Relevant bibliographies by topics / Pre-school years

Contents

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

Academic literature on the topic 'Pre-school years'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Pre-school years"

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Tann, Sarah, and Gordon Wells. "Language Development in the Pre-School Years." British Journal of Educational Studies 34, no. 3 (1986): 289. http://dx.doi.org/10.2307/3121019.

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Garcia, Ofelia, Lenore Arnberg, Edith Harding, and Philip Riley. "Raising Children Bilingually: The Pre-School Years." Modern Language Journal 73, no. 2 (1989): 209. http://dx.doi.org/10.2307/326584.

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Sale Musio, Marcella. "Raising children bilingually: The pre-school years." Journal of Pragmatics 15, no. 1 (1991): 98–101. http://dx.doi.org/10.1016/0378-2166(91)90031-r.

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Clifton, Charles. "Review of Raising Children Bilingually: The Pre-School Years." Contemporary Psychology: A Journal of Reviews 33, no. 6 (1988): 546–47. http://dx.doi.org/10.1037/025828.

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Torr, Jane. "The development of modality in the pre-school years." Functions of Language 5, no. 2 (1998): 157–78. http://dx.doi.org/10.1075/fol.5.2.03tor.

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Modality is a particularly interesting area developmentally, as it is concerned with the child's evaluation of the possibilities and obligations involved in everyday interpersonal encounters. This paper will present the findings of a longitudinal case study of one child's development of modality over a 21 month period, beginning at 2;6 (two years and six months) and extending until 4;3 years. The study analyses the child's use of epistemic and deontic modal auxiliaries, as well as other devices for expressing modality such as projection and modal adjuncts (Perkins 1983, Halliday 1994). Data were recorded in the child's home during spontaneous interactions. The study identifies the origins and functions of modal expressions in early childhood, including the development of interpersonal grammatical metaphor (Halliday 1994), sometimes referred to as conversational functions (Shatz, Wellman and Silber 1983, Bartsch and Wellman 1995). The move from subjective to objective orientations and the use of adjectives and adverbs to convey modal meanings are discussed. The study demonstrates an inextricable link between the content or area of learning (the child's interest in the mental processes of herself and her younger sister) and the modal expressions which provide a vehicle for this learning.
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Hansen, Kirstine. "Moving house for education in the pre-school years." British Educational Research Journal 40, no. 3 (2013): 483–500. http://dx.doi.org/10.1002/berj.3092.

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Virtanen, R., M. Aromaa, P. Rautava, et al. "Changes in Headache Prevalence Between Pre-School and Pre-Pubertal Ages." Cephalalgia 22, no. 3 (2002): 179–85. http://dx.doi.org/10.1046/j.1468-2982.2002.00337.x.

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The prevalence rates of headache in first-born children were determined at the ages of 6 and 12 years in over 1000 families. A headache questionnaire was mailed to 1132 families when the children were 6 years old, and to 1126 families when the children were 12 years old. Seven hundred and ninety-eight families responded to both questionnaires. The prevalence of headache before the 6 months preceding the questionnaire ('previous headache') was 19% when the children were 6 years of age and 31% when the children were 12 years of age. The corresponding prevalences of headache during the 6 months immediately proceeding the questionnaire ('present headache') were 16% and 19%. Variation in occurrence of headache was high during follow-up years. Maternal frequent headache (≥1/month) was significantly associated with the increase in prevalence of present headache in boys between the ages of 6 and 12 years. Frequent headache in mothers, fathers and siblings, and the occurrence of chronic illness, were also significantly associated with headache in the 12-year-old children.
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이차숙, 남효선, and kimjuah. "Phonological awareness and word reading in the pre-school years." Korean Journal of Early Childhood Education 28, no. 5 (2008): 5–26. http://dx.doi.org/10.18023/kjece.2008.28.5.001.

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Korczyński, Stanisław. "Pre-school Teachers’ Stress in the First Years of Job." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 26, no. 2 (2017): 155–72. http://dx.doi.org/10.16926/p.2017.26.34.

