional abilities and development of physical characteristics is only possible through child’s physical activity. In order for the child to be active, he/she needs to learn the basic movements essential for life. By learning these movements and the methods or techniques of their executions the movement experience of the child is enriched. And this movement experience is necessary for various situations in life as well as for independent functioning. Promoti

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GUR, ELMIRA AYSE. "The Effect of Physical and Environmental Factors of a “Child Development Center” on a Center’s Selection." International Journal of Architectural Research: ArchNet-IJAR 8, no. 3 (2014): 136. http://dx.doi.org/10.26687/archnet-ijar.v8i3.455.

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The role of education is a key factor for an individual’s development. After the 1980s the findings of educational research has shown that preschool age is a very important period in one’s development. The single parent family structure and an increase in the number of working mothers have required children to attend schools in “child development centers” (CDC). Preschool education is becoming important in the new millennium because a child’s personality, emotions, cognitive and social abilities develop during the first five years. The purpose of this study is to investigate the reasons for se

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Saraieva, Irina. "ARTISTIC AND CREATIVE ACTIVITIES IN WORKING WITH PRESCHOOL CHILDREN." Continuing Professional Education: Theory and Practice, no. 1 (2021): 56–63. http://dx.doi.org/10.28925/1609-8595.2021.1.7.

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The development of children’s creativity is an urgent problem of modern pedagogy. The main goal of the educational system is to educate the younger generation of a creative approach to transform the world around them, active and independent thinking, to contribute the achievement of positive changes in the life of society. The formation of the child’s personality serves as a direction of the pedagogical process, which creates favorable emotional conditions for each child, ensures spiritual development and contributes to the formation of artistic and creative abilities of preschool children. Th

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Woldehanna, Tassew. "Inequality, preschool education and cognitive development in Ethiopia." International Journal of Behavioral Development 40, no. 6 (2016): 509–16. http://dx.doi.org/10.1177/0165025415627700.

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This study used longitudinal data from the Young Lives Project in Ethiopia to examine the main factors relating to preschool access and their potential effects on cognitive performance of children aged five and eight years. The results show that only one quarter of the preschool-aged children have the opportunity to attend this vital stage of education, with significant disparities by family wealth, education and regional location. Regardless of its limited coverage, preschool attendance is shown to have statistically significant positive effects on cognitive performance, measured by receptive

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Казанцева, Анжела, Anzhela Kazanceva, К. Гвоздева, and K. Gvozdeva. "Experimental Study of Problems of Formation of Informative Interest of Senior Preschool Children by Means of Foreign Language." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 2 (2019): 20–26. http://dx.doi.org/10.12737/article_5cf509c95214d2.84110381.

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The system of interests of preschool children is the most important characteristic of the individual, showing the degree of its formation. In this regard, the study of cognitive interest and features of its manifestation is an integral direction of scientific and pedagogical research, designed to optimize the process of education and upbringing of preschool children. The inclusion of preschoolers in the world of foreign language culture helps to increase the level of formation of cognitive interest and the development of creative abilities of the child.

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Lamanauskas, Vincentas, and Alina Palionienė. "THE IMPORTANCE OF NATURAL ENVIRONMENT OF A PRESCHOOL INSTITUTION FOR THE DEVELOPMENT OF THE COGNITIVE COMPETENCY OF STUDENTS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 2 (2008): 15–29. http://dx.doi.org/10.48127/gu-nse/08.5.15a.

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The Relevance of the Research. In the general programmes/curricula and the Standards of Education of the School of General Education of Lithuania (2003) it is stated that “preschool, primary and basic child education is considered as one of the most important priorities of contemporary education policy, as the basis for lifelong learning”. Contemporary preschool education regulations are an aspiration to help a child to acquire competencies necessary for everyday life and successful education/self-education at school, the basis of which is the sum total of already possessed value attitudes, ga

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Wittke, Kacie, Tammie J. Spaulding, and Calli J. Schechtman. "Specific Language Impairment and Executive Functioning: Parent and Teacher Ratings of Behavior." American Journal of Speech-Language Pathology 22, no. 2 (2013): 161–72. http://dx.doi.org/10.1044/1058-0360(2012/11-0052).

