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Journal articles on the topic 'Preprimary school'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Victoria Ihekerenma, Iroegbu. "Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria." Advances in Social Sciences Research Journal 6, no. 9 (September 10, 2019): 39–47. http://dx.doi.org/10.14738/assrj.69.7066.

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This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.

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2

Jena, SunilKumar, and Biswabhusan Mohanty. "Preprimary stress questionnaire: A tool to assess stress in preprimary school students." International Journal of Educational and Psychological Researches 2, no. 4 (2016): 250. http://dx.doi.org/10.4103/2395-2296.189674.

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3

Kyrönlampi, Taina, Minna Uitto, and Anna-Maija Puroila. "Place, Peers, and Play: Children’s Belonging in a Preprimary School Setting." International Journal of Early Childhood 53, no. 1 (March 18, 2021): 65–82. http://dx.doi.org/10.1007/s13158-021-00285-9.

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AbstractThis article focuses on children’s perspectives of belonging to a place, in this case a Finnish preprimary school setting. This study explores “place-belonging” in photographs originally taken by the children in their preprimary school activities. “Photo-telling” was applied as a methodology to link narrative and visual approaches. The research data consist of 13 children’s photographs and group discussions, in which the children viewed the photographs with the researcher. The study shows that children’s belonging in the preprimary school was intertwined with various elements of the setting, including the people, activities, materiality, and institutional and cultural practices. The findings show how the children can make places of their own and contribute to the setting, how they build their own places, and how these places and associated structures affect the children’s actions. Play allows the children to gain familiarity and attachment to places, materials, and peers, hence building a sense of belonging to the preprimary school as a setting. Children’s photographs and storytelling activities provide educators with a significant means to support and understand children’s perspectives on place and belonging.

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Davies, Frances, and Janet Fletcher. "Repetition of the preprimary year: Why is it done, and what is its effect?" Australian Educational and Developmental Psychologist 18, no. 1 (2001): 42–60. http://dx.doi.org/10.1017/s0816512200028285.

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AbstractA three-phase study examined preprimary grade repetition in Western Australian schools. The purpose was to identify factors that influence teacher recommendations to repeat and to investigate outcomes of repeating. Focus group discussions with 24 preprimary teachers in the first phase identified three categories of factors: child, home, and school. Child factors that teachers considered important for coping in Year I were language, motor, and social skills. In the second phase of the study, 54 children were assessed on these three skills using the Early Screening Profiles (Harrison, 1990). A control group of“competent”Year Is was compared with children repeating preprimary and with Year Is considered “at risk” of not coping.The control group performed significantly better on all three skills than the other two groups, confirming thot these skills are accurately assessed in teachers’judgements of readiness for Year 1. The third phase of the study consisted of a posttest of the at-risk Year Is and the children repeating preprimary. The posttest late in the academic year did not find any significant differences between the language, motor, and social development of the two groups.

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5

Aboud, Frances E., and Kamal Hossain. "The impact of preprimary school on primary school achievement in Bangladesh." Early Childhood Research Quarterly 26, no. 2 (April 2011): 237–46. http://dx.doi.org/10.1016/j.ecresq.2010.07.001.

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6

Crouch, Luis, Katherine King, Anna Olefir, Hiroshi Saeki, and Tanya Savrimootoo. "Taking Preprimary Programs to Scale in Developing Countries: Multi-source Evidence to Improve Primary School Completion Rates." International Journal of Early Childhood 52, no. 2 (August 2020): 159–74. http://dx.doi.org/10.1007/s13158-020-00271-7.

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Abstract The paper argues that in many developing countries there is a set of linked symptoms in education systems that cohere into what we call a weak foundations syndrome. Multi-source evidence is presented to illustrate how weak foundations through the early years of schooling lead to low primary school completion. Symptoms of the syndrome include (1) low access, use, and quality in preprimary programs; (2) permanently high apparent rate of intake (above 100%) into grade 1; (3) over-enrollment bulge, in the early grades, as well as formal and informal grade repetition through primary school; (4) apparent large enrollment drop-off between grades 1 and 2. Small stories for Burundi, Madagascar, and Ethiopia are presented to illustrate the syndrome. These cases also identify how countries and international organizations are starting to address the issues. An interesting aspect of the findings is the data that show parents’ support for preprimary education by enrolling their children earlier than the normative age for grade 1.