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Shing, Richard, Wong Kwok. "Enhancing English among second language learners: the pre‐school years." Early Years 26, no. 3 (2006): 279–93. http://dx.doi.org/10.1080/09575140600898456.

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Dissertations / Theses on the topic "Pre-school years"

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Miller, Linda Kathleen. "Literacy development in the pre-school years." Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365930.

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Quintana, Robert Charles. "Empowering pre-adolescent second-language learners in the middle school years." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2875.

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The thesis explores sociolinguistic issues facing pre-adolescent English-as-second-language learners. Topics covered include literacy issues, communicative competence issues at the intermediate and advanced English language development (ELD) levels, language and power relationships that affect pre-adolescent English language learners, politeness as a sociolinguistic tool, and the benefits of students acquiring the language of cooperative learning. The implications of these topics culminate in the development of a social studies curriculum unit designed for the middle-school classroom.
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Fraser, Val. "Literacy begins at home : a case study approach to the examination of the storybook interactions between parents and their pre-school children." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324720.

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Brooke, Adrian M. "The natural history of pre-school respiratory symptoms and their value in predicting asthma in the early school years." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/29607.

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To test whether wheeze and cough in pre-school children would predict the presence of asthma later in childhood, a population whose symptoms had been ascertained during the first five years of life were re-sampled when 4-7 years old to measure current symptoms, lung function, atopy, bronchial responsiveness, airway lability and night cough. Of the pre-school groups, 37.9% of wheezers continued to wheeze. Although 36.8% of the coughers continued to cough, only 7.2% had started wheezing, a similar proportion to that seen in the asymptomatic group (6.7%). Wheezers showed the greater BR (geometric mean 1.9 mg/ml) and the highest atopic prevalence (AP) (43.6%) when compared with the asymptomatic (BR: 3.39mg/ml; AP 23.8%) and cough groups (BR; 2.62mg/ml; AP 26.7%) (p=0.0001 and p=0.006 respectively). Children whose wheeze persisted demonstrated the highest level of bronchial responsiveness, the poorest lung function and a high prevalence of atopy compared to normals. A subgroup analysis of the cohort originally aged 3 years showed that compared to those who had outgrown their wheeze, persistent symptoms appeared more likely if children were premature, wheezed without having colds (Odds ratio (OR)=7.25, p=0.001), had mothers who smoked (OR=6.18, p=0.003), had frequent wheezing episodes (OR=19.50, p=0.001), or had nocturnal worsening of wheeze (OR=4.14, p=0.015). Night cough was associated with colder bedrooms in wheezy children (17.7oC Vs 21.56oC, p=0.0159). The study showed that fewer than half of pre-school wheezy children continued to wheeze in the early school years but those with persisting wheeze displayed many clinical characteristics consistent with a diagnosis of asthma. Reassuringly few with pre-school cough progressed to develop asthma characterised by wheeze. Patterns of wheeze and other factors easily identified in pre-school children may help to determine the risk of continuing symptoms. The sleeping environment merits further study.
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Nath, Selina. "The influence of paternal depressive symptoms on fathers' parenting, father-child attachment and children's outcomes during pre-school and school years." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15970.

