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1
Guo, Karen, and Kiyomi Kuramochi. "Inside the Learning Assemblage: Japanese Parents’ Views of Children’s Learning and Future Possibilities." International Journal of Education 11, no. 2 (June 7, 2019): 108. http://dx.doi.org/10.5296/ije.v11i2.14771.
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In Japan, as in many other countries, young children’s learning is subject to two major experiences: experience at home and experience in preschool. These experiences constitute the basis on which to formulate understandings about children’s future possibilities. The aim of this study is twofold: to navigate Japanese preschool children’s learning experiences and future possibilities in their families and preschools, as perceived by Japanese parents; and to discuss how learning is imbued in various distinct and interrelated elements of the home and preschool contexts. The study analyses children’s learning through questionnaires of preschool parents in Tokyo and the observations of parent-child and parent-teacher interactions in the preschools. Following from Deleuze and Guattari’s assemblage theory, children’s learning is positioned within a dynamic assemblage of stable, fluid and transformative forces that leads to particular experiences and becomings. Placing parents’ views at the centre of analysis of their children’s learning, the study shows how they conceptualized children’s experiences and their becomings as-and-in children’s learning assemblages.
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Leung, Cynthia, Sandra Tsang, and Cyrus Lo. "Evaluation of Parent and Child Enhancement (PACE) Program." Research on Social Work Practice 27, no. 1 (August 3, 2016): 19–35. http://dx.doi.org/10.1177/1049731515578882.
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Objective: This study examined the efficacy of the Parent and Child Enhancement (PACE) program on child learning, child behavior problems, and parental stress, using randomized controlled trial design, in social services centers. Methods: Eligibility criteria were (1) children aged 2 years at program commencement, (2) low-income, new immigrant, or single-parent families, and (3) parent–child dyads being Hong Kong residents. Intervention group dyads were offered the PACE program (40 two-hour sessions on child learning and parenting). Primary outcomes included child preschool concepts, child behavior problems, and parental stress. Participants were randomly assigned to intervention (76 dyads) and control group (73 dyads) using a random number table, without blinding. Results: Intention-to-treat analysis with 149 dyads indicated improvement in child preschool concepts, decrease in child behavior problems and parental stress in the intervention group, compared with the control group ( d = 0.12–0.73). Conclusions: The results provided evidence for the efficacy of the PACE program.
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Aukrust, Vibeke G., Carolyn Pope Edwards, Asiye Kumru, Lisa Knoche, and Misuk Kim. "Young children’s close relationships outside the family: Parental ethnotheories in four communities in Norway, United States, Turkey, and Korea." International Journal of Behavioral Development 27, no. 6 (November 2003): 481–94. http://dx.doi.org/10.1080/01650250344000109.
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Parents, preschools, and schools in different cultures vary greatly in the extent to which children are encouraged to develop long-term relationships with people outside the family circle—peers and teachers. In contemporary societies, parents face complex choices as they bridge children’s transitions to a wider world. This exploratory cross-cultural study used a newly developed questionnaire, Parental Concerns for Preschool Children Survey, to assess parental beliefs, values, and judgments. The sample included 521 parents from four cities: Oslo, Norway; Lincoln (Nebraska), United States; Ankara, Turkey; Seoul, Korea. Strong cultural community differences were found in parental descriptions of their own child’s friendships and beliefs about the needs of young children in general for close and continuing relationships in preschool and primary. The findings suggest the following conclusions, for example: Oslo parents favoured the value of long-term continuity with peers and teachers; Lincoln parents had a more academic than relational focus to school and wanted their children to deal successfully with (new) teachers in different settings; Ankara parents (an upwardly mobile sample) were low in reporting their child’s friendships at preschool but valued parent–teacher and child–child relationships there; Seoul parents (oriented to education as a means to economic success) favoured their children having quality learning experiences and close peer relationships in preschool.