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Purpose The current study used the Behavior Rating Inventory of Executive Function—Preschool Version (BRIEF–P; Gioia, Espy, & Isquith, 2003), a rating scale designed to investigate executive behaviors in everyday activities, to examine the executive functioning of preschool children with specific language impairment (SLI) relative to their typically developing (TD) peers. Method Nineteen preschool children with SLI were age- and gender-matched to 19 TD peers. Both parents and teachers of the participants completed the BRIEF–P. Results The executive functioning of children with SLI were rat

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Osipova, Margarita B., and Anna G. Samokhvalova. "PSYCHOLOGICAL AND ACMEOLOGICAL CONDITIONS FOR THE DEVELOPMENT OF COGNITIVE RESOURCES IN OLDER PRESCHOOL CHILDREN TO OVERCOME COMMUNICATIVE DIFFICULTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 79–85. http://dx.doi.org/10.34216/2073-1426-2020-26-2-79-85.

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The article actualises the problem of the development of cognitive resources of the personality of a child of a senior preschool age as a factor in constructive overcoming variative communicative difficulties; psychological and acmeological conditions necessary for the development of cognitive resources of preschool children are considered. Using a set of diagnostic methods, the levels of communicative development of preschoolers were identified, communicative difficulties typical of situations of communication with peers and adults were determined. It is concluded that in older preschool age,

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Hedegaard, M., and N. Lyberth. "Construction of a Scale for Investigating Pre-School Children’s Social Situations of Development: Focusing on Activities instead of Abilities." Cultural-Historical Psychology 16, no. 2 (2020): 25–32. http://dx.doi.org/10.17759/chp.2020160204.

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This paper discuss principles for the design of a tool to screen 3- and 5-year-old children’s social situation of development in Greenland. We describe this tool as radical-local, building it on a theory of child development that focuses on children´s activities as cultural, anchored in local conditions and traditions, where play is seen as the core activity for preschool children. In constructing Investigating children’s situation of development (Undersøgelse af børns udviklingssituation — UBUS 3 and UBUS 5) we have aimed at creating an instrument that can be used to evaluate children’s healt

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Veraksa, A. N., V. A. Yakupova, and M. N. Martynenko. "Symbolization in the Structure of Abilities in Children of Preschool and School Age." Cultural-Historical Psychology 11, no. 2 (2015): 48–56. http://dx.doi.org/10.17759/chp.2015110205.

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This research explores the role of symbolization in educational activity in children of late preschool and early school age. The aim of the research was to compare the efficiency of using sign and symbolic means (i.e. schemes and models) in the learning of some new content in preschool and early school age. The study involved 46 children of late preschool age from one of the Moscow kindergartens, 20 girls and 26 boys (M = 78 months); and 25 first grade students of one of the Moscow schools, 16 girls and 9 boys (M = 101 months). The study consisted of the following stages: carrying out tests of

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Zevenbergen, Andrea A., Ashley Holmes, Ewa Haman, Nichole Whiteford, and Shelly Thielges. "Variability in mothers’ support for preschoolers’ contributions to co-constructed narratives as a function of child age." First Language 36, no. 6 (2016): 601–16. http://dx.doi.org/10.1177/0142723716673955.

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Children’s narrative abilities in the preschool years have been found to predict their later literacy skills. Mothers’ verbalizations during shared personal narratives with their preschoolers have been shown to facilitate children’s development of narrative skills. The present study sought to extend the literature by investigating mothers’ use of two types of questions (information requests, ‘yes/no’ questions) and two types of confirmation (praise, repetition of child content) when discussing past events with their preschoolers, as a function of child age and gender. Study participants were 3

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Baranovska, Iryna, Anastasia Chernyatinska, and Svitlana Pokhyla. "INNOVATIVE APPROACHES FOR THE DEVELOPMENT OF CREATIVITY OF CHILDREN IN EDUCATIONAL SCHOOLS OF EDUCATION." Educological discourse, no. 3-4 (2019): 206–19. http://dx.doi.org/10.28925/2312-5829.2019.3-4.206219.