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Background: Understanding of child development is predominantly based on maternal influences on children’s emotional, behavioural and cognitive outcomes. Although there has been an increase in research focus on fathers in recent years suggesting that fathers are important in the development of their child, there is still a shortage of research on fathers in the literature. Research has shown fathers negatively impact on their children’s emotional, behavioural and cognitive development, but there is a lack of understanding regarding the specific mechanisms through which paternal depression influences their children. The aim of the current PhD is to address this gap in the literature and this is done by: a) investigating the prevalence of depressive symptoms among fathers of children (aged 9 months – 7 years) and their associated risk factors; b) investigating the association between paternal depressive symptoms and different aspects of parenting such as warmth, conflict and involvement; c) testing whether fathers’ parenting mediated any association between paternal depressive symptoms and children’s emotional, behavioural and cognitive outcomes; and d) investigating the association between paternal depression/depressive symptoms and insecure father-child attachment. Methods: There are two methods employed for this PhD. One is secondary data analysis of the large and representative Millennium Cohort Study (MCS) (investigating a, b and c) and the other is primary data analysis of the Fathers-in-Focus (FIF) study using interview and observational methods to investigate (d). Results: Paternal depressive symptoms peak during the first year of children’s lives and then gradually decline between the first year and 7 years old (a). These depressive symptoms across the first 7 years of fatherhood were consistently associated with maternal depressive symptoms, relationship conflict and unemployment (a). Moreover, depressive symptoms in the first year were associated with father-child conflict, but not father-child warmth or involvement in parenting activities (b). Father-child conflict mediated the association between paternal depressive symptoms and children’s emotional and behavioural outcomes (c). Finally, father’s depressive symptoms were not associated with father-child attachment or children’s cognitive development (c and d). Conclusion: The key finding of this PhD is that father-child conflict is an important factor that may be associated with the risk transmission of paternal depressive symptoms and children’s emotional and behavioural outcomes. Therefore, it may be beneficial for service providers and clinicians to target interventions with depressed fathers’ and at-risk families.
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Pierce, Katherine. "An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-effectiveness-of-play-bank--a-peermediated-approach-to-develop-the-interactive-play-of-preschool-children(90e35086-512a-4c5d-af02-a5ab283855b5).html.

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Interactive play in the Early Years Foundation Stage (EYFS) provides crucial opportunities for young children to develop a range of skills which are important for social development. Play Bank provides structured opportunities based on ‘Resilient Peer Treatment’ (Fantuzzo et al. 1996; 2005) for children to engage in peer-mediated play sessions, and has been found to increase the play interaction of shy and withdrawn preschool children in an initial small-scale study by the current author. This research seeks to extend the evidence base for Play Bank in UK schools by examining perceptions of change in young children’s peer interaction and social competence, as well as school staff’s views of the facilitators and barriers to carrying out the intervention. One primary school was identified within the researcher’s current Local Authority and five target children were identified on the basis of teacher observations and EYFS profile scores. The views of 18 peers, two teaching staff and five parents were sought. A multiple embedded case study design was employed, using mixed methods of data collection at three time intervals. The quantitative methods comprised teacher and parent measures of children’s play-based social competence, whole class sociometric nominations and structured observations of children’s free play. Qualitative data were gathered in a semi structured group interview with the two teaching staff. Quantitative data were summarised using descriptive statistics and qualitative data were transcribed and a thematic analysis applied. The findings indicated that children who participated in Play Bank sessions displayed increased peer interaction and play-based social competence over the course of time. The study extends understanding regarding implementation issues for Play Bank and provides further evidence for the effects of Play Bank on young children’s peer interaction and social competence.
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Bertagno, Paula. "Promoting children's emotional well-being in pre-school settings : a grounded theory study exploring the views of early years practitioners." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/18664/.

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Working to promote the emotional well-being of children is currently a key area of development for the UK government. The increasing responsibility that professionals have for supporting children and young people’s mental health needs has been reflected in recent policy and legislation with particular prominence in the new Special Educational Needs and Disability (SEND) Code of Practice (DfE & DoH, 2014). In the context of early years education, the new legislation makes specific reference to the importance of early identification and provision in improving long-term outcomes. In that respect pre-school settings can offer the ideal context where the early intervention and prevention of mental health difficulties can take place. However, at present there is limited research in the UK which focuses on the views of early years practitioners particularly on their role in supporting children’s emotional needs. Semi-structured interviews were used to gather the views of seven early years practitioners from 4 different pre-school settings across an inner London Borough. The study aimed to explore and explain the contexts and mechanisms which facilitate or hinder the promotion of children’s emotional well-being in pre-school settings. A grounded theory methodology was used to analyse the data. The emergent theory proposes that early years practitioners’ experience of promoting children’s emotional well-being can be best understood as an interactive relationship between internal and external influences summarized by the overarching category labelled “Balancing internal and external factors to promote well-being”. The findings are discussed in relation to existing psychological theory and research and the implications for early years practitioners and Educational Psychologists considered.
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Williams, Lucy Morley. "An exploration of the association between attachment status and the development of a theory of mind in the pre-school years." Thesis, Roehampton University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325672.