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Leung, Cynthia, Sandra Tsang, and H. W. Kwan. "Efficacy of a Universal Parent Training Program (HOPE-20)." Research on Social Work Practice 27, no. 5 (July 17, 2015): 523–37. http://dx.doi.org/10.1177/1049731515593810.
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Objective: This study examined the efficacy of Hands-On Parent Empowerment-20 (HOPE-20) program. Methods: Eligible participants were parents residing in Hong Kong with target children aged 2 years attending nursery schools. Cluster randomized control trial was adopted, with 10 schools (110 participants) assigned to intervention group and 8 schools (63 participants) to control group using random number table, without blinding of participants. Intervention group attended 20 parent training sessions based on social learning theory. Children were individually assessed on preschool concepts and language skills. Parents completed child behavior and parental stress questionnaires. Results: Intention-to-treat analysis (173 participants and 18 schools) indicated improvement in primary outcomes: child preschool concepts ( d = 0.70, 95% confidence interval [CI]: [0.38, 1.01]) and child behavior problems ( d = 0.67, 95% CI: [0.35, 0.99]), together with language skills ( d = 0.98, 95% CI: [0.65, 1.30]), and parental stress ( d = 0.71, 95% CI: [0.39, 1.02]). Conclusions: The results suggested that HOPE-20 program was beneficial to Chinese families.
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Godwin, Amber J., William H. Rupley, Robert M. Capraro, and Mary Margaret Capraro. "Reading and Mathematics Bound Together: Creating a Home Environment for Preschool Learning." Journal of Education and Learning 5, no. 1 (December 15, 2015): 44. http://dx.doi.org/10.5539/jel.v5n1p44.
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<p>The combination of mathematics and reading in family reading time can positively impact children’s ability to make sense of representations in both mathematics and reading. Four families volunteered to participate in this field based inquiry to learn how to integrate mathematics and reading in parent-supported activities. Four parents and their preschool aged children together attended training sessions to learn and practice how to create a home environment supportive of both reading and mathematics. Each parent completed questionnaires about implementation of the four training sessions with their child. Parent responses were overwhelmingly positive regarding the suggested behaviors for creating a pro-reading/mathematics home environment. Parents reported that the reading and mathematics home instruction activities gave children learning opportunities from combining early mathematics skills and reading skills and they also learned new vocabulary. Home learning activities also helped children learn effortful control skills when reading and talking about mathematics storybooks. There was also rapport building through family conversations that were attributed to parents’ use of instructional activities.</p>
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Arbel, Reout, Inbar Sofri, Einat Elizarov, and Yair Ziv. "Preschool Children’s Social Information Processing Mediates the Link between the Quality of the Parent-Child Relationship and the Child’s Learning Difficulties." International Journal of Environmental Research and Public Health 18, no. 4 (February 18, 2021): 1972. http://dx.doi.org/10.3390/ijerph18041972.
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(1) Background: This study aims to explore children’s social information processing (SIP) as an explanatory mechanism in the link between parent–child relationship and children’s learning difficulties in kindergarten; (2) Methods: The sample included 115 kindergarteners (62 girls; 53 boys; Mage = 68.5 months, SD = 6.04), their parents and the school teacher. Parents reported on relationship quality with the child and teachers reported on children’s learning difficulties and school achievements. Children’s SIP was assessed with the social information processing interview—preschool version (3) Results: Mother and father relationship quality with the child associated with children’s SIP; however, only the father’s but not the mother’s quality of relationship with the child was associated with children’s learning difficulties and school achievements. Children’s SIP mediated this latter link; (4) Conclusions: Parents’ relationship quality with the child and children’s SIP are pertinent factors in children’s learning in the early years. The father–child relationship seems to be a strong determinant of a child’s approach to learning and achievement and may have long lasting effects on children’s mental health.
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Choi, Naya, Sujeong Kang, and Jiyeon Sheo. "Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use." Education Sciences 10, no. 2 (February 13, 2020): 40. http://dx.doi.org/10.3390/educsci10020040.
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In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.