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7

Bastos, Paulo, Nicolas L. Bottan, and Julian Cristia. "Access to Preprimary Education and Progression in Primary School: Evidence from Rural Guatemala." Economic Development and Cultural Change 65, no. 3 (April 2017): 521–47. http://dx.doi.org/10.1086/691090.

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8

Callcott, Deborah. "Retained primary reflexes in preprimary-aged Indigenous children: The effect on movement ability and school readiness." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 132–40. http://dx.doi.org/10.1177/183693911203700218.

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THE RESEARCH REPORTED IN this paper links children's movement skills with learning difficulties, particularly school readiness, in the early years. The aim of the research project was to (a) determine the prevalence and severity of retained reflexes, predominantly the Asymmetrical Tonic Neck Reflex (ATNR), and (b) investigate the movement skill ability of preprimary-aged Indigenous children in the Kimberley region of Western Australia. This provided an important first step in understanding and addressing movement skill deficits that may compromise the acquisition of foundation school readiness skills in young Australian Indigenous children. This project challenged the stereotypical assumption (by non-Indigenous Australians) that the majority of Indigenous Australian children have well-developed or even above-average movement skill development, based on their being more likely than non-Indigenous children to engage in regular physical activity and perform well in sport. It was important to test this assumption if a comprehensive picture of the developmental challenges and educational disadvantages faced by Indigenous Australian children, particularly those in remote regional areas, was to be established. Sixty-five per cent of the sample of Indigenous children were found to have retained moderate to high levels of the Asymmetrical Tonic Neck Reflex (ATNR) which in previous research has been linked to developmental delay, not only in movement skills but also in areas strongly related to academic achievement.

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9

Corrie, L. "Vertical Integration: Teachers’ Knowledge and Teachers’ Voice." Australasian Journal of Early Childhood 20, no. 3 (September 1995): 1–5. http://dx.doi.org/10.1177/183693919502000302.

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The Ministerial Task Force in Western Australia has stimulated debate on the issue of vertical integration in the early years of school. This paper traces the theoretical basis for vertical integration, and some differences in pedagogy between preprimary and primary teachers. Contrasts are drawn between transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of pupil control. It is suggested that these important issues of pedagogical knowledge should be addressed in order to achieve the underlying principles of vertical integration. In addition, early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and act as advocates for their profession.

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10

Chen, Qihui. "Impacts of Late School Entry on Children's Cognitive Development in Rural Northwestern China-Does Preprimary Education Matter?" Asia & the Pacific Policy Studies 4, no. 3 (September 2017): 586–601. http://dx.doi.org/10.1002/app5.192.

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Istenic Starčič, Andreja, Mara Cotic, Ian Solomonides, and Marina Volk. "Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics." British Journal of Educational Technology 47, no. 1 (March 4, 2015): 29–50. http://dx.doi.org/10.1111/bjet.12253.

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12

Demoliou, Catherine D., and Andreas Charalambous. "Blood Lead Levels in Preprimary School-Age Children in Nicosia, Cyprus, and Their Relationship with Leaded Soil Dust Exposure." Archives of Environmental Health: An International Journal 59, no. 9 (September 2004): 455–61. http://dx.doi.org/10.1080/00039890409603425.

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13

Lau, Grace. "The Promises and Challenges of Implementing Humanistic Pedagogy in the Curriculum of Hong Kong Kindergartens." International Journal of Educational Reform 18, no. 3 (July 2009): 250–67. http://dx.doi.org/10.1177/105678790901800305.

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This article reports on two case studies of teachers’ managing the challenges associated with gaining acceptance for child-centeredness curriculum practices in the Hong Kong Special Administrative Region. These teachers intended to respond to the newly published Guide to the Preprimary Curriculum (Education and Manpower Branch, 2006) by adopting a more humanistic pedagogical approach in their teaching and learning practices. The research revealed a gap between what the teachers expected as promises associated with the teaching practices and the actual challenges they faced while implementing the humanistic curriculum. Implications of these findings, both the challenges and the promises, are discussed to provide references for practitioners in the field, namely by explaining what worked for the teachers and what did not when readjusting their ideal school-based curriculums. The reactions of the practitioners to educational reform in England and Sweden are discussed as cross-reference to the findings of the research.

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14

Tekin, Ali Kemal. "HOW TO ACHIEVE QUALITY EARLY CHILDHOOD EDUCATION FOR ALL: GOAL 4 OF THE UNITED NATIONS SUSTAINABLE DEVELOPMENT." Journal of Sustainable Development Education and Research 3, no. 1 (May 14, 2019): 71. http://dx.doi.org/10.17509/jsder.v3i1.17173.