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Al-Thani, Tamader Jassim. "Early Years Education in Qatar : a comparative study of its nature, provision and quality in national and international pre-school settings." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/1926/.

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This study investigated and compared the quality and nature of Arabic and English speaking preschools' curricula in the State of Qatar. To the researcher's knowledge, this is the first study to investigate, compare and assess the preschool curricula currently provided in the State of Qatar. Four major research tools were used including structured teacher's questionnaire, structured teachers' interviews, structured classroom observations and structured mother's questionnaire. The teachers' questionnaire sample consisted of 107 teachers, 81 Arabic school teachers and 26 English school teachers. The classroom observations sample consisted of 17 preschools, 9 Arabic speaking schools and 8 English speaking schools. Teachers' interviews sample consisted of 18 Arabic speaking preschool teachers and 16 English speaking preschool teachers. The mother's questionnaire sample consisted of 50 mothers randomly selected from 17 Arabic speaking schools. Study findings included the following: (1) the English preschools had many advantages over the Arabic preschools in terms of all the seven domains ofthe teacher's questionnaire.(2) the Arabic speaking preschools are of lower quality in terms of all domains of the teacher's interview. These include: teachers' qualifications, experience, duties, wages, teacher-child ratio, type of curriculum, teaching approaches, appropriateness of the curriculum. (3) In terms of classroom observations, the overall mean EeERS score for the English speaking preschool sample was 6.00 compared to 4.8 for the Arabic speaking classrooms sample. (4) Qatari mothers of Arabic preschools children preferred the developmental goals rather than traditional goals to be part of their young children's education but within the Islamic religious and moral values. The findings lead to the conclusion that the Arabic speaking preschool curriculum in Qatar suffered from obvious drawbacks in all the domains studied which required serious consideration from the Ministry of Education and other institutions and organisations interested in early childhood education.
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George, Rosalyn Patricia. "Best friends and worst enemies : an exploration of pre-adolescent girls' friendship within the primary and early years of secondary school." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020448/.

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Books on the topic "Pre-school years"

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Edinburgh (Scotland). Education Department., ed. Developing literacy: The pre-school years. City of Edinburgh Council, Education Dept., 2000.

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wilton, gill. The Practical Pre-school Early Years Handbook. step forward publishing, 2001.

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Raising children bilingually: The pre-school years. Multilingual Matters, 1987.

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Wells, Gordon. Language development in the pre-school years. Cambridge University Press, 1985.

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Language development in the pre-school years. Cambridge University Press, 1985.

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Linda, Miller. Towards reading: Literacy development in the pre-school years. Open University Press, 1996.

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Teaching Montessori in the home: The pre-school years. Plume, 1997.

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The Early Years Foundation Stage in practice. Practical Pre-School Books, 2012.

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Wilcock, Liz. The early years foundation stage in practice. Step Forward Pub., 2007.

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Cathy, Hughes, ed. The Early Years Foundation Stage in practice. Practical Pre-School Books, 2009.

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Book chapters on the topic "Pre-school years"

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Clutterbuck, Richard. "The Pre-School Years." In Families, Drugs and Crime. Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26874-0_6.

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Sahota, Pinki. "Pre-school prevention interventions." In Early years nutrition and healthy weight. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119023258.ch8.

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Lewer, Helen, and Leslie Robertson. "The pre-school child (2½–4½ years)." In Care of the Child. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-09488-2_4.

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Scott, M’Lis June. "The Importance of Make-Believe Play in the Pre-school Years." In The Challenge of Teaching. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2571-6_17.