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Text of the abstract. The article reveals the problems of development of children's creative talent in out-of-school educational institutions. It has been determined that gifted children (children with special educational problems) are the most vulnerable in society in the modern educational space. They require special attention from teachers, parents, psychologists and doctors in the process of education, training, adaptation, socialization and personality realization in a fast changing world. The uniqueness of the concept of "creative talent" of the child is proved. The work of scientists is

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Hoffman, Paul R., and Janet A. Norris. "Phonological Assessment as an Integral Part of Language Assessment." American Journal of Speech-Language Pathology 11, no. 3 (2002): 230–35. http://dx.doi.org/10.1044/1058-0360(2002/024).

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Research indicates that preschool children presenting delayed phonological development are also likely to show delayed development of morphology, syntax, and discourse structure. Moreover, a child's phonological performance is typically better when labeling pictures and speaking individual words than when organizing syntactically more complex utterances as parts of narratives or when speaking in conversations. Such findings motivate us to assess children's speech sound development as an integral part of their abilities to organize language within realistic communication situations. To this end

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Savenkova, Tatiana, and Svetlana Karpova. "Model of social intelligence development in senior preschoolers in the process of joint activity." Tambov University Review. Series: Humanities, no. 183 (2019): 128–36. http://dx.doi.org/10.20310/1810-0201-2019-24-183-128-136.

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The focus of preschool education national system is on the positive socialization of the individual, the development of flexible social behavior skills in children, the basis of which is social intelligence. The development of the basic parameters of social intelligence (cognitive, emotional, behavioral) most successfully occurs in the process of joint activity of a child with peers and adults. Joint activity with peers creates the prerequisites for positive socialization, the formation of the foundations of collective relationships, the development of communicative abilities, the development

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Karpova, Svetlana, Tatyana Savenkova, and Zarina Parkhimovich. "The development in children of preschool age artistic abilities to create the image of a man in portrait painting." Tambov University Review. Series: Humanities, no. 178 (2019): 100–109. http://dx.doi.org/10.20310/1810-0201-2019-24-178-100-109.

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The urgency of the problem of artistic abilities development of preschool age children in the process of creating an image of a person in drawing a portrait due to the high potential of this activity. In the course of acquaintance with the works of portrait art and teaching the image of a person in drawing a portrait, the child's ideas about the world of people, their characters and rela-tionships, about himself and his place in society are enriched, which contributes to the positive perception of the child himself, adults and peers, and thus affects the process of positive socializa-tion. The

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Priede, Ligita, and Dagnija Vigule. "Teacher – Facilitator of Meaningful Learning in Preschool." Journal of Pedagogy and Psychology "Signum Temporis" 8, no. 1 (2016): 76–81. http://dx.doi.org/10.1515/sigtem-2016-0020.

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AbstractActivity is one of the key structural elements of free, independent and creative personality. Independence of child is closely related to cognitive activity and the need to satisfy it. Planning of pedagogical process in pre-school should be based on the fact, understanding that child is learning via voluntary investigating, doing and solving issues of a cognitive character. While in the middle of a learning process, child is not learning to remember certain facts, but cognises oneself and own abilities. By keeping the balance between promotion of child’s own discoveries and direct teac

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Oliveira, Aline Cabral de, Carla Patrícia Hernandez Alves Ribeiro César, Gabriela de Gois Matos, et al. "Hearing, language, motor and social skills in the child development: a screening proposal." Revista CEFAC 20, no. 2 (2018): 218–27. http://dx.doi.org/10.1590/1982-0216201820216617.

