Relevant bibliographies by topics / Preschool Concepts

Contents

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

Academic literature on the topic 'Preschool Concepts'

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

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Journal articles on the topic "Preschool Concepts"

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Bose, Kabita, and Grace Seetso. "Science and mathematics teaching through local games in preschools of Botswana." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i2.453.

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This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.
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Maxim, George W. "Developing Preschool Mathematical Concepts." Arithmetic Teacher 37, no. 4 (December 1989): 36–41. http://dx.doi.org/10.5951/at.37.4.0036.

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Little Jeffrey places one block on top of two others as he busily constructs an elaborate block city. Although he is only two-and-one-half years old. Jeffrey understands that he has just made a “bigger” building by adding one block to two others. He understands this idea even though he does not yet know how to use the terms one. two, and three. But, by acting on his environment. Jeffrey is encountering the basic ideas that will gradually evolve into more sophisticated mathematics concepts. Only after repeated experiences of this type can Jeffrey develop the logical thinking skills necessary to express in words what has happened to his block structure.
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LEDER, GILAH C. "NUMBER CONCEPTS OF PRESCHOOL CHILDREN." Perceptual and Motor Skills 69, no. 3 (December 1989): 1048–50. http://dx.doi.org/10.2466/pms.1989.69.3.1048.

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Sharma, Neeru, Sumati Vaid, and Rishta Dhawan. "Parental Concepts About Preschool Education." Anthropologist 6, no. 3 (July 2004): 201–8. http://dx.doi.org/10.1080/09720073.2004.11890855.

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Leder, Gilah C. "Number Concepts of Preschool Children." Perceptual and Motor Skills 69, no. 3-1 (December 1989): 1048–50. http://dx.doi.org/10.1177/00315125890693-162.

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Using the format of the tin game described by Hughes in 1986, this study investigated the extent and variety of written representations of small numbers of objects used spontaneously and meaningfully by a sample of 39 preschool children.
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Kaur, Jasleen, and Anupam Sharma. "Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children." SAGE Open 11, no. 3 (July 2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031873.

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The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.
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Ärlemalm-Hagsér, Eva, and Bodil Sundberg. "Naturmöten och källsortering - En kvantitativ studie om lärande för hållbar utveckling i förskolan." Nordic Studies in Science Education 12, no. 2 (September 23, 2016): 140–56. http://dx.doi.org/10.5617/nordina.1107.

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This Swedish quantitative study aims to fill a research gap concerning how preschool teachers understand and work with education for sustainable development. Empirical data were collected in a questionnaire distributed to 187 Swedish preschools. The questionnaires consisted of 13 multiple choice questions and five open ended questions exploring how the preschool teachers interpret education for sustainable development and environmental education both as concepts and in practice. Both education for sustainable development and environmental education were mainly associated with nature experiences, recycling and reuse of resources. Descriptions reflecting the economic and social aspects of sustainable development were mainly missing. These views were reflected in the types of activities the children were afforded. Preschools supported by in-service training had a broader understanding of the concept and worked more actively with environmental and sustainability issues with the children. This suggests the need for support for providing children with quality education about sustainability issues.
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Cassidy, Kimberly Wright, Lorraine V. Ball, Mary T. Rourke, Rebecca Stetson Werner, Norah Feeny, June Y. Chu, Donna J. Lutz, and Alexis Perkins. "Theory of mind concepts in children's literature." Applied Psycholinguistics 19, no. 3 (July 1998): 463–70. http://dx.doi.org/10.1017/s0142716400010274.

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ABSTRACTThis study examined whether books that are typically read to preschool children contain theory of mind concepts. The parents of 47 preschool children recorded books read by or to their child over a one-week period. The books were analyzed for theory of mind content. It was found that 78% of the books contained internal state language, 34% contained false beliefs, and 43% contained personality descriptors. Thus, theory of mind concepts appear to be an integral part of the literature read to preschool children. These results are discussed in light of recent work on individual differences in theory of mind development.
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Dillon, Moira R., Harini Kannan, Joshua T. Dean, Elizabeth S. Spelke, and Esther Duflo. "Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics." Science 357, no. 6346 (July 6, 2017): 47–55. http://dx.doi.org/10.1126/science.aal4724.

