Journal articles: 'Nursery school'

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Kiely, Teresa. "School nursery baselines." Early Years Educator 15, no. 9 (January 2014): 24–26. http://dx.doi.org/10.12968/eyed.2014.15.9.24.

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Whiteford, Rhona. "Bolton School Nursery." Practical Pre-School 2011, no. 121 (February 2011): 9–10. http://dx.doi.org/10.12968/prps.2011.1.121.9.

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Matsushima, Jumpei. "Ikura Nursery School." Japan Architectural Review 2, no. 4 (June 5, 2019): 409–18. http://dx.doi.org/10.1002/2475-8876.12101.

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Weinstein, Nicole. "Nursery World visits…: Belmont Farm Nursery School." Nursery World 2024, no. 1 (January 2, 2024): 24–25. http://dx.doi.org/10.12968/nuwa.2024.1.24.

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L., J. F. "NEW YORK NURSERY SCHOOLS HARDER TO GET INTO THAN HARVARD!" Pediatrics 88, no. 5 (November 1, 1991): A32. http://dx.doi.org/10.1542/peds.88.5.a32.

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All over New York this week, parents are nervously waiting to hear about school. Nursery school. . . Getting into nursery school is much like everything else in this city: it is an ordeal. Applying to the schools, where for roughly $5,000 a year 3- and 4-year-olds spend a few hours a day in classrooms that look like toy stores, is a process that tests a parent's stamina and ingenuity. . . What makes the admissions process even worse is how nursery school takes on a life-and-death importance. To many parents, who would deny this publicly, admission to certain nursery schools looms as the springboard to an Ivy League degree, if not success in adult life. . . The applications asked all about my husband and myself, and why we were applying to the school. One inquired, "What are your child's special talents and abilities?" At the age of 2, my child has talents that are yet to be determined. ". . .It is harder to get into our nursery school than it is to get into Harvard."

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Steiner, Elise. "The Nursery School Idea." Developmental Medicine & Child Neurology 4, no. 2 (November 12, 2008): 184–94. http://dx.doi.org/10.1111/j.1469-8749.1962.tb03128.x.

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Kocourková, Vladimíra, Kamil Janiš, and Veronika Woznicová. "Nursery School Cooperation with the Family in the Field of Media Education in Children." Acta Educationis Generalis 11, no. 2 (August 1, 2021): 83–98. http://dx.doi.org/10.2478/atd-2021-0014.

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Abstract Introduction: The paper focuses on a narrowly specific topic of the family cooperation with an institution of pre-school education - the nursery school (or also just the nursery), concentrating on a specific topic of “media education”. It considers the determining factors and presents partial findings of a research survey aimed at the field of media education in nursery schools. Methods: The paper contains the results of our own questionnaire research, which was carried out online in nursery school teachers. It also contains a theoretical definition of media literacy and media education in the context of the target group. Results: The result is an analysis of the obtained findings and formulated proposals for measures in the given field, which are usable and applicable in practice. Discussion: The individual presented results are continuously discussed with regard to the findings from the field of media education in the nursery school. Today, the world of the media is a common part of life even for children of pre-school age, and therefore it is necessary to teach them to orient themselves in it, which should be one of the tasks of the nursery school. In the Czech Republic, this issue has not yet been addressed at a significant level or to an appropriate extent. Our results are therefore closely linked not only to the discussion comments, but also to the conclusions drawn from them. Limitations: The results of the empirical research may be influenced by the attitudes and prejudices of nursery school teachers in relation to media in pre-school children. Conclusion: An early intervention can teach children to use media for their benefit and prevent media from negatively affecting them. The negative consequences of unrestrained effects of e.g. the television or mobile phones have been empirically proven. This information about the negative consequences is very general, distorted or superficial for the general public (parents), though. We consider the implementation of media education into the “teaching” process in nursery schools to be inevitable, even with regard to a closer cooperation between the institution and parents. However, this also places increased demands on training pedagogical staff in nursery schools in the subject area, creating methodological materials, etc.

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Togo, Etsuko, Tomoko Hyugano, Waka Yamagiwa, and Takashi Kakuyama. "Work harassment and stress of nursery teachers at nursery schools—Comparison of nursery school teachers and preschool teachers—." Stress Science Research 34 (2019): 51–58. http://dx.doi.org/10.5058/stresskagakukenkyu.2019004.