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ABSTRACT Purpose: to analyze the hearing, language, motor and social skills of children and propose a screening of child development. Methods: 129 preschool children of both sexes, aged between three and six years old, enrolled in educational institutions and 25 teachers of kindergarten from public and private institutions, with no history of hearing disorders, with type A tympanometric curves and the presence of acoustic reflexes participated. For the children, the neuropsychomotor test, Denver II, and the evaluation of sound localization and temporal ordination of three verbal and non-verbal

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N.B., Shumakova, and Belova E.S. "EDUCATIONAL MICROENVIRONMENT AS A CONDITION FOR THE GIFTEDNESS DEVELOPMENT IN SENIOR PRESCHOOL AGE." “Educational bulletin “Consciousness” 23, no. 1 (2021): 4–11. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-1-4-11.

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The article is devoted to the problem of conditions for the development of gifted children in kindergarten. The main attention is paid to the peculiarities of the modern educational microenvironment that contributes to the development of gifted older preschoolers. The article presents the results of a study in which 113 children of 6-7 years old with high intellectual abilities took part. Children attended preparatory groups for kindergartens with different microenvironments. A comparative analysis of the developmental features of extraordinary preschoolers was carried out in an enriched educa

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Guedes-Granzotti, Raphaela Barroso, Layna Santos Siqueira, Carla Patrícia Hernandez Alves Ribeiro Cesar, et al. "Neuropsychomotor development and auditory skills in preschool children." Journal of Human Growth and Development 28, no. 1 (2018): 35. http://dx.doi.org/10.7322/jhgd.123380.

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Introduction: Neuropsychomotor development and auditory abilities, influenced by biological and environmental factors, are directly related to school performance. In this way, a screening test in school environment allows the prior identification of change in development, reducing the losses in child life. Objective: To characterize the relationship between neuropsychomotor development and auditory processing skills in preschool children. Methods: 108 preschool children from three public institutions with ages between four years and one month to five years and eleven months, of both sexes were

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Leventakou, Vasiliki, Theano Roumeliotaki, Katerina Sarri, et al. "Dietary patterns in early childhood and child cognitive and psychomotor development: the Rhea mother–child cohort study in Crete." British Journal of Nutrition 115, no. 8 (2016): 1431–37. http://dx.doi.org/10.1017/s0007114516000246.

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AbstractEarly-life nutrition is critical for optimal brain development; however, few studies have evaluated the impact of diet as a whole in early childhood on neurological development with inconsistent results. The present analysis is a cross-sectional study nested within an ongoing prospective birth cohort, the Rhea study, and aims to examine the association of dietary patterns with cognitive and psychomotor development in 804 preschool (mean age 4·2 years) children. Parents completed a validated FFQ, and dietary patterns were identified using principal component analysis. Child cognitive an

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Aro, Tuija, Anna-Maija Poikkeus, Marja-Leena Laakso, Asko Tolvanen, and Timo Ahonen. "Associations between private speech, behavioral self-regulation, and cognitive abilities." International Journal of Behavioral Development 39, no. 6 (2014): 508–18. http://dx.doi.org/10.1177/0165025414556094.

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We examined the associations between 5-year-old children’s private speech, behavioural self-regulation, and cognitive abilities. Behavioural self-regulation was assessed using parental and preschool teacher questionnaires. Cognitive abilities (i.e., language, inhibition, planning and fluency, and memory) were assessed with neurocognitive tests, and the effectiveness of private speech (i.e., whether the child performs better when using speech than when not using speech) with the Hammer Task. About 43% of the children used private speech spontaneously, and about 76% performed better on the Hamme

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Deryabina, Galina, Viktoriya Lerner, and Aleksey Filatkin. "Various types violations features of junior pupils coordinating abilities with hearing deprivation." Tambov University Review. Series: Humanities, no. 178 (2019): 35–42. http://dx.doi.org/10.20310/1810-0201-2019-24-178-35-42.

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Hearing impairment in the system of analyzers entails not only an isolated “exclusion” of one sense organ, but a defect in the whole development of the child. Hearing impairment is closely functionally interdependent with speech function and motor sphere. The hearing disorder is functionally closely interdependent, with speech function and motor area. For this reason, of all types of motor abilities are the most impaired coordination, as their development is based on the lack of functional formation of sensory systems involved in the management of movements. It is important to note that disord

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Clark, Chagit E., Victoria Tumanova, and Dahye Choi. "Evidence-Based Multifactorial Assessment of Preschool-Age Children Who Stutter." Perspectives of the ASHA Special Interest Groups 2, no. 4 (2017): 4–27. http://dx.doi.org/10.1044/persp2.sig4.4.