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Huntsinger, Carol S., Paul E. Jose, Fong-Ruey Liaw, and Wei-Di Ching. "Cultural Differences in Early Mathematics Learning: A Comparison of Euro-American, Chinese-American, and Taiwan-Chinese Families." International Journal of Behavioral Development 21, no. 2 (August 1997): 371–88. http://dx.doi.org/10.1080/016502597384929.
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Forty second-generation Euro-American, and 40 Chinese-American children were drawn from well-educated two-parent families in the suburban Chicago area and 40 Chinese children were drawn from a similar population in Taipei, Taiwan (10 preschool girls, 10 preschool boys, 10 kindergarten girls, and 10 kindergarten boys in each group). Chinese-American and Taiwan-Chinese children outperformed Euro-American children on measures of mathematics, spatial relations, and numeral formation. Chinese-American parents gave more formal, direct mathematics instruction, structured their child’s time to a greater degree, and reported more encouragement for mathematics-related activities than did Euro-American parents. A path analysis using Eccles’ (1993) model of academic motivation showed that ethnicity, parents’ child-specific beliefs, and parents’ work-oriented practices directly predicted mathematics-related outcomes.
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Gadaire, Dana M., Christopher C. Henrich, and Matia Finn-Stevenson. "Longitudinal Effects of Parent–Child Interactions on Children’s Social Competence." Research on Social Work Practice 27, no. 7 (February 26, 2016): 767–78. http://dx.doi.org/10.1177/1049731516632592.
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Purpose: This study examined normative change in children’s levels of social competence and parent–child interactions (PCIs) from kindergarten through second grade as well as relations between levels of PCI and children’s social development. Methods: Multiple waves of data were collected from parents and teachers of 379 children ranging in age from 4 to 6½ years. Hierarchical linear modeling was used to estimate change over time in social competence controlling for children’s exposure to early learning programs such as home visiting and preschool programs. Next, frequency of PCI was entered as a time-varying predictor of children’s social competence levels. Results: Results indicated discrepancies between parent and teacher reports of children’s social development. Parents reported normative growth in children’s social competence, whereas teachers reported declines in this area. Parents also reported decreases in PCIs over time. Parent-reported social competence scores were positively associated with levels of PCIs, whereas no significant association was found between teacher-rated social competence scores and levels of PCI. Discussion: These results highlight the importance of viewing children’s social competence as a dynamic variable related to a multitude of individual, familial, and social factors. Findings also emphasize PCIs as a potential target for interventions aimed at enhancing such competence.
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Aminipour, Shima, Ali Asgari, Elaheh Hejazi, and Hans-Günther Roßbach. "Home Learning Environments: A Cross-Cultural Study Between Germany and Iran." Journal of Psychoeducational Assessment 38, no. 4 (June 20, 2018): 411–25. http://dx.doi.org/10.1177/0734282918778465.
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The home learning environment (HLE) index is composed of seven questions regarding educational parent–child interactions. To compare the psychometric characteristics of the six items of HLE index between the two different contexts of Germany and Iran, a sample including 468 preschool children from the National Educational Panel Study (NEPS), Germany, and 465 preschool children from the Longitudinal Study of Iranian Children (LSIC; Growing Up in Iran) were examined. Rasch analysis supports the fitness of the five items of HLE into the model in both countries. However, differential item functioning (DIF) results revealed significant differences between items functioning across the two samples. According to the item difficulty maps, reading to children was the most reported item in the German families, while Iranian parents tended to paint and draw with their children more. While findings support the construct validity and reliability of five of the six items in both samples, different Rasch results may reveal the effects of the cultural dimensions of each country on HLE items.
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O'Toole, Ciara, Rena Lyons, and Catherine Houghton. "A Qualitative Evidence Synthesis of Parental Experiences and Perceptions of Parent–Child Interaction Therapy for Preschool Children With Communication Difficulties." Journal of Speech, Language, and Hearing Research 64, no. 8 (August 9, 2021): 3159–85. http://dx.doi.org/10.1044/2021_jslhr-20-00732.