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Chen, Yingxin, Huihua He, and Yan Yang. "Effects of Social Support on Professional Identity of Secondary Vocational Students Major in Preschool Nursery Teacher Program: A Chain Mediating Model of Psychological Adjustment and School Belonging." Sustainability 15, no. 6 (March 14, 2023): 5134. http://dx.doi.org/10.3390/su15065134.

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Background: In the context of the high turnover rate of preschool nursery teachers, the preschool nursery teacher program in secondary vocational schools has been an important channel for sending qualified nursery teachers to early education institutions, and fostering students’ professional identity, which is key to their future career construction and development; therefore, this study aims to investigate the mechanism of social support on professional identity, with a chain mediating effect of psychological adjustment and school belonging. Methods: 377 third-year students from secondary vocational schools majoring in nursery and preschool teaching were surveyed with the Social Support Scale, Professional Identity Scale, School Belonging Scale, Well-being Scale, Discrimination Perception Scale and Self-Identity Scale. Results: (1) Correlation analysis showed that social support, professional identity, school belonging, and psychological adjustment (well-being, self-identity) were significantly and positively correlated with each other. A significant negative correlation was found between discrimination perception and other variables. (2) School belonging played a partially mediating role between social support and professional identity, and psychological adjustment and school belonging showed chain mediating effects between social support and professional identity. Conclusions: Social support not only directly influences professional identity, but also indirectly affects professional identity through the chain mediating effect of psychological adjustment and school belonging.

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Triyono, Budi, Yuli Prasetyo, Hanifah N. Kumalaningrum, R. Jasa Kusumo, Basuki Winarno, and Aditya PP. "Penerapan Pengatur Suhu Otomatis pada Kebun Bibit Untuk Ketahanan Pangan Pondok Pesantren Al Mujaddadiyah." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 5, no. 3 (November 17, 2021): 105. http://dx.doi.org/10.36339/je.v5i3.468.

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Al Mujaddadiyah Islamic Boarding School has vacant land which is used for nursery. The boarding school nursery is managed by the manager of the boarding school and the students. The boarding school nursery is used to produce plant seeds so that economic benefits are obtained in their management. The problem that exists in the Al Mujaddadiyah Islamic Boarding School Nursery is that plant seeds often dry and wither. This is due to the lack of watering on plant seeds due to the busyness of the cottage manager. Awareness of students to care for and watering plant seeds is also lacking. There is no application of technology to determine the temperature around the nursery to keep it stable. The PKM activity in the nursery school of the AL Mujaddadiyah Islamic boarding school provides solutions to partner problems by setting the temperature automatically in the nursery. The results of this automatic temperature setting can automatically water plant seeds if the temperature in the nursery does not match the initial setting temperature.

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Whiteford, Rhona. "Early Years Nursery School, Withington." Practical Pre-School 2011, no. 127 (August 2011): 6–7. http://dx.doi.org/10.12968/prps.2011.1.127.6.

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Yawkey, Thomas D. "The computer in nursery school." Prospects 16, no. 4 (December 1986): 475–80. http://dx.doi.org/10.1007/bf02195398.

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Serykh, L. V., V. L. Kondakov, A. A. Buchek, L. N. Voloshyna, and O. G. Galimskaia. "Problems of Creation of Social Experience in Motor Games of Children Aged 5-7 Years." International Journal of Criminology and Sociology 9 (April 5, 2022): 1961–66. http://dx.doi.org/10.6000/1929-4409.2020.09.229.

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The objective of the study is to identify the level of recreation of social experience by children of 5-7 years old in motor games. Methods: theoretical: analysis, synthesis, generalization; empirical: observation and evaluation of independent motor activity of children, game diagnostic situations, conversation; methods of mathematical statistics: Mann-Whitney U-test. Materials. The study involved 625 older preschool children (312 girls and 313 boys) attending Municipal Budgetary Pre-school Educational Institution nursery schools No. 56 and 76 in Belgorod, Municipal Autonomous Pre-school Educational Institution “Gnomik” nursery school No. 78 in Belgorod; Municipal Preschool Educational Institution nursery schools No. 3, 4, and 8 of the city of Valuyki, Belgorod region; Municipal Autonomous Pre-school Educational Institution nursery schools No.2, 32, 35, and 37 of the city of Gubkin, Municipal Budgetary Pre-school Educational Institution "Veselinka" nursery school No. 40 of the city of Gubkin, and Municipal Budgetary Pre-school Educational Institution nursery schools No. 19 and 36 of the city of Gubkin, Belgorod region. Results The relevance of the study is due to the presence of a high potential of motor games in terms of its sociological component and pedagogical determinants. The need to comprehend and implement this potential in pedagogical practice in order to positively socialize a growing person. In modern studies, motor-game activity is considered as a method of complex influence on the child, contributing to his physical, cognitive, communicative, socio-cultural development. Summary. Analysis of the results of the study showed that 78.7% of children aged 5-7 years old successfully use social experience in motor games and show an optimal and sufficient level of its reconstruction. At the same time, 1/5 of the children: - have difficulty in planning and discussing joint actions in the game, the distribution of game functions; - violate the rules of interaction during the game; - insufficiently dynamic and proactive in the development of the plot of the game; - feel difficult to determine their own playing roles, the overall assessment of the game. Significant gender differences in the reconstruction of social experience in the motor games of older preschoolers have not been found.