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This review summarizes extant findings supporting multifactorial models of stuttering within the context of preschool-age stuttering assessment. Evidence is given for a number of speech-language and associated factors/domains to consider when evaluating young children who stutter. Selected factors are presented in two parts: (1) Caregiver Interview and (2) Direct Child Assessment. Factors addressed during caregiver interviews include: gender, time since and age at stuttering onset, family history of stuttering, caregivers' perception/concerns about stuttering, and temperament. Factors addresse

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Smirnova, E. O., and E. E. Klopotova. "Psychologization of preschool education in the works of O.M. Dyachenko (to the 70th anniversary of the birth)." Cultural-Historical Psychology 14, no. 2 (2018): 109–15. http://dx.doi.org/10.17759/chp.2018140212.

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The article presents the contribution of the Russian scientist, doctor of sciences, professor, corresponding member of RAO Olga Mikhailovna Dyachenko in child psychology and pre-school education. “Psychologization” of education and the involvement of psychology in educational practice permeate all her work. As a student of L. A. Wenger, she together with him and his staff became the сreator of the original educational program “Development” O.M. Dyachenko is the сreator of the original psychological concept of the creative imagination of the preschooler. It has developed a diagnostic methodolog

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Піддубна Н. М. та Коваленко Ю. Ю. "ЗАСТОСУВАННЯ МЕТОДІВ ЛОГІСТИКИ В ПСИХОЛОГІЇ РОЗВИТКУ ДИТИНИ". International Journal of Innovative Technologies in Social Science, № 4(16) (30 червня 2019): 17–25. http://dx.doi.org/10.31435/rsglobal_ijitss/30062019/6538.

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   In work the possibility of applying a logistic approach in educational psychology is considered. Justification of the choice of preschool age child development is a very relevant task and the subject of study of many scientists - psychologists. The work contains proposition to consider coming information as the streaming process and, accordingly, to rationalize the development system by optimizing the flow of knowledge. To justify the possible direction of child's development, it is proposed to use the method of analytical hierarchies, which allows to make decisions for mu

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Bondar, E., Y. Litvinenko, R. Ivanitsky, and M. Bosakevich. "An analytical generalization of the problem on the formation and improvement of the coordination abilities of schoolchildren with deprivation of sensory systems in the process of physical education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(122) (February 21, 2020): 16–19. http://dx.doi.org/10.31392/npu-nc.series15.2020.2(122).03.

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Child's health is a serious problem. According to official statistics, the number of healthy children is declining in all age and gender groups. Impairment in the system of analyzers entails not only an isolated "exclusion" of one sense organ, but also a defect in the entire course of child’s development. Coordination abilities is the most impaired of all types of motor abilities, since their development is carried out on the basis of insufficient functional formation of sensory systems involved in motion control. It is important to note that disorders in the development of coordination abilit

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KOTELIANETS, Yulia. "TRAINING OF A FUTURE TEACHER OF PRESCHOOL ESTABLISHMENTS FOR THE REALIZATION OF AN INTEGRATED APPROACH TO PRESCHOOLERS’ EDUCATIONAL PROCESS." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 192–98. http://dx.doi.org/10.31651/2524-2660-2020-4-192-198.

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The purpose of the article is to reveal the importance of preparation of future preschool teachers for implementation of an integrated approach into children's education and to identify key concepts of integration in which the future pre-school teacher should be competent. Integration as a principle of development of pedagogical theory and practice of preschool education is a leading idea that reflects the harmonious integration among educational lines and as a result creation of a single inseparable educational process and guarantees its implementation the achievement of higher results in the

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Semchuk, Bogdan. "SOCIALIZING FACTOR OF MEDIA INFORMATION IN THE FORMATION OF THE YOUNG GENERATION." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 126–31. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232965.