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Menyuk, Paula, and Maria Estela Brisk. "Language Development in Early Childhood — The Pre-school Years: Ages 3–5." In Language Development and Education. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230504325_3.

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Mohd Nor, Norjoharuddeen, Kwan Eu Leong, and Umi Kalsum Mohd Salleh. "Changes in the Malaysian School Curriculum from the Pre-independence Years Until the New Millennium." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4427-4_7.

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"The pre-school years." In The Child with Spina Bifida. Routledge, 2016. http://dx.doi.org/10.4324/9781315656861-7.

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"1. My Pre-School Years." In From Istanbul to Jerusalem. Gorgias Press, 2010. http://dx.doi.org/10.31826/9781463225476-003.

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"Pre-school years Emergent numeracy." In Children Learn Mathematics. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087903954_005.

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Roberts, Fiona, Sandra Mathers, Heather Joshi, Kathy Sylva, and Elizabeth Jones. "Childcare in the pre-school years." In Children of the 21st century (Volume 2)The first five years. Policy Press, 2010. http://dx.doi.org/10.1332/policypress/9781847424761.003.0008.

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Conference papers on the topic "Pre-school years"

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Szmigiel, Ireneusz, Marta A. Szmigiel, and Malwina Geniusz. "Six years of vision screening tests in pre-school children of Wroclaw." In Light in Nature VI, edited by Joseph A. Shaw, Katherine Creath, and Vasudevan Lakshminarayanan. SPIE, 2017. http://dx.doi.org/10.1117/12.2274488.

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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to participate in the on-line survey, which was developed in the platform VisiDati.lv. Analysis of collaboration between parents and preschool was based on the framework of six types of school-family-community involvement created by J.L. Epstein. The research analysis revealed that pre-school teachers and parents have different understandings of the child’s need for parental support so that parents can get involved and promote the acquisition of compulsory pre-school curriculum. Teachers and parents have clear communication channels to fully exchange the necessary information, however, to form collaboration, teachers have difficulties in developing individual curricula in some cases. The research results are useful to understand what hinders cooperation and how to improve it.
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Sarria, Edgar E., Valentina Chakr, Rita Mattiello, et al. "Tracking Of Lung Function And Airway Responsiveness From Infancy To Pre-school Years." In American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans. American Thoracic Society, 2010. http://dx.doi.org/10.1164/ajrccm-conference.2010.181.1_meetingabstracts.a3933.

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Bagus hidayat, Cahya Tri, and Happy Firmansyah. "PARENTAL NUTRITIONAL KNOWLEDGE AND NUTRITIONAL STATUS OF PRE SCHOOL CHILDREN (3 -5 YEARS OLD)." In THE 4th INTERNATIONAL NURSING CONFERENCE “LIFE CYCLE APPROACH FOR SUCCESSFUL AGING”. Universitas Muhammadiyah Jember, 2019. http://dx.doi.org/10.32528/inc.v0i0.2716.

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Schimpf, Corey, Kelly Andronicos, and Joyce Main. "Using life course theory to frame women and girls' trajectories toward (or away) from computing: Pre high-school through college years." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344064.

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Mendri, Ni Ketut, Atik Badi’ah, and Mohammad Najib. "Pop Up Toys as Story Play Therapy on the Level of Anxiety on General Anesthesia Surgery among Children around 6-12 Years Old." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.29.