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Ito, Ryosuke, Tetsu Aoki, Sachiko Taguchi, and Kosei Honda. "The Effect of Avoiding Closed Spaces on the Indoor Environment of Nursery School Rooms during COVID-19 winter." E3S Web of Conferences 396 (2023): 02011. http://dx.doi.org/10.1051/e3sconf/202339602011.

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This study aimed to clarify the effect of the policy of avoiding closed spaces with poor ventilation for preventing COVID-19 on the indoor environment of nursery school rooms during winter. The measurement survey was conducted in 23 rooms of nine nursery schools in the Tokai region of Japan. We measured the CO2 concentration, temperature, and humidity in 10 min intervals during the winter in 2022. The data collected from 9 a.m. to 3 p.m. on weekdays when the rooms were occupied were analyzed. The results showed that the mean value of the CO2 concentration in the nursery school rooms was below 1000 ppm in 22 of 23 rooms. Besides, we estimated the ventilation rate and found that most rooms exceeded the value per person required to keep the concentration below 1000ppm. The results suggest that the nursery school teachers actively used mechanical and window-opening ventilation. On the other hand, the mean temperature was below 18 °C in 12 rooms and the mean relative humidity was below 40% in 22 rooms. We found that increasing the ventilation volume to avoid closed spaces during winter significantly decreased the relative humidity in the nursery school rooms.

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Rawstrone, Annette. "Starting nursery." Early Years Educator 23, no. 6 (January 2, 2022): S16. http://dx.doi.org/10.12968/eyed.2022.23.6.s16.

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Going from being your child's main carer to settling them into nursery, pre-school or a childminder's can seem like a very big step – for both you and your child. Reassure yourself that there is plenty you can do to prepare your child for the transition.

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Honma, Yuko, and Manabu Abe. "Nursery school students’ awareness of the use of ICT equipment in nursery schools and kindergartens." Proceedings of the Annual Convention of the Japanese Psychological Association 84 (September 8, 2020): PP—046—PP—046. http://dx.doi.org/10.4992/pacjpa.84.0_pp-046.

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Tani, Yukako, Manami Ochi, and Takeo Fujiwara. "Association of Nursery School-Level Promotion of Vegetable Eating with Caregiver-Reported Vegetable Consumption Behaviours among Preschool Children: A Multilevel Analysis of Japanese Children." Nutrients 13, no. 7 (June 29, 2021): 2236. http://dx.doi.org/10.3390/nu13072236.

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Nursery schools can play an important role in children developing healthy eating behaviours, including vegetable consumption. However, the effect of school-level vegetable promotion on vegetable consumption and body mass index (BMI) remains unclear. This study examined the associations of nursery school-level promotion of eating vegetables first at meals with Japanese children’s vegetable consumption behaviours and BMI. We used cross-sectional data collected in 2015, 2016, and 2017 on 7402 children in classes of 3–5-year-olds in all 133 licensed nursery schools in Adachi, Tokyo, Japan. Caregivers were surveyed on their children’s eating behaviours (frequency of eating vegetables, willingness to eat vegetables and number of kinds of vegetables eaten), height and weight. Nursery school-level promotion of eating vegetables first at meals was assessed using individual responses, with the percentage of caregivers reporting that their children ate vegetables first at meals as a proxy for the school-level penetration of the promotion of vegetable eating. Multilevel analyses were conducted to investigate the associations of school-level vegetable-eating promotion with vegetable consumption behaviours and BMI. Children in schools that were 1 interquartile range higher on vegetable promotion ate vegetable dishes more often (β = 0.04; 95% CI: 0.004–0.07), and were more often willing to eat vegetables (adjusted odds ratio = 1.17; 95% CI: 1.07–1.28), as well as to eat more kinds of vegetables (adjusted odds ratio = 1.19 times; 95% CI: 1.06–1.34). School-level vegetable-eating promotion was not associated with BMI. The school-level health strategy of eating vegetables first may be effective in increasing children’s vegetable intake but not in preventing being overweight.