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Many poor children are underprepared for demanding primary school curricula. Research in cognitive science suggests that school achievement could be improved by preschool pedagogy in which numerate adults engage children’s spontaneous, nonsymbolic mathematical concepts. To test this suggestion, we designed and evaluated a game-based preschool curriculum intended to exercise children’s emerging skills in number and geometry. In a randomized field experiment with 1540 children (average age 4.9 years) in 214 Indian preschools, 4 months of math game play yielded marked and enduring improvement on the exercised intuitive abilities, relative to no-treatment and active control conditions. Math-trained children also showed immediate gains on symbolic mathematical skills but displayed no advantage in subsequent learning of the language and concepts of school mathematics.
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Yurt Tarakçı, Özlem, Sadiye Keleş, and Esra Betül Kölemen. "PRESCHOOL TEACHERS’ SCIENCE TALKS DURING PICTURE STORYBOOK TELLING." Journal of Baltic Science Education 19, no. 6 (December 5, 2020): 940–53. http://dx.doi.org/10.33225/jbse/20.19.940.

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The aim of this research was to analyze preschool teachers’ types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers. Keywords: light concept, science teaching, storytelling, preschool teachers
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Dissertations / Theses on the topic "Preschool Concepts"

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Johnson, Cassandra. "Concepts About Print and Literacy Skill Acquisition of Preschool Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1359.

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Choosing the most effective method of teaching literacy acquisition that will improve student achievement is a challenge for many early childhood educators. The problem is the target school district where this study took place did not have a curriculum for preschool teachers to use that provided reading instruction. The purpose of this causal comparative study was to explore the relationship between Concepts About Print (CAP) scores of preschool students who received direct CAP instruction and those who received indirect instruction through indirect reading and writing activities. Guided by Marie Clay's theory, which concludes that reading difficulties among beginning readers stem from a lack of attention to print concepts, this study examined students' knowledge of print conventions. A comparative research design compared pre- and post-test scores on the CAP assessment. An analysis of covariance with the pretest as the covariate was also performed in this study. Results revealed that students who were taught print concepts directly scored higher on the CAP assessment than did the students who were taught indirectly. Research findings from this study could aid administrators in the target school district with developing a technique to teach reading for preschool teachers on the local level, which will lead to social change by providing each preschool student with the strong literacy foundation needed to ensure later school success. Lifelong readers can begin in preschool.
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Ellis, Stacy Michelle. "Supporting social concepts in the preschool play environment perspectives on teacher decision making /." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0023845.

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Nichols, Annemarie. "Utilizing music to teach basic spatial concepts to preschool children the impact on acquisition /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/380.

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Galvez, Valla Elizabeth. "THE EFFECTS ON PRESCHOOL CHILDREN'S DEVELOPMENT OF NUMBER CONCEPTS: MICROCOMPUTER VS. CONVENTIONAL TECHNIQUES (COMPUTERS)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/291713.

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Ayob, Sameera. "Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60959.

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In this study, the experiences of six-year-old preschool learners in a structured movement educational assessment activity are explored. This qualitative study focused on the role of structured movement educational assessment activities in preschool learners, and assessed the way in which movement as a medium in a structured movement educational assessment activity supports learners understanding of numeracy and literacy concepts. A case study design was utilised to gather information about the experiences of the preschool learners during the activities, as well as the class teacher who facilitated the sessions. Data was collected by means of semi-structured interview, non-participant observations, a research journal, observation sheets, reflection notes, document analysis (worksheets of learners) and visual data (photographs). Thematic data analysis was applied to the gathered data, and various themes and sub-themes were identified. These were confirmed by the participants before the completion of the study. The study adhered to the norms, values and principles of qualitative research, which entailed dealing professionally with aspects related to the different modalities of data. Further principles, namely that of informed consent, confidentiality, protection from harm, trustworthiness and anonymity, privacy and empowerment, caring and fairness were also adhered to (McMillan, & Schumacher, 2010). This study found that the value of structured movement educational assessment activities strongly create positive outcomes associated with preschool learners in terms of their social and cognitive development. Furthermore, when preschool learners are physically involved in movement activities, they engage in tasks of listening, seeing, and doing, and practical application of concepts of numeracy and literacy. The finding further suggests that the value of assessing the preschool learners qualitatively during practical activities seemed favourable, as underlying conceptual knowledge of numeracy and literacy difficulties, as well as poor motor skill acquisition, were identified during the structured movement activities.
Dissertation (MEd)--University of Pretoria, 2016.
Educational Psychology
MEd
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Chang, Li-chun. "The development of racial attitudes and self-concepts of Taiwanese preschoolers /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Frank, Susan Thomas. "The Use of Explicit, Non-Evocative Print Referencing with Preschool Children At-Risk: Implications for Increasing Print Concept Knowledge." UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/17.