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ABSTRACT Background: Children who are first hospitalized may experience higher anxiety levels than children who have been hospitalized. The preliminary study in 2018 showed that when general surgery was to be done, as many as 90%school-age children were scared and nervous. It is important to provide play therapy to children who are going to undergo surgery. In addition to reading and seeing through photos, pop-up toy story books will also be offered to school-age children. This study aimed to examine the relationship between pop up toys as story play therapy on the level of anxiety on general anesthesia surgery among children around 6-12 years old. Subjects and Method: This was an experimental study with pre-post test with control group design. This study was conducted in Yogyakarta Province hospital. Study subjects were children around 6-12 years old and will performed general anesthesia surgery. The data were collected using questioner and in-depth interview. The data were analyzed using Mann-Whitney test. Results: There was a decrease number of children with moderate level of anxiety after the intervention group using pop up toys as story play therapy from 30 children (81.1%) to 6 children (16.2%). While in the control group, a total of 25 children had moderate level of anxiety (87.6%) before the theraphy, and after therapy a total of 2 children also had moderate level of anxiety (5.4%), and they were statistically significant. Conclusion: Playing pop up toys story therapy has an effect on the level of anxiety among children around 6-12 years old and will performed general anesthesia surgery. Keywords: pop up toys story therapy, anxiety level, general anesthesia, school age children Correspondence: Ni Ketut Mendri. School of Health Sciences, Yogyakarta. Email: mendriniketut@yahoo.com DOI: https://doi.org/10.26911/the7thicph.03.29
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Valley, Kyle J., Leslie Q. Nguyen, Alejandro Rodela, and Brent C. Houchens. "Learning Outcomes From Design of Wind Turbines Carried Out by Underserved High School Mentees Participating in DREAM." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88775.

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The fall 2011 DREAM design project required teams to design and build a working wind turbine. The turbines were tested at three wind speeds, with the most points awarded for power production at the lowest speed, forcing mentees to optimize their blade designs. The Pre-engineering Concept Inventory (PCI) and Intuition Inventory (II), which focus on wind energy, were used to measure pre- and post-content knowledge of high school mentees. The use of mini-lectures to convey content simultaneously with design is discussed. The Inventories show that participation in DREAM generally increases mentees’ understanding of wind energy concepts. However, insufficient mathematics foundations hamper their ability to understand algebraic representations and evaluate numerical predictions. Results provide feedback on current practices and help pinpoint specific areas for improvement to increase the efficacy of DREAM in future years.
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Zhou, Yong, Nazmul Islam, Cheng-Chang (Sam) Pan, and Sanjay Kumar. "Shorten the Math Gap for Pre-Engineering Students With Intensive Summer Bridge Program." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-40249.

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Engineering Summer Bridge (ESB) program at the University of Texas at Brownsville (UTB) is designed to prepare the engineering freshmen intellectually for an early introduction to the engineering culture and mathematics and science expectation. The program curriculum and content were specifically designed to prepare underrepresented Hispanic students for their success in the coming science and engineering study at UT-Brownsville. More than 92% of the targeted students are underrepresented Hispanic, and English is the second language for 86% of them. Most of these targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of TOP10 Texas House Bill. The ESB program at UTB cultivates a diverse community of engineering and pre-engineering students and intensively enhances their mathematics preparation in Pre-Calculus and College Algebra. Statistics data from 2012 and 2013 ESB program indicates that more than 81% of the participants in both years did not take Pre-Calculus in high school. Another finding is that 71% of the ESB participants with at least an attendance rate of 50% earned a grade higher than a “B” in their Calculus I class later on, while only 43% from the group with an attendance rate lower than 50% earned a grade higher than a “B” in the Calculus I class. Students seem more successful in their Calculus I study if they attend the classes more frequently. It is also found the early contact with engineering faculty through Summer Bridge Programs, together with an early and longer engineering orientation seminar during the program, are successful ways to assist in the retention of engineering freshman [1–2].
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Alyafei, Nayef, Afsha Shaikh, Mohamed Gharib, and Albertus Retnanto. "The Role of Pre-College STEM Education in Student Enrollment in Petroleum Engineering." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206071-ms.