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Felix Ilori, Olusi. "Gender Imbalance in Teaching Profession and Learning Outcome in Mathematics in Primary Schools in Esan West Local Government Area of Edo State." Randwick International of Education and Linguistics Science Journal 2, no. 1 (March 31, 2021): 89–95. http://dx.doi.org/10.47175/rielsj.v2i1.203.

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The study assessed the imbalances in teaching profession in both public and private Nursery and Primary Schools, Public Secondary schools in Esan West Local Government Area of Edo State to determine the percentage/ ratio of imbalance and its relationship to learning outcome in mathematics at the primary school level. The study employed the descriptive survey research design. The population of the study comprised of all the seventy public and private Nursery and Primary Schools and thirty two public Secondary Schools with six hundred and sixty teachers in Esan West Local Government Area of Edo State. The data generated were analysed using the chi-square statistics. The findings from the study revealed that there was significant gender imbalance in teaching profession in Esan West Local Government Area of Edo State. The worst hit is the public nursery and primary school with an imbalance percentage of 78.87% and 21.13% in favour of female teachers while the private schools have a percentage imbalance of 76.02% and 23.98% in favour of female teachers. The female pupils’ performance in mathematics was better than that of the male pupils. The study revealed that at the secondary school the imbalance was significant at the junior secondary school level and milled at the senior secondary. The study recommended the immediate reversal of the trend of imbalance by employing more male teachers into the public and private nursery and primary schools. This will improve the academic achievement of male pupils in mathematics, hence achieving the best practice in Nigeria education.

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KUZNETSOVA, Anna A. "THE ACCOMMODATION OF KINDERGARTENS IN URBAN STRUCTURE BASED ON TOWN PLANNING PROVISIONS WITH THE DIFFERENT METHOD OF DEVELOPMENT." Urban construction and architecture 5, no. 1 (February 15, 2015): 23–29. http://dx.doi.org/10.17673/vestnik.2015.01.4.

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This article discusses the most modern methods of territorial development and construction of town-planning reserves in the structure of a large city. The regulatory requirements for the location of nursery schools in urban conditions are examined. The main types of nursery schools for urban location are presented and analyzed. The regularities depending on the type of nursery schools location and on the method used for urban planning reserve development are revealed. The main distinctive parameters of pre-school facilities structure, depending on the chosen method of territorial development of urban reserve are viewed.

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Cech, Tomas, and Simona Dobešová Cakirpaloglu. "Job satisfaction and risk of burnout in special needs nursery school teachers." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2353–67. http://dx.doi.org/10.18844/cjes.v16i5.6350.

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Teaching in nursery schools is a demanding profession based on interaction with people. As a result, teachers are exposed to an increased risk of burnout. The main goal of the research was to find out to what extent the pedagogical staff of the mentioned nursery schools are endangered by the burnout syndrome and how satisfied they are in their profession. The research group consisted of 90 participants which included teachers from all nursery schools for children with special educational needs in the Czech Republic. To determine the empirical data, the Maslach Burnout Inventory – Educators Survey, Teacher Satisfaction Inventory and One-Dimensional Assessment Scale measuring teachers’ climate perception were used. The results suggest that special needs nursery school teachers are at a high risk of burnout in the dimension of emotional exhaustion and depersonalization in contrast to the high level of personal satisfaction, job satisfaction and satisfaction with the working climate. Keywords: burnout syndrome; job satisfaction; social climate

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Smolíková, Anna, Petra Bobková, and Jana Kropáčková. "Professional competencies of nursery school teachers." e-Pedagogium 16, no. 3 (June 1, 2016): 53–64. http://dx.doi.org/10.5507/epd.2016.031.

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Sachová, Petra, Eva Mrázková, Kristýna Richterová, Hana Tomášková, and Vladimír Janout. "Hearing Loss in Nursery School Teachers." Hygiena 58, no. 4 (December 1, 2013): 152–56. http://dx.doi.org/10.21101/hygiena.a0981.

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OTSUKI, Chiaki. "Indoor environment of a nursery school." Indoor Environment 11, no. 1 (2008): 33–35. http://dx.doi.org/10.7879/siej2007.11.33.