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The purpose of this research study was to investigate the learning of print concepts (PCs) by preschool children at risk for literacy problems using an experimental treatment: explicit, non-evocative print referencing. Children from low socio-economic status (SES) families have been determined to be at-risk for literacy learning problems including a reduced knowledge of print concepts. The study incorporated a multiple group (experimental and control) time series design with persistent insertion of treatment to those subjects who were assigned to the experimental condition. Participants included 25 children at-risk, ages 4:0- 4:11 (years: months) who qualified for pre-school services and for subsidized childcare (low SES). Participants received eligibility pre-testing and a standardized test of print concept knowledge (PCK).The children were randomly assigned to the experimental or control condition. Children in the experimental condition received three treatment sequences of two illustrated story books read to them each day for three days with the adult reader using the experimental treatment of verbal descriptions and gestures to point out PCs. At the end of each treatment sequence the children were tested for PCK. This intermittent testing helped determine which concepts were learned using this treatment and at what level of dosage of the treatment. Children in the control condition were periodically tested for their PCK and only receive the “business as usual” class room references to print. Results of data analysis indicated a significant increase in the learning of print concepts by the children enrolled in the experimental condition compared to those in the control condition and suggested that some print concepts were more easily learned using this intervention than others.
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Brown, John F. "The acquisition of number concepts : the role of the representational number line in the development of numerical cognition on preschool children." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508051.

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Susanna, Andersson, and Hanne Pettersson. "Systematiskt kvalitetsarbete - Ett verktyg för en likvärdig förskola? : En kvalitativ studie om hur systematiskt kvalitetsarbete kan användas som verktyg i sträva mot en likvärdig förskola, ur förskollärare och rektorers perspektiv." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46084.

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This study sheds light on preschool teacher’s and principal’s view and practice of how systematic quality work affects the equality in preschools. In January 2020, the convention on the rights of a child became part of Swedish law, which strengthened children’s rights in the Swedish society and childcare. The preschool’s current curriculum states that all children have the right to equivalent preschool education. In order to advance towards fulfilling this objective, the application of SKA is utilized as a means to monitor quality and ensure development. Our purpose with this study is to examine preschool teachers and assistant principal’s perception of systematic quality work in relation to equivalent preschool education along with the work of equal treatment - which is practiced within preschools. We will also define how they experience their opportunities within this matter. We mean to further examine how the convention on the right of a child’s integration in Swedish law affects the work of preschool staff. The desired outcome of this research study is for it to contribute to a more profound development of practices in preschool education. This qualitative study was supported by arranging interviews, involving four preschool teachers along with two assistant principals. When we compiled our data, we were able to draw a connection between the participant’s interpretation of the concept of equality and quality within preschools.  In summary, we see a connection in children being deprived of their right to equality within the preschool and surrounding factors, which explains this finding. In our compiled data, there is seemingly a diversity in how concepts are perceived among the principles within the preschool organisation. Apparently, various structural frame factors also had a significant impact on the preschool’s equality. In our findings it appeared so that teachers' approach towards children’s different needs and prerequisites was vital to work supportively for children’s right to equality in preschools, which in turn also affects the quality of the preschool itself.
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Alves, Maria Madalena Martins. "Ideias e conhecimentos sobre os objectivos e natureza da linguagem escrita de crianças sem educação pré-escolar à entrada para a escola." Master's thesis, Instituto Superior de Psicologia Aplicada, 1998. http://hdl.handle.net/10400.12/300.

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Books on the topic "Preschool Concepts"

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Corporation, Psychological, ed. Boehm-3 preschool: Boehm Test of Basic Concepts. 3rd ed. [San Antonio, Texas]: Psychological Corp., 2001.

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Leushina, A. M. The development of elementary mathematical concepts in preschool children. Edited by Steffe Leslie P. Reston, Va: National Council of Teachers of Mathematics, 1991.

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Kelly, McMahon, ed. Ready to learn: Introduce your child to basic concepts. Torrance, Calif: Totline Publications, 1997.

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Manthey, Cynthia M. Pre-K math: Concepts from global sources. Atlanta: Humanics Learning, 1996.

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Silver, Donald M. Adorable wearables that teach early concepts. New York: Scholastic Professional, 2002.

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Schiller, Pamela Byrne. The complete resource book for toddlers and twos: Over 2000 activities for enriching language and developing skills and concepts. Beltsville, MD: Gryphon House, 2003.