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Purpose Parent–child interaction therapy refers to a number of interventions mediated by trained parents to treat developmental difficulties, including speech, language, and communication. Understanding the experiences of parents who take part in parent–child interaction therapy is a key aspect of determining how this intervention can be implemented successfully. However, to date, there has been limited work on synthesizing parental views of this intervention. Method We used qualitative evidence synthesis that involved searching the literature for qualitative studies addressing the experiences and perceptions of parent–child interaction therapy for parents of preschool children with communication difficulties. We identified 27 studies (from 32 publications) and synthesized the data using thematic synthesis. We appraised the quality of included studies using Critical Appraisal Skills Programme (CASP) and assessed our confidence in the review findings using GRADE Confidence in the Evidence from Reviews of Qualitative research (CERQual). Results At the beginning of this intervention, parents may have competing demands and varied expectations about the intervention. Their engagement is facilitated when the intervention is tailored to their individual family, their preferences for learning, and when they have a trusting relationship with the clinician. At the end of the intervention, although most parents perceive an improvement in their child's communication and feel empowered to facilitate this, they have concerns about their child's future needs. Conclusions It is important that clinicians explore parents' readiness for this intervention by discussing their needs and preferences openly, and that they facilitate their engagement through a supportive relationship. They also need to consider how parents will transition out of the intervention and continue to support their child's language development. Supplemental Material https://doi.org/10.23641/asha.14978454
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Wicks, Rachelle, Jessica Paynter, and Marleen F. Westerveld. "Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum." Autism 24, no. 6 (February 12, 2020): 1384–99. http://dx.doi.org/10.1177/1362361319900594.
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Visual attention and active engagement during shared book reading are important for facilitating emergent literacy learning during the preschool years. Children on the autism spectrum often show difficulties in language and literacy development, yet research investigating potential indicators of shared book reading engagement, including visual attention and verbal engagement, for this group of preschoolers is currently limited. To better understand the relationship between children’s visual attention and verbal engagement during shared book reading, parent shared book reading behaviors, and children’s emergent literacy skills (e.g. receptive vocabulary and letter-name knowledge), we observed 40 preschoolers on the spectrum and their parents sharing an unfamiliar storybook. Videos of the shared book reading interactions were transcribed and coded for child and parent behaviors using observational coding schemes. Strong significant associations were found between children’s visual attention, verbal engagement, and parents’ use of questions and/or prompts during the shared book reading interaction. Contrary to expectations, children’s visual attention was not related to their emergent literacy skills. Overall, our findings emphasize the interplay between parent behaviors and how preschoolers on the spectrum engage in this important literacy-related context and provide directions for future research. Lay abstract Children who have an autism diagnosis often have trouble learning to talk and read. These difficulties become noticeable before children start school and may be linked to lower attention and engagement in literacy-related activities such as sharing storybooks with their parents. To date, few researchers have looked at possible ways to measure how children on the autism spectrum engage during shared storybook reading, for example, where children look or how much they talk, and how this may be related to their letter-name knowledge and their vocabulary knowledge. In this study, we analyzed videos of 40 preschoolers on the spectrum and their parents sharing an unfamiliar storybook. We wanted to see whether where children looked (i.e. toward the storybook, their parent, or elsewhere) and how much they talked were related to what their parents did (e.g. ask questions or provide prompts) and/or children’s letter-name knowledge and vocabulary. The videos were coded for different child and parent behaviors. We found that where children looked and how much they talked were strongly related to each other and what parents did during the shared book reading interaction, particularly asking questions and using prompts. In contrast to what we expected, where children looked was not related to children’s letter or vocabulary knowledge. Overall, results of the study draw attention to the connection between what parents do and what preschoolers on the spectrum do when sharing storybooks and provide directions for future research.
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Leung, Cynthia, Cynthia Lai, Dustin Lau, Shirley Leung, and Tamis W. Pin. "Effectiveness of a multidisciplinary parent training program for children with developmental disabilities: A single-blind randomized waitlist controlled trial." Journal of Child Health Care 24, no. 4 (October 10, 2019): 560–76. http://dx.doi.org/10.1177/1367493519880447.