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Cigales, Maricel, Tiffany Field∗, Ziarat Hossain, Martha Pelaez‐Nogueras, and Jacob Gewirtz. "Touch Among Children at Nursery School." Early Child Development and Care 126, no. 1 (January 1996): 101–10. http://dx.doi.org/10.1080/0300443961260107.

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Hemming, June. "Book handling in the nursery school." Education 3-13 19, no. 1 (March 1991): 36–40. http://dx.doi.org/10.1080/03004279185200081.

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Roberts, Marjorle. "Developing Writing in a Nursery School." Early Years 8, no. 1 (September 1987): 35–50. http://dx.doi.org/10.1080/0957514870080104.

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Berndt, Thomas J. "An Ethnography of a Nursery School." Contemporary Psychology: A Journal of Reviews 31, no. 8 (August 1986): 570–71. http://dx.doi.org/10.1037/024937.

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Lannak, Jane. "Millie Almy: Nursery School Education Pioneer." Journal of Education 177, no. 3 (October 1995): 39–55. http://dx.doi.org/10.1177/002205749517700304.

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Millie Almy, professor emerita, University of California, Berkeley, entered the field of early childhood education after graduating from Vassar College in 1936. For the next ten years she participated variously as teacher, director, and supervisor in programs which are regarded today as landmarks in preschool education. Examples of such programs include: The Yale Guidance Nursery, a Works Progress Administration (WPA) nursery school, and a Lanham Act child care center. This article presents her recollections of these programs and her insights into her experiences. Almy addresses the critical issues of program quality, teacher qualifications and compensation, and parent involvement. These are issues which continue to challenge early childhood educators today.

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Gesell, Arnold. "The Significance of the Nursery School." Childhood Education 93, no. 3 (May 4, 2017): 194–98. http://dx.doi.org/10.1080/00094056.2017.1325223.

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Sung jin hee. "Structural relationship among nursery school teacher job satisfaction, awareness of professionalism, collaboration, and nursery school effectiveness." Journal of Eco Early Childhood Education & Care 17, no. 3 (August 2018): 25–47. http://dx.doi.org/10.30761/ecoece.2018.17.3.25.

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Zorman, Anja, and Monica Bertok Vatovec. "Linguistic Development in Italian L1 and L2 in Italian Nursery Schools in Slovenia." Treatises and Documents, Journal of Ethnic Studies / Razprave in Gradivo, Revija za narodnostna vprašanja 91, no. 91 (December 1, 2023): 51–68. http://dx.doi.org/10.2478/tdjes-2023-0014.

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Abstract Schools with Italian as the medium of instruction in Slovenia are open to all children and young people, regardless of their ethnic affiliation. The article addresses the impact of linguistically diverse classes on the linguistic development of children attending Italian nursery schools. The children’s parents provided basic background information on the child’s language use outside nursery school. The level of the children’s communicative competence in Italian, in terms of listening comprehension and oral production, was measured by means of a standardised test. Although results may not always be statistically relevant due to the small number of participants, they show that the prevailing presence of children that only speak Slovene at home does not hinder the linguistic development of children that only speak Italian at home, and that the Slovene-only cohort clearly benefits from attending Italian nursery school.

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Young, Andrea S. "Working with super-diversity in Strasbourg pre-schools: Strengthening the role of teaching support staff." European Journal of Applied Linguistics 2, no. 1 (April 1, 2014): 27–52. http://dx.doi.org/10.1515/eujal-2014-0004.

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AbstractIn 2009 Strasbourg Council issued a call for tenders for an in-service training course aimed at nursery school assistants working in the city to enable them to better “communicate with non-French speaking children”. A small team of teachers and researchers from the University of Strasbourg responded to this call, firmly believing in the pivotal role played by nursery assistants in children’s language development given their close daily contact with children and their families. In this article we firstly situate Strasbourg pre-schools within the local and national context, referring to French ministerial policy documents and statistics which reflect the extent and nature of super-diversity in the region. Secondly, we describe, analyse and evaluate the content, approach and impact of this innovative course referring to qualitative data collected from course participants. Findings suggest that nursery school assistants, when empowered with knowledge about language and guided in their exploration of approaches which support language development, can help early learners to bridge the gap between home and school. A deeper appreciation of the complexities of plurilingual repertoire and multiple identity construction appear to reinforce confidence to meet the challenges of super-diversity at pre-school and strengthen nursery assistants in their role as caring professionals.

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Adetoogun, Mary Folakemi, and Olalekan Elijah Ojedokun. "Assessment of the Quality of Mid-Day Meal Packaged for Nursery School Children in Ile-Ife, Nigeria." Indian Journal of Nutrition and Dietetics 54, no. 1 (March 1, 2017): 29. http://dx.doi.org/10.21048/ijnd.2017.54.1.15442.