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Bittinger, Gayle. Teaching snacks: Teaching basic concepts & skills through cooking. Everett, Wash: Warren Pub. House, 1994.

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Weiss, Nicki. Guess what!: Drawing conclusions. [Mahwah, N.J.]: Troll Associates, 1992.

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Mayer, Marianna. The Brambleberrys animal book of big & small shapes. Honesdale, Pa: Bell Books, 1987.

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ill, Pratt Pierre, ed. Pete's puddles. New York: Zero to Ten Ltd., 1998.

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Book chapters on the topic "Preschool Concepts"

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Levenson, Esther, Dina Tirosh, and Pessia Tsamir. "Theories and Research Related to Concept Formation in Geometry." In Preschool Geometry, 3–18. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_1.

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Levenson, Esther, Dina Tirosh, and Pessia Tsamir. "What does it Mean for Preschool Children to Know that a Shape is a Triangle? Building Concept Images in Line with Concept Definitions." In Preschool Geometry, 19–36. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_2.

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Levenson, Esther, Dina Tirosh, and Pessia Tsamir. "The Case of Circles – When the Concept Definition is Inappropriate for the age of the Children." In Preschool Geometry, 37–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_3.

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Somsanith, Phouangkham, and Richard Noonan. "Preschool and Primary Education." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 63–86. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_3.

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Maffei, Anthony C., and Teresa M. Hauck. "Chapter 6 The Concept of Number." In Purposeful Play with Your Preschooler, 33–39. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-6385-7_6.

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Xiao, Yiqi, and Chenhan Jiang. "Conceptual Change in Preschool Science Education: Evaluating a Serious Game Designed with Image Schemas for Teaching Sound Concept." In Lecture Notes in Computer Science, 503–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50164-8_37.

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Faas, Stefan, and Sabrina Dahlheimer. "Quality Monitoring in Day Care Centers and Preschools: Discourses, Concepts and Experiences from German Early Childhood Education and Care." In Quality Improvement in Early Childhood Education, 163–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73182-3_9.

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Gu, Zhuolin, Wenyuan Ling, Bo Liu, and Zhao Liu. "“Let There Be Light”: Evaluating a Serious Game Using Image Schemas for Teaching Preschool Children Scientific Concept and Developing Their Creativity." In Learning and Collaboration Technologies: Games and Virtual Environments for Learning, 31–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_3.

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Vorkapić, Sanja Tatalović, Lidija Vujičić, and Renata Čepić. "Preschool Teacher Identity." In Professional Development and Workplace Learning, 1914–42. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch105.

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The teaching process cannot be simplified to definitions of the best teachers as those possessing certain desirable teaching behaviours and skills (Katz, 2002). Although there are numerous factors that significantly influence learning and teaching, one might agree that specific teaching roles dominantly determine the quality of preschool teaching processes and learning outcomes. Furthermore, two equally important dimensions that characterize teaching roles, as linked with concepts of identity, are professional and personal dimensions. Therefore, one might be wondering: Who are contemporary preschool teachers? How do they define their self and identity? What determines identity that preschool teachers describe as theirs? Consequently, how do these identities influence the quality of process of early and preschool care and education? Answering these questions is no easy task since the concept of identity is defined in various ways in the more general literature (Beijaard, Meijer, & Verloop, 2004). This chapter is focused on an analysis of preschool teacher identity from three specific aspects. First, since all identity models emphasize the cultural context within which preschool teachers' identity develops and its crucial role, contemporary changes in preschool teacher roles and a new study program called Early and Preschool Teacher Education and Care are analysed in the Croatian context. Secondly, in order to follow contemporary literature, theoretical models of identity are presented. Afterwards, based on such models, the personality traits and temperament of research participants are analysed within the context of preschool teacher identity. Finally, the chapter's third section analyses preschool teachers' values, motives, and narratives.
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Polynskaia, Irina Nikolaevna. "Psychological and Pedagogic Characteristic of Older Preschool Children." In Topical Issues of Pedagogy and Psychology, 145–56. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97827.

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This paper presents the psychological and pedagogical characteristics of the development of older preschool children. The main periods and factors influencing the formation of the child's personality are described. These include the main activities of a preschooler – play, work, creative work, educational activities. Such concepts as speech, folklore, literature, music, visual activity, theatrical events that influence the development and formation of stable psychological characteristics of a child's personality are substantiated.
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Conference papers on the topic "Preschool Concepts"

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Klim-Klimaszewska, Anna, and Stanisława Nazaruk. "IMPLEMENTATION OF GEOMETRICAL CONCEPTS IN KINDERGARTEN." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.61.