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Obtaining a quality education is essential to creating sustainabledevelopment. The overarching Goal 4 of the United NationsSustainable Development Program (UNSDP) ensures that allgirls and boys complete free primary and secondary schoolingby 2030. However, the early years represent the most importantand vulnerable time period in the individual life-span and earlyeducation sets the fundamentals of achieving the overarchinggoal of SDG4. It is regarded as the golden time for ensuringstrong foundations for life chances. Early Childhood Education(ECE) supports children’s survival, growth, development andlearning, including health, nutrition and hygiene, and cognitive,social, physical and emotional development D from birth toeight years old in formal, informal and non formal settings.Therefore, the United Nations (UN) set a sub goal underthis notion exclusively for the early childhood education; By2030, ensure that all girls and boys have access to quality earlychildhood development, care and preprimary education so thatthey are ready for primary education (SDG 4.2). Following theUnited Nations’ notions, The dedicated member countries planactions to achieve the necessities of the Goal 4 by 2030. Theseactions generally fall under eight categories: (1) Access andequity, (2) ECE governance, (3) Curriculum and pedagogy, (4)Teacher training, (5) Nutrition, (6) Family-School-Communitypartnerships, (7) Standards for learning environment, (8) Useof technology and digital materials. The presenter will provideinformation about these domains of improvement in order tomeet the United Nations Sustainable Development Goal (SDG)4.2.

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15

Strauss, Annaly M., and Keshni Bipath. "Exploring the influence of parents’ home reading practices on emergent literacy." Journal for Language Teaching 54, no. 1 (March 4, 2021): 195–213. http://dx.doi.org/10.4314/jlt.v54i1.5.

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The purpose of this article is to explore the correlation between Namibian preprimary and Grade 1 parents’ demographic characteristics and print and digital reading practices in home environments. A quasi-experimental descriptive research design wasselected to launch this investigation in the Khomas region. Survey data documented the relationship between parents’ demographic variables and print and digital reading behaviours. The study tested the null-hypothesis (Hₒ: u1 = u2) and non-directional hypothesis (Hₒ: X1 ≠X2). The underlying assumption is that parents home reading practices positively impact children’s early language and literacy development. The findings reveal that there is no significant relationship between age, gender, education, family size, and employmentstatus, with print and digital reading behaviours that influence children’s emergent language and literacy development in home environments. In a Chi-Square test, the null hypothesis was rejected for age, gender, education, family size, and employment status, but retained and positively correlated to marital status, child reading behaviour, and parents’ book, magazine and newspaper reading behaviour. The implication is that when parents buy print materials for home reading purposes and engage their children in pleasurable reading experiences, their children are more likely to be supported at home to influence favourable language and literacy outcomes in school. The study contributes to family literacy literature and highlights the relationship between parents’ reading behaviours and children’s emergent language and literacy development. Keywords: emergent literacy, home environment, parents, print and digital reading, reading behaviours, socioeconomic status

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16

González, Ivonne, Guido Benvenuto, and Nicoletta Lanciano. "Dificultades de Aprendizaje en Matemática en los niveles iniciales: Investigación y formación en la escuela italiana." Psychology, Society, & Education 9, no. 1 (April 26, 2017): 135. http://dx.doi.org/10.25115/psye.v9i1.468.