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This study identified the kind of food and snacks packaged as mid-day meal for nursery school children and determined the magnitude of influence of the children on their parents' choice of school-bound mid-day in Ile-Ife, Nigeria. The study adopted the survey research design and collected relevant information from parents of nursery school children and their classroom teachers. The study observed that there was no synergy of efforts between the parents and teachers of nursery school children in ensuring that food and snacks of good quality were packaged as mid-day meal for Ile-Ife nursery school children, as Rice with Stew was the most prominent mid-day in their launch pack alongside. Biscuits which have less nutritional value and are not balanced diet-wise.

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Ndagiwenimana, Emmanuel, and Jean Francois Maniraho. "The pedagogical content knowledge (PCK) of nursery school teachers in teaching and learning of geometry: A review of literature." African Journal of Educational Studies in Mathematics and Sciences 18, no. 2 (April 17, 2023): 35–42. http://dx.doi.org/10.4314/ajesms.v18i2.4.

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This article explores studies that investigated pedagogical content knowledge (PCK) of teachers, especially those at the nursery level, in teaching and learning mathematics, specifically geometry. It represents a review of literature on what is PCK, and its effectiveness in teaching and learning of mathematics specifically geometry in early foundation of education. We discussed about what different studies found on PCK of nursey school teachers. We conclude that children at nursery level need to be taught by the experienced and more educated teachers. Also, to better assist them it is essential to provide ongoing trainings, and they should acquire PCK more effectively during their study before they begin teaching services.

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Rochovska, Ivana, Zlatica Huľová, Vladimír Klein, and Miroslava Gašparová. "THE OPINIONS OF PRE-PRIMARY EDUCATION TEACHERS ON THE ADVANTAGES AND DISADVANTAGES OF HETEROGENEOUS AGE GROUPS." Problems of Education in the 21st Century 77, no. 3 (June 18, 2019): 424–36. http://dx.doi.org/10.33225/pec/19.77.424.

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The research focuses on the issue of mixed-aged children in nursery schools. The aim of the research was to find out the opinions of the nursery school teachers on the advantages and disadvantages of a heterogeneous age groups based on their practical experiences. In order to find out the opinions of the respondents, a questionnaire was constructed and used. Based on the results, it can be said that 243 respondents consider an advantage to be the better social and emotional development of children, regardless of whether the respondent prefers to work in a homogeneous or heterogeneous age group. However, they did not agree with the disadvantages of heterogeneous age groups. The respondents teaching homogeneous age groups have generally identified far more disadvantages, and the greatest disadvantage being that children in a heterogeneous age group have worse conditions for cognitive development and do not have the opportunity to compete with each other. It has also been confirmed that those respondents with more years of work experience prefer a more heterogeneous age composition of groups than respondents with fewer years of work experience. Keywords: mixed-age groups, nursery school, nursery school teacher, pre-primary education.

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Ezinwanne, Ughala, and Okoro, Chisom Loveth. "Investigation of Bioaerosols and the Microbiological Indoor Air Quality in an Urban Nursery School in Port Harcourt, Nigeria." Journal of Advances in Biology & Biotechnology 26, no. 3 (May 3, 2023): 1–10. http://dx.doi.org/10.9734/jabb/2023/v26i3622.

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Aims: This study was aimed at investigating the microbial quality of air within the confines of nursery school children. Early exposure to these indoor pollutants can lead to major public health concerns which include acute respiratory tract infections, allergies as well as cancer. Study Design: Random sampling approach was used in the collection of the samples. Air samples were collected from two different classrooms in a nursery school. Place and Duration of Study: Air samples were collected within the confines of the nursery section of the Demonstration Primary School in the University of Port Harcourt, Rivers State, Nigeria every other weekday in the month of May 2022. Methodology: Culture media were placed at the four corners of two classrooms in the nursery section. This nursery class comprised of children between the ages of 4-5 years Nutrient, MacConkey and potato dextrose agar media were used to culture airborne microorganisms during the study. For differential identification of bacteria, citrate, motility, oxidase, indole, catalase, methyl red Voges Proskauer, triple salt iron agar, sugar fermentation tests were carried out. Results: Both bacterial and fungal species of medical importance, such as Bacillus, Shigella, Micrococcus, Serratia, Proteus, Yersinia, Enterobacter, Penicilium, Aspergillus, Candida, Microsporum. Exophiala and Mucor spp were isolated in this study. The most predominant bacterial species among the isolates in the study was Bacillus sp. with the percentage occurrence of 25%. Shigella and Yersinia species had the percentage occurrence of 16.67% respectively other species like Serratia, Micrococcus, Enterobacter and Proteus each had percentage occurrence of 8.33% which was the lowest occurrence. All the fungal isolates had similar or equal percentage occurrence (16.67%). Conclusion: Exposure to microbial aerosols in nursery schools can lead to several health complications. Thus, recognition, control and monitoring of air quality in schools are crucial in limiting the spread of airborne pathogens.