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The core curriculum of preschool education stipulates that the child that is prepared to study Mathematics in school can distinguish between basic geometric figures (circles, squares, triangles, rectangles). Nevertheless, a review of the records of student training in preschool revealed that there were no geometry-related subjects in any of them. Therefore, it was decided to further investigate whether it was the teachers who did not implement geometrical concepts or just the students, who had no opportunity to observe or conduct classes in the field. In addition, if the latter was the case, the analysis was to include the extent to which teachers implement geometric concepts. Keywords: geometry teaching, preschool education, child development.
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Clabaugh, Caitlyn, Gisele Ragusa, Fei Sha, and Maja Mataric. "Designing a socially assistive robot for personalized number concepts learning in preschool children." In 2015 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2015. http://dx.doi.org/10.1109/devlrn.2015.7346164.

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Gordon, Michal, Eileen Rivera, Edith Ackermann, and Cynthia Breazeal. "Designing a relational social robot toolkit for preschool children to explore computational concepts." In IDC '15: Interaction Design and Children. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2771839.2771915.

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Carbajal, Marleny Luque, and M. Cecília Baranauskas. "Exploring and Evaluating "TaPrEC+mBot" Environment with Preschool Children." In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.521.

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Contact with programming has a positive impact on the development of cognitive and socio-emotional skills in children. However, programming can be a challenging activity for young children. There are many studies that suggest that tangible environments can engage children to explore basic programming concepts more easily. In this paper, we present results obtained during a Case Study conducted to introduce preschool children into programming through TaPrEC+mBot, an environment that allows to program a robot car by arranging wooden programming blocks. The results suggest that our environment is attractive and interesting for young children, although it still needs to adjust labeling programming blocks in order to facilitate their learning in early childhood settings.
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Renuka, C., N. Swapna, P. V. Bhavana, Lakshmi Prabha, and Ajish K. Abraham. "Touch Screen: An interactive platform to learn arithmetic concepts for hearing impaired children attending preschool: Case Study." In 2019 1st International Conference on Advances in Information Technology (ICAIT). IEEE, 2019. http://dx.doi.org/10.1109/icait47043.2019.8987275.

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Martinez, Cecilia, Marcos J. Gomez, and Luciana Benotti. "A Comparison of Preschool and Elementary School Children Learning Computer Science Concepts through a Multilanguage Robot Programming Platform." In ITICSE '15: Innovation and Technology in Computer Science Education Conference 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2729094.2742599.

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Molodnyakova, A. V. "Innovative technology three-dimensional modeling in the digital environment ligrogame for the development of the natural – Mathematical concepts in preschool children." In PHYSICS, TECHNOLOGIES AND INNOVATION (PTI-2019): Proceedings of the VI International Young Researchers’ Conference. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5134289.

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Ivanova, Veneta. "CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.178.

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This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.
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9

Ivanova, Veneta. "CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.16.

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Abstract:
This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.
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10

Vidulin, Sabina. "MUSIC TEACHING AND LISTENING TO ART MUSIC IN THE FUNCTION OF STUDENTS’ HOLISTIC DEVELOPMENT." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.391v.

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Music is a part of a child’s everyday life. In family and in preschool institutions, its function is different from the one in school. Music teaching influences the overall students’ development, which can be seen from a pedagogical and artistic perspective. It is aimed at acquiring knowledge and developing students’ skills in the field of art; it encourages aesthetic education, but also the preservation of historical and cultural heritage. The domain in which this is mostly realized is listening to music and music understanding. With the intention of bringing art music closer to children and young people, its more intense experiencing and understanding, the paper points to the necessity for an interdisciplinary and correlative relationship of music with other subjects, but also musical activities with each other. Since the author intends to indicate the importance of creating new didactical strategies for music teaching lessons, the Stage-English-Music concepts, the Listening to Music-Music Making model and the Cognitive-emotional approach to listening to music are briefly described. These strategies for the improvement of music listening are based on an interdisciplinary and intradisciplinary approach, depending on whether they include extracurricular activities in the work (e.g. English and drama education), or the work is carried out within musical activities such as singing, playing, or dancing with musicologically, but also humanistically oriented outcomes. Practice and research indicate that in addition to acquiring musical knowledge and developing musical skills, multimodal approaches affect students’ holistic development.
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Reports on the topic "Preschool Concepts"

1

Lindstrom, Roland. Using Eriksonian concepts in observing developmental levels in two groups of preschool children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.323.

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