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The article is devoted to the influence of media information on the formation of the younger generation. It describes the views of scientists on the problem of socialization of children in the conditions of informatization of modern society. It also analyses the possibilities of modern computer technologies in the educational process and scientific sources based on the introduction of personal computers, multimedia and the Internet, as well as the key concepts of the study “media information”, “computer technology”, “mass media”. Theoretical and practical aspects of the process of implementati

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Hart, Jennifer L., and Michelle T. Tannock. "Playful Aggression in Early Childhood Settings." Children Australia 38, no. 3 (2013): 106–14. http://dx.doi.org/10.1017/cha.2013.14.

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Aggressive behaviour, more often observed in young boys, is a relatively common factor of sociodramatic play recognised in literature to be beneficial for child development. While educators are often uncomfortable with this form of play, it may be argued that the omission of aggressive play in early childhood programmes fosters the underdevelopment of social, emotional, physical, cognitive and communicative abilities in young children. This is particularly relevant for preschool-aged boys because they engage in aggressive sociodramatic play more often than girls. This article serves to clarify

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Бєлова, Олена. "ТЕОРЕТИЧНИЙ АНАЛІЗ ТЕРМІНУ «ГОТОВНІСТЬ» ДО ШКІЛЬНОГО НАВЧАННЯ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ". Педагогічні науки: теорія, історія, інноваційні технології, № 7(101) (28 вересня 2020): 141–56. http://dx.doi.org/10.24139/2312-5993/2020.07/141-156.

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The aim of the study is to carry out a theoretical analysis of the term “readiness” and to reveal the essence of related concepts: “readiness to study”, “readiness for school”, “preparation for school”, “school maturity”. The main research method is theoretical analysis of psychological and pedagogical literature. The analysis of the research materials proved that the term “readiness” has a single key position, namely – a directed action, the desire to do something. From the content of the problem of studying the concept of “readiness” arise different interpretations: from a medical point of v

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Mamytbaeyeva, Zh A., U. K. Kyakbaeva, and A. Y. Mamayeva. "THEORETICAL FOUNDATIONS OF THE FORMATION OF RESEARCH CULTURE OF TEACHERS IN HIGHER EDUCATION INSTITUTIONS." BULLETIN Series of Pedagogical Sciences 69, no. 1 (2021): 48–52. http://dx.doi.org/10.51889/2021-1.1728-5496.06.

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This article presents the modernization of the educational space aimed at self-development of the student, the formation of the research culture of the future teacher-educator at the University. Fundamental changes and innovations in the field of education require great responsibility from teachers. Formation of new approaches to the formation of students ' readiness for research activities. Today, we need a preschool teacher who is able to be active in innovative processes, to study the individual characteristics, capabilities, abilities of the child and, on this basis, to design and organize

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Stoner, Sue, and Karyn Purcell. "The Concurrent Validity of Teachers' Judgments of the Abilities of Preschoolers in a Daycare Setting." Educational and Psychological Measurement 45, no. 2 (1985): 421–23. http://dx.doi.org/10.1177/001316448504500230.

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Teachers of 43 preschool children (17 boys and 26 girls) enrolled in an educational program in a daycare setting were asked to indicate on the record form of the Daberon those tasks that the child could or could not perform. One week later the preschoolers were administered the Daberon by trained examiners. Correlations between scores on teacher form and those on the examiner form were significant for the total group and for subgroups differentiated by sex.

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Marvin, Christine A., and Amy J. Privratsky. "After-School Talk: The Effects of Materials Sent Home From Preschool." American Journal of Speech-Language Pathology 8, no. 3 (1999): 231–40. http://dx.doi.org/10.1044/1058-0360.0803.231.

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This study explored the effects of a commonly used approach for bridging school-home experiences for young children. Child-focused materials such as remnants from recent school events, toys, or child-produced art products traveled home with children as they left their preschool programs. The after-school talk between 10 typically developing 4-year-old children and their parents was analyzed using a one-sample, repeated measure design to note the children’s use of initiations, time referents, and references to school-related activities. Spontaneous speech samples were tape-recorded as the child

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