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Majerčíková, Jana. "Extracurricular Education Diversity in Czech Nursery Schools." Journal of Language and Cultural Education 6, no. 3 (September 1, 2018): 53–71. http://dx.doi.org/10.2478/jolace-2018-0024.

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Abstract This empirical study contributes towards a better understanding of the educational reality in kindergartens. It explores the after-school activities and interests of Czech nursery schools (NS) children. The topic focuses on the disharmony and subsequent fine-tuning of interests of both the family and the kindergarten, set against the background of parents’ requirements and the kindergarten’s reaction to them. The goal is to shed light on how kindergartens reflect parents’ requirements pertaining to their children’s extracurricular activities, the kindergarten’s perception and interpretation of this situation, and what sort of approach is used for implementation. The research and survey method used is content analysis. Fifteen kindergarten teacher thematic reports, 3,000-5,000 words each, and forty inspection reports, the results of Czech kindergarten inspections, were analyzed. The analytical techniques of Grounded Theory - open and axial coding - were used in the processing of the source materials. The results of the analysis set in a paradigm model depict the state of administration and relationships between variables, which determine after-school activities in kindergartens. It was demonstrated that kindergartens select various approaches when negotiating a solution to extracurricular activities. The educational reality then includes kindergartens that do organize after-school activities as well as those that do not. Kindergartens which do offer after-school activities, however, differ in the degree of acceptance of such programs in terms of need for child development and how they perceive the benefits of such an above-standard approach towards their customers.

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Lu, Da Yong, Yu Zheng Chen, and Da Feng Lu. "Nursery training, from technique details in schools into medical knowledge education in nursery career." Hospice & Palliative Medicine International Journal 3, no. 5 (October 31, 2019): 163–65. http://dx.doi.org/10.15406/hpmij.2019.03.00172.

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A great proportion of medical science needs high-quality nursery and technical assistance. Nursery assistance is pervasive across all medical disciplines in the hospitals. In addition, the nursery training system plays key role in medical performance worldwide. To promote medical and technical work, new nursery training systems must be studied according to medical progresses. This article addresses nursery training projects—from technique detail providers in nursery school and medical knowledge education after formal nursery career.

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Zhao, Chun Shan, Min Xu, and Chun Guo Li. "The Influence of Environment Air Pollution on the Respiratory Health among Pre-School Children." Applied Mechanics and Materials 675-677 (October 2014): 237–40. http://dx.doi.org/10.4028/www.scientific.net/amm.675-677.237.

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The aim of this study is to influence of air pollution on the respiratory health among pre-school children. The cluster sampling method was adopted. Based on the testing results in Jilin City over years, the city was divided into light, medium and heavy pollution area. We selected two nursery schools from each area, all the children in these selected nursery schools are the object in this study. The incidence of cough, sputum and wheezing is 42.9%, 32.1%, 16.1%, 18.5% respectively among pre-school children in Jiln City, it is higher in medium and heavy areas. Staying near the street raises the incidence of respiratory problems. Those children who have the family history asthma and individual allergic constitution are at higher risk of respiratory disease incidence. Ambient air pollution is the influence factor of pre-school children’s respiratory health.

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ABE, KAZUO, NORIYUKI SAITO, FUMIKO KASUGA, and SHIGEKI YAMAMOTO. "Prolonged Incubation Period of Salmonellosis Associated with Low Bacterial Doses." Journal of Food Protection 67, no. 12 (December 1, 2004): 2735–40. http://dx.doi.org/10.4315/0362-028x-67.12.2735.