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This study aimed to evaluate the effectiveness of a multidisciplinary parent training program, Promoting Holistic Development of Young Kids (Poly Kids), using a single-blind randomized waitlist controlled design. The participants included 218 parents of children with developmental disabilities (DD) (intervention group = 107 and waitlist control group = 111). The primary outcomes were child learning, expressive language, fine and gross motor skills (based on individual assessment by respective blinded professionals), and parental reports of child behavior problems. The parents in the intervention group reported significantly lower child behavior problems ( d = .34), higher child task motivation ( d = .63), and lower parenting stress post-intervention ( d = .25), while the children in the intervention group produced significantly more words post-intervention ( d = .82). McNemar test results were significant for movement out of the clinical range in child behavior problems and cognitive skills in the intervention group, but not the control group. The results provided initial evidence on the effectiveness of this train-the-trainer program in supporting families with preschool children with DD in terms of child behavior problems, expressive language, cognitive skills, task motivation, and parenting stress.
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Hendricks, Karin S., and Madeline G. Bucci. "‘Everyone is always learning’: Case study of a Suzuki-inspired preschool." International Journal of Music in Early Childhood 14, no. 1 (June 1, 2019): 89–109. http://dx.doi.org/10.1386/ijmec.14.1.89_1.
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The Suzuki violin method was originally envisioned as a universal approach to talent education, applicable to any field. Currently, however, the approach is limited primarily to music learning settings, with only a few exceptions in general education. The purpose of this study was to observe the activities and teacher–child interactions in one preschool in which the Suzuki philosophy was implemented for general education in a holistic manner. We further considered how the co-equal integration of music with other educational content might be applicable in formal early childhood learning settings. Data collection included (1) observations of lessons and social interactions between students, teachers and administrators; (2) interviews with administrators and teachers and (3) review of preschool-related artefacts. We coded and analysed data according to five tenets of the Suzuki approach (i.e. every child can learn, group-based instruction, parent involvement, sensitive listening, prioritizing personal character over ability). Findings highlight specific ways in which teachers and administrators interpreted and adhered to these tenets in music and general education contexts, as well as potential areas for improvement and expansion. An emergent theme, ‘everyone is always learning’, encompassed the five tenets holistically, while also representing a general disposition among administrators and teachers to engage in preschool activities with a collective sense of gratitude and wonderment. This theme evokes the possibility of further research into the ways in which Suzuki teachers act as compassionate co-learners.
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Harris, Kathleen I. "Parent Cooperative Early Childhood Settings: Empowering Family Strengths and Family Engagement for All Young Children." International Journal of Contemporary Education 4, no. 1 (March 12, 2021): 39. http://dx.doi.org/10.11114/ijce.v4i1.5143.
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Parent cooperative preschools are unique educational enterprises because they involve the participation of parents and children. The purpose of this historical qualitative analysis examines the history of parent cooperative preschools and the contributions of this type of early childhood setting, including parent engagement in the classroom, family strengths (both personal and in the community), and the teacher’s role in the classroom as a facilitator, leader, and parent educator. Reflections from past parent cooperative board members of a parent cooperative are included sharing their personal contributions, joys, collaborations, and challenges of engagement in this type of early childhood program. The reflections from the parent cooperative board members share insight into the role they played in the awareness of early childhood education to society, family engagement, advocacy, and the critical importance of this type of early childhood setting for all young children. Parent cooperative preschools encourages families to engage in reciprocal relationships with teachers by offering learning activities for the home and in the community. They are associated with important values and virtues for families to grow and learn with their child.
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Kabadayı, Abdülkadir, and Emine Bilge Altunok. "INVESTIGATION OF THE RELATIONSHIP BETWEEN PARENTAL STYLES WITH COMMUNICATION SKILLS OF PRESCHOOL CHILDREN." Science and Education 2021, no. 1 (March 2021): 69–77. http://dx.doi.org/10.24195/2414-4665-2021-1-10.