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Resumen:La presente investigación se circunscribe en el ámbito de la evaluación de las dificultades de aprendizaje en matemática inicial, tiene por objetivo profundizar en el conocimiento de la Competencia Matemática Temprana (CMT) a través de la observación e interpretación de las estrategias utilizadas por los niños para resolver tareas de tipo relacional y numérica. La investigación tiene la intención de poner un especial énfasis en romper la barrera del error como sinónimo de fracaso y avanzar hacia mejores estrategias de potenciamiento y prevención de las dificultades de aprendizaje en un contexto de investigación y formación histórica en la escuela italiana. En términos metodológicos, se trabajó con docentes de los niveles iniciales de escolarización (escuela de la infancia y primaria) y dirigentes escolares de 14 establecimientos de diversidad geográfica, territorial y sociocultural de las ciudades de Roma, Terni y Trieste, los que participaron en los años 2012, 2013 y 2014 en la validación para la población italiana del Early Numeracy Test- R (ENT- R). Este instrumento, que es una prueba elaborada por Van Luit y Van de Rijt (2009) evalúa la Competencia Matemática Temprana (CMT) en niños de 4 a 7 años, fue acompañado del Registro de Observación de la Competencia Matemática Temprana (ROCMT) construido durante el proceso de investigación y que permite mediar la observación de las sub habilidades que conforman la CMT. Difficulties of Learning in Mathematics in the initial levels: Research and training in the Italian school Abstract:This research concerns the field of assessment of learning difficulties in mathematics in the early years. It aims to deepen the knowledge of Early Mathematical Competence (in spanish CMT: Competencia Matemática Temprana) through observation and interpretation of the strategies used by children for solve numerical and relational tasks. The research intends to place special emphasis to break the stereotype that considers error as a failure and move toward better strategies of empowerment and prevention of learning difficulties in a context of research and training in the Italian school. In terms of methodology, we worked with teachers in the initial levels of schooling (primary and preprimary school) and school leaders from 14 schools located in different geographical, territorial and socio-cultural contexts in the city of Rome, Trieste and Terni, who participated in the years 2012, 2013 and 2014 in the validation for the Italian population of the Early Numeracy Test-R. This instrument, which is a test developed by Van Luit and Van de Rijt (2009) that evaluates Early Mathematical Competence (CMT) in children 4 to 7 years, was accompanied by a Notebook for Observation of Early Mathematical Competence (in spanish: Registro de Observación de la Competencia Matemática Temprana, ROCMT), built during the research process that allows to observe the use of sub-skills forming the CMT.observation during the development of that make the CMT.

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Cantisano, Gabriela Topa, J. Francisco Morales Domínguez, and J. Luis Caeiro García. "Social Comparison and Perceived Breach of Psychological Contract: Their Effects on Burnout in a Multigroup Analysis." Spanish Journal of Psychology 10, no. 1 (May 2007): 122–30. http://dx.doi.org/10.1017/s1138741600006387.

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This study focuses on the mediator role of social comparison in the relationship between perceived breach of psychological contract and burnout. A previous model showing the hypothesized effects of perceived breach on burnout, both direct and mediated, is proposed. The final model reached an optimal fit to the data and was confirmed through multigroup analysis using a sample of Spanish teachers (N = 401) belonging to preprimary, primary, and secondary schools. Multigroup analyses showed that the model fit all groups adequately.

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Birhan, Wohabie, Gebeyehu Shiferaw, Alem Amsalu, Molalign Tamiru, and Haregewoin Tiruye. "Exploring the context of teaching character education to children in preprimary and primary schools." Social Sciences & Humanities Open 4, no. 1 (2021): 100171. http://dx.doi.org/10.1016/j.ssaho.2021.100171.

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Canazza, Sergio, and Gian Luca Foresti. "A Multimodal Learning System for Individuals with Sensorial, Neuropsychological, and Relational Impairments." Journal of Sensors 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/564864.

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This paper presents a system for an interactive multimodal environment able (i) to train the listening comprehension in various populations of pupils, both Italian and immigrants, having different disabilities and (ii) to assess speech production and discrimination. The proposed system is the result of a research project focused on pupils with sensorial, neuropsychological, and relational impairments. The project involves innovative technological systems that the users (speech terabits psychologists and preprimary and primary schools teachers) could adopt for training and assessment of language and speech. Because the system is used in a real scenario (the Italian schools are often affected by poor funding for education and teachers without informatics skills), the guidelines adopted are low-cost technology; usability; customizable system; robustness.

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20

Edelholm, Elisabet Sjöstedt. "En rapport från danspedagogens perspektiv." Nordic Journal of Dance 1, no. 1 (December 1, 2010): 12–15. http://dx.doi.org/10.2478/njd-2010-0003.

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Abstract This article is about the first part of the artistic development research project called “Hoppsa Universum”. It was carried out in collaboration with the choreographer Anna Källblad 2006-2008. Ninety children from preprimary schools participated by taking part in dance- and movement sessions at the University College of Dance in Stockholm. After the sessions they were interviewed and the results were: The children enjoyed dancing and thought it was fun and felt good about dancing The children preferred running and other loco motor movements The observations were videotaped and analyzed and the result gave new movements ideas as the children performed their own ideas without any instructions. The importance of exploration and improvisation within the class and within the learning process proved to be essential.

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Shavega, Theresia Julius, Cathy van Tuijl, and Daniel Brugman. "Teachersʼ Perception of Childrenʼs Behavioral Adjustment in Tanzanian Preprimary Schools and Their Relationship to Teachersʼ Cultural Beliefs Regarding Obedience, Cooperation, and Play." Infants & Young Children 28, no. 1 (2015): 88–108. http://dx.doi.org/10.1097/iyc.0000000000000026.