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In gastroenteritis outbreaks caused by Salmonella-contaminated lunches at elementary, junior high, and nursery schools, outbreaks with long median incubation periods (i.e., 60 to 120 h) were observed frequently between 1990 and 1999 in Japan. We analyzed epidemiological data on 185 outbreaks of Salmonella Enteritidis infection to study the factors underlying the long incubation period. These survey results showed that the median incubation period for Salmonella Enteritidis infection from contaminated school and nursery school lunches was significantly longer than that from other types of cooking facilities. In addition, we analyzed the relationship between the median incubation period and the bacterial dose ingested per person in nine outbreaks of Salmonella Enteritidis infection; the bacterial dose was estimated with reference to the bacterial concentration in the causative foods. A significant negative correlation between the bacterial dose ingested per person and the median incubation period is clearly shown. The time elapsed from the start of the cooking process to the consumption of school and nursery school lunches was significantly shorter than at other cooking facilities, suggesting limited bacterial growth, which in turn is thought to lead to a long incubation period.

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Hardwell, Sarah. "Working in partnership with all our families." Early Years Educator 23, no. 23 (June 2, 2023): 29–33. http://dx.doi.org/10.12968/eyed.2023.23.23.29.

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Sarah Hardwell, nursery director for Little Peanuts Day Nursery and Forest School in York, shares insights into how her nursery works with families to ensure the best outcomes for the children in their care.

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Bush, Edward W., and Pamela B. Blanchard. "Low-cost Container Yard for School-based Restoration Nurseries." HortTechnology 19, no. 4 (January 2009): 818–22. http://dx.doi.org/10.21273/hortsci.19.4.818.

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A small inexpensive (less than $1000) container yard, measuring 10 × 10 ft square, with an automatic irrigation system was designed for schools participating in the Louisiana State University Coastal Roots Program: A School Seedling Nursery Program for Habitat Restoration. Students helped install the container yard on their school site and oversee native plant production through the course of the school year. Teachers and other school staff checked the nursery during summer months to ensure that the irrigation system was working properly and the plants were healthy. Students grew ≈1000 restoration seedlings per year in their container yard. Each year they transplanted their seedlings and grass plugs on trips to habitat restoration sites across Louisiana's coastal zone. Since the inception of the program in 2000, the students using this container yard design have produced nearly 24,500 trees and shrubs and over 8000 grass plugs.

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Bush, Edward W., and Pamela B. Blanchard. "Low-cost Container Yard for School-based Restoration Nurseries." HortTechnology 19, no. 4 (January 2009): 818–22. http://dx.doi.org/10.21273/horttech.19.4.818.

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A small inexpensive (less than $1000) container yard, measuring 10 × 10 ft square, with an automatic irrigation system was designed for schools participating in the Louisiana State University Coastal Roots Program: A School Seedling Nursery Program for Habitat Restoration. Students helped install the container yard on their school site and oversee native plant production through the course of the school year. Teachers and other school staff checked the nursery during summer months to ensure that the irrigation system was working properly and the plants were healthy. Students grew ≈1000 restoration seedlings per year in their container yard. Each year they transplanted their seedlings and grass plugs on trips to habitat restoration sites across Louisiana's coastal zone. Since the inception of the program in 2000, the students using this container yard design have produced nearly 24,500 trees and shrubs and over 8000 grass plugs.

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Ohtani, T. "A health survey of nursery school teachers." SANGYO EISEIGAKU ZASSHI 40, Special (1998): 670. http://dx.doi.org/10.1539/sangyoeisei.kj00001990491.

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Payne, Gill. "Planning for Language in the Nursery School." Early Years 7, no. 2 (March 1987): 13–26. http://dx.doi.org/10.1080/0957514870070203.

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Flecknoe, Mervyn. "Old Bank Junior, Infant and Nursery School." Improving Schools 8, no. 2 (July 2005): 117–19. http://dx.doi.org/10.1177/1365480205057701.

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Wittenberg, Isca. "The transition from home to nursery school." Infant Observation 4, no. 2 (March 2001): 23–35. http://dx.doi.org/10.1080/13698030108401621.

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Hill, Patty Smith. "The Education of the Nursery School Teacher." Childhood Education 93, no. 3 (May 4, 2017): 210–12. http://dx.doi.org/10.1080/00094056.2017.1325234.

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Herman-Bredel, Josiane. "Making a Plug for Nursery School Children." European Education 29, no. 4 (December 1997): 20–33. http://dx.doi.org/10.2753/eue1056-4934290420.

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ITO, Takashi. "“Everyday Experiment” at a Japanese nursery school." Proceedings of the Annual Convention of the Japanese Psychological Association 75 (September 15, 2011): 2PM119. http://dx.doi.org/10.4992/pacjpa.75.0_2pm119.

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Journal articles on the topic 'Nursery school'

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