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It can be stated that the relationships that parents have with their children in the preschool period have a great impact on their future social-emotional lives and a significant part of learning takes place in the preschool period. Considering those parents' attitudes during child-rearing may affect the child's development and interpersonal relationships; this study aims to examine the relationship between parental attitudes and communication skills of 36-72 monthold children attending preschool education institutions. This research: parents' attitudes concerning reveal the relationship between preschool children's communication skills, preschool in Turkey period in terms of the lack of a sufficient number of working children about the communication skills, parents and educators; it is thought to be important in terms of providing a different perspective and contributing to the development of children's communication skills and drawing their attention to this issue, and also in terms of guiding researchers in future studies on the subject. The research was conducted using the relational scanning model. The population of this research consists of 36-72 months old children attending pre-school education institutions in Elazığ city center and Diyarbakır central districts in the 2017-2018 academic year, and parents of 36-72 months old children. The sample of the study consisted of 300 children and 320 parents randomly selected from the universe. In the research, the "Parental Attitudes Questionnaire" and "Communication Skills Scale" were used. The Parental Attitudes Determination Questionnaire consists of four parental attitudes (oppressive-authoritarian, protective, indifferent-carefree, democratic). The Communication Skills Scale consists of four communication skills (verbal communication, avoiding communication barriers, and communication with courtesy content, non-verbal communication). The data obtained were analyzed with SPSS 22 program. In the statistical evaluation, firstly, a normality test was applied to the subscales of the "Parental Attitudes Determination Questionnaire" and the "Communication Skills Scale". Since “p <0.05” in all communication skills subscales and all parental attitudes subscales, it was accepted that they did not show a normal distribution. Thus, Spearman Correlation was applied to test whether there was a significant relationship between parent attitudes and communication skills. According to the results of the research it is observed that parents adopt "Democratic Attitude" the most and "Verbal Communication Skills" are used the most by preschool children. No significant relationship was found between oppressiveauthoritarian, indifferent-carefree, and democratic parental attitudes and subscales of communication skills. Only a low level of negative correlation was found between the protective parental style and the verbal communication skills subscale. According to the results of the study, parents and educators can be trained on parent attitudes and communication skills. Educators can support the development of children with low communication skills with activities that will showcase their social skills and allow them to express themselves. To parents who show a protective attitude; children can be helped to behave in a way that supports their verbal communication skills, affects the personality development of the child positively, and allows them to develop a personality structure independent of others. This research was conducted in Elâzığ and Diyarbakır provinces. Turkey will be held in the west of the province or be provided with a contribution to the results of the research will be done with a much larger sample group. The relationship between the communication skills of preschool children and an area different from the parent attitudes can be examined.
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Veysi, Menekşe, Eren B, and Afşin Ö. "EXAMINATION AND EVALUATION OF PARENT'S PERCEPTIONS REGARDING THE GENDER OF PRE-SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 9, no. 8 (August 31, 2021): 210–14. http://dx.doi.org/10.29121/granthaalayah.v9.i8.2021.4134.
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For children aged 0-6, learning is the most intense period. A preschooler is the person most interested in taking care of her child's mother. Preschool education helps children think and express themselves. Studies (Melisa Korkmaz) have shown that children who receive pre-school education have higher school attendance rates and school success in their future academic life than children who do not receive pre-school education. In this context, the importance of the teacher in the pre-school period is undeniable. No matter how good the physical conditions of the school are, no matter how carefully the program is prepared, it is the teacher who is with the children all day and implements the program (Erişen, 2004). In Turkish society, the care and responsibilities of the child are accepted as the mother's duty. As a result, the number of female teachers in pre-school education institutions is higher than the number of male teachers. Depending on this idea, the number of female teachers in pre-school education institutions is higher than male teachers.
According to TUIK 2014 data, the rate of male preschool teachers in Turkey is 5.34%.
Fagan (1996) brings more appropriate solutions to the conflicts between children and copes with aggressive behaviors in the classroom management of male preschool teachers.