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22

Jena, SunilKumar, and Biswabhusan Mohanty. "Preprimary stress questionnaire: A tool to assess stress in preprimary school students." International Journal of Educational and Psychological Researches, 2016, 0. http://dx.doi.org/10.4103/2395-2296.179083.

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23

Crouch, Luis, Katherine King, Anna Olefir, Hiroshi Saeki, and Tanya Savrimootoo. "Correction to: Taking Preprimary Programs to Scale in Developing Countries: Multi-source Evidence to Improve Primary School Completion Rates." International Journal of Early Childhood, October 14, 2020. http://dx.doi.org/10.1007/s13158-020-00274-4.

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Bharati, Vijay. "IMPACT OF IN-SERVICE TRAINING IN CLASSROOM TEACHING IN PREPRIMARY SCHOOL." GLOBAL JOURNAL FOR RESEARCH ANALYSIS, March 15, 2021, 58. http://dx.doi.org/10.36106/8509007.

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In- service training is important in classroom teaching in pre-primary school as a tool for professional development and to enhance their knowledge and quality of teaching and learning. If the teacher is welltrained then only, he/she will be able to handle the students properly as students at pre-primary level require extra attention, skills, knowledge and patience of teachers. In- service training programmes are refresher courses, workshops, conferences, study groups, experimental schools. In- service training increase the staff motivation, self-condence, attitude, knowledge and communication. The effectiveness of the inservice training is inuenced by the role of administrator, teacher’s attitude, need of analysis and strategies used in the training program.

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Kipkoech, Kosilei John, Viviline Ngeno, and Dr Syallow Cajertane Makero. "Relationship between headteachers’ supervision of teaching and learning materials utilization and learners’ performance in activity areas in public pre-primary schools in Narok county." Global Journal of Educational Research 19, no. 1 (July 1, 2020). http://dx.doi.org/10.4314/gjedr.v19i1.12.

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The role of headteachers in the supervision of teaching and learning materials utilization even though widely studied has not been explored in regard to its influence on learners’ performance in public preprimary Schools. The study’s aim was to examine the relationship between headteachers’ supervision of teaching and learning materials utilization on learners’ performance in activity areas in public preprimary schools in Narok County. The study was informed by the Education Production Theory by Hanushek (1995) and Cognitive Load Theory by John Sweller (1988). Convergent Mixed Method design was used as it enables the researcher to handle both qualitative and quantitative data that were collected. The target population was 735 pre-primary schools, 735 Headteachers, 1470 pre-school teachers, 30 ECD Coordinators, and 6 Quality Assurance Standards Officers. The sample size comprised of 85 pre-primary schools, 85 head teachers, 85 pre-primary teachers from public preprimary schools, 6 Quality Assurance and Standards Officers and 9 ECD Coordinators. Purposive sampling was used in the selection of headteachers, while the sample for teachers, ECD Coordinators, and Quality Assurance Standards Officers was selected using simple random sampling technique. The researcher used questionnaires, Interview schedule, Center Performance Assessment Tool, and Center Observation Checklist as the main tools for collecting data. The researcher used qualitative and quantitative approaches to analyzing data. This assisted the researcher to summarize data for easy analysis. Regression Analysis was used to test the hypotheses. The results show that headteachers’ supervision of teaching and learning materials utilization had a statistically significant influence on learners’ performance in activity areas. Keywords: Headteachers’ Supervision of Teaching and Learning Materials Utilization, Learners’ Performance, Activity Areas, Pre-schools, Pre-Primary Schools

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Kazlauskiene, Ausra, and Ramute Gaučaite. "Informing The Society About Preschool And Preprimary Education – Education Policy Implementation In Lithuania." Social and Natural Sciences Journal 4 (April 10, 2012). http://dx.doi.org/10.12955/snsj.v4i0.292.