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Abstract Final-year high school students are faced with a difficult decision when selecting their undergraduate major of choice. Often, the decision is made even more difficult by uncertainty about what different majors entail. Petroleum engineering in particular is a discipline that is generally not explored within high school classrooms and therefore students lack understanding about the roles of engineers in the oil and gas industry. To combat this uncertainty, this paper explores the potential of running pre-college project-based learning programs to increase high school students’ interest in and familiarity with pursuing various undergraduate STEM disciplines and careers. More specifically, this paper provides an insight into two case studies of novel STEM education programs, developed to enhance a group of high school students’ understanding of petroleum engineering. The programs were designed to increase students’ interest in learning about the selected petroleum engineering concepts, namely polymer flooding to enhance oil recovery and multiphase fluid flow in porous media, while simultaneously providing an understanding of the current global challenges faced by the oil and gas industry. The program also aimed to engage students in learning and applying fundamental engineering skills to relatable real-world issues. These project goals will help facilitate the desire, commonly seen in recent years, of developing countries to increase their oil and gas production. This program was applied during the Summer Engineering Academy program offered by Texas A&M University at Qatar, which provides an innovative educational space for high school students. The program was conducted with the main objective of allowing the students to understand the basic concepts of petroleum engineering via short lectures as well as laboratory experimentation. Students in Grades 9-11 spent 10 days learning about petroleum engineering applications that integrated science, engineering, and technology where they designed, built, and tested an experimental setup for understanding various processes in petroleum engineering. Students were expected to solve a common problem faced in the petroleum industry. At the end of the program, the students gained an understanding of the issues and recommended unique solutions to these problems in the form of oil-recovery based projects presented to a panel of experts. This program attempted to build bridges between the STEM education pipeline of rapidly developing countries, such as Qatar, and the new demand for talent in the oil and gas sector. The details of this novel program are presented, including the content, preparation, materials used, case studies, and the resulting learning outcomes.
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Zhou, Yong, Cheng-Chang (Sam) Pan, and Nazmul Islam. "Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.

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An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the success rate in the selected engineering major courses of all the participants. We compared all the above mentioned data to the average data of the engineering majors at the same academic stage/level. The engineering summer bridge program was originally designed to prepare the fresh high school graduates intellectually on their math and for an early readiness for their coming engineering study. More than 90% of the targeted students are Hispanic in south Texas, and English is the second language for 86% of them. As one of the components of the University of Texas System, UTB is a minority-serving institution catering mostly to the underrepresented Hispanic population of the Lower Rio Grande Valley region. It has one of the highest concentrations of Hispanic students (both in number and percentage) compared to other universities in the nation [Table 1]. Among the overall student enrollment at the university in fall 2013, 91% are Hispanic. Most of the targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of the top 10% students by the Texas flagship universities. First-generation college-goers experience a variety of challenges as they enter and move through higher education. The Engineering Summer Bridge provides students with specific types of resources and support to ensure that they move into and through engineering study smoothly and to shorten the time for their engineering study. The 4–5 week summer bridge program at UTB intensively enhances math preparation in pre-calculus and college algebra, and also actively engages the students with the modern engineering design concepts and tools. Specific goals of the bridge programs include introducing math expectations of engineering program in the areas of College Algebra, Pre-calculus, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test in the summer to get ready for Calculus I in the coming fall semester. The long-term goals of the ESB program aim to improve the first- and second-year retention rate and four-year graduation rate of UTB engineering majors. Study on the previous three year’s data suggests that, compared to the overall average of the students enrolling into the UTB engineering program at the same period, summer bridge program participants have statistically started and finished their Calculus I (thus becoming engineering math ready) earlier. Participants also demonstrated higher engineering interesting which was proved by the participation rate in introductory engineering projects in the first two years of their engineering study. Besides, 88% of surveyed students reported that the program was helpful and convenient, and 100% of surveyed students reported that they would recommend the summer bridge program to a friend or a fellow student. Comparison of the first- to second-year active engineering student rate also suggests the validness of the summer bridge program.
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Reports on the topic "Pre-school years"

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Corman, Hope. The Effects of Low Birthweight and Other Medical Risk Factors on Resource Utilization in the Pre-School Years. National Bureau of Economic Research, 1995. http://dx.doi.org/10.3386/w5273.

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