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Modern society also distinguishes itself by a large information flow that has to be selected according to one’s needs. A considerable number of researches proved that the spread of information about education is insufficiently efficient, so far the society is too little informed, and there is a lack of information about provided preschool and preprimary education services, in rural areas in particular. Therefore, parents, teachers and other groups of the society, which are either directly or indirectly related to preschool education, cannot use the opportunities provided by this link of education if they are not informed. For this reason it is important to analyse main documents on education of theRepublicofLithuania, to investigate the situation of informing the society about preschool and preprimary education in education policy implementation. The article is based on the content analysis, which generalizes the documents on education policy that regulate informing of the society about preschool and preprimary education inLithuania.The analysis of the documents on education of the Republic of Lithuania demonstrated that, informing about preschool and preprimary education, focal attention is paid to the target groups that directly participate in the child’s education processes – parents/foster parents and the staff of the education system. Only the context enables us to presume what information is forwarded to other groups of the society that indirectly participate in children’s education processes. Such situation may be influenced by the approach consolidated in the documents on education of theRepublicofLithuaniaabout preschool education as an intermediate, transitional link between the family and the school; it is sought “to prove parents and the society the efficiency and necessity of qualified children’s education”. It is likely that the lack of systematic attitude towards informing various societal groups as potential social partners about children’s education and care at the legal level will limit the possibilities both of practical creation of the informing system and its functioning.

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Bastos, Paulo, Nicolas Luis Bottan, and Julian Cristia. "Access to Preprimary Education and Progression in Primary School: Evidence from Rural Guatemala." SSRN Electronic Journal, 2012. http://dx.doi.org/10.2139/ssrn.2234317.

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Willoughby, Michael T., Benjamin Piper, Katherine Merseth King, Tabitha Nduku, Catherine Henny, and Sarah Zimmermann. "Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya." Frontiers in Psychology 12 (March 11, 2021). http://dx.doi.org/10.3389/fpsyg.2021.633049.

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This study adapted and tested the efficacy of the Red-Light Purple-Light (RLPL) games for improving executive function (EF) skills in preprimary classrooms in Nairobi, Kenya. A cluster randomized controlled trial was used to evaluate the efficacy of the adapted RLPL intervention. Specifically, 24 centers (including 48 classrooms) were randomized to the RLPL or a wait-list control condition. Consistent with previous studies, participating classrooms delivered 16 lessons across an 8-week intervention period. A total of 479 children were recruited into the study. After exclusions based on child age and data quality, 451 and 404 children (90% retention) had completed computerized assessments of EF skills at pre- and posttest assessments, respectively. Children in the RLPL centers did not demonstrate any improvements in EF skills relative to their peers in the wait-list control condition (Cohen’s ds = −0.14 to 0.03, all ps > 0.20). Exploratory tests of moderators (language of assessment, grade, school type, baseline ability) were also all null. Results are discussed with respect to measurement limitations and contextual factors that may explain the null results of RLPL on EF skills in young children in Kenya.

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McCoy, Dana C., Jorge Cuartas, Jere Behrman, Claudia Cappa, Jody Heymann, Florencia López Bóo, Chunling Lu, et al. "Global estimates of the implications of COVID‐19‐related preprimary school closures for children’s instructional access, development, learning, and economic wellbeing." Child Development, August 25, 2021. http://dx.doi.org/10.1111/cdev.13658.

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30

Mollajani, Raheleh, Seyed Saeid Taghavi, Agha Fatemeh Hosseini, Mona Frahadi, Mana Jameie, Melika Jameie, and Seyed Behnamedin Jameie. "Simultaneous use of sensory stimulation and motor exercise improves the manual skills of educable children with mental retardation at preprimary and primary school levels." Medical Journal of The Islamic Republic of Iran, October 30, 2019. http://dx.doi.org/10.47176/mjiri.33.148.

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31

Goyal, J. K., Pratima Daipuria, and Somya Jain. "An Alternative Structure of Delivering Management Education in India." Journal of Educational Technology Systems, October 8, 2020, 004723952095861. http://dx.doi.org/10.1177/0047239520958612.

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The coronavirus pandemic has adversely affected all sectors globally including the education sector. Education institutes across all levels (preprimary, primary, secondary, and higher education) have closed in 188 countries across the globe. Prolonged closure of colleges and schools has forced the educational sector to adopt the online mode of teaching. But one question that is bothering most of the academicians is: Can this online mode of teaching standalone in the long run? To answer this question, our article has proposed an alternative model of delivering education in the time of crisis. This article also helps to explore and compare different modes of course delivery. It also tries to compare and contrast different modes of education through Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis. This article limits its analysis to management education only. An in-depth systematic review from various research papers, articles, cases was done for this article to suggest the model. We found that the management education in India needs a paradigm shift in design, delivery, and assessment and as has been the trend, the trend-setter has to be the faculty in association with the learner. The article recommends that the college administration and faculties should design curriculum in such a system which is more practice-oriented, has more interning hours and where theory gets tested and tried in the field.

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