In addition, today, reasons such as divorce, death and working conditions cause the mother to assume the role of a single parent. This situation reduces the possibility of a child growing up in such an environment to establish a close relationship with a male figure. (Cameron, 2001: 430).
It is necessary to disseminate the view that men can take an active role in child care and education, to support male teachers who work or will work in pre-school education institutions, and to raise public awareness about the requirements of men in this field (McBribe & Rane, 1997; 14, Lamb, 2001: 30-31). ).
In line with all this information, the problem of this research was determined as "parent perceptions of pre-school teachers regarding gender".
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Aslan, Ozge Metin. "From an Academician's Preschool Diary: Emergent Curriculum and Its Practices in a Qualified Example of Laboratory Preschool." Journal of Curriculum and Teaching 7, no. 1 (March 19, 2018): 97. http://dx.doi.org/10.5430/jct.v7n1p97.
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The purpose of this research; a laboratory preschool located in one of the northern states of the United States ofAmerica and operating under the Child Development Institute, explains the practices about the Emergent Curriculumand builds a bridge between theory and practice in preschool education. It is thought that bringing good examples ofa laboratory school in the United States with a long history in the field of education to the national domain literaturewill be especially useful for teachers, researchers and specialists working on this field. The method of the study wascarried out by the observational case study which is one of the qualitative research designs. In addition, the documentanalysis method was used to support the information obtained from the observations over time. Obtained dataconsisted of observations made by the researcher in the preschool, unstructured teacher interviews, and informationobtained from the handbook of the kindergarten. The findings are discussed in the headings on the basis of theEmergent Program: Beginning of the day: Arrival in preschool exploration time and gym, large group time/classmeeting, activity time and free play, large and small group activities, use of learning centers, outdoor, role of teacherin practice and role of family and parent involvement practices.
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Tyler, Ann A., and Leslie C. Tolbert. "Speech-Language Assessment in the Clinical Setting." American Journal of Speech-Language Pathology 11, no. 3 (August 2002): 215–20. http://dx.doi.org/10.1044/1058-0360(2002/022).
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Time constraints are a significant factor for clinic-based and school-based speech-language pathologists. Yet, with a planning process that incorporates parent information and accounts for child temperament, a comprehensive speech and language assessment can be completed within a 90-minute time frame. A parent questionnaire is completed prior to the assessment date, focusing on developmental history, including information about family history of learning difficulties and episodes of otitis media. Standardized and nonstandardized procedures are included in the assessment process in order to obtain clinically relevant information and provide parents and public service agencies with necessary qualifying scores. The Bankson-Bernthal Test of Phonology (BBTOP; Bankson & Bernthal, 1991) is the choice of instruments for standardized articulation/phonology testing, whereas the Preschool Language Scale-3 (PLS-3; Zimmerman, Steiner, & Pond, 1992) and a spontaneous language sample are recommended as language measures. A spontaneous sample also provides opportunity for clinical judgment regarding speech intelligibility, pragmatic skills, voice, and fluency. A recommendation session concludes the evaluation with a discussion of the child's performance on speech and language measures, overall impressions, and recommendations. This discussion includes strengths and weaknesses, with focus on answering parents' questions and addressing their concerns.
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Susilowati, Indri Hapsari, Susiana Nugraha, Sudibyo Alimoeso, and Bonardo Prayogo Hasiholan. "Screen Time for Preschool Children: Learning from Home during the COVID-19 Pandemic." Global Pediatric Health 8 (January 2021): 2333794X2110178. http://dx.doi.org/10.1177/2333794x211017836.
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Because of the COVID-19 pandemic, the Indonesian Government enacted a study at home policy for all students. This policy also applied to preschool children aged 2 to 6 years old. The purpose of the research was to examine the duration and impact of digital media use by preschool children in urban areas in Indonesia during weekdays and weekends. Data were collected using a validated questionnaire called the Surveillance of digital-Media hAbits in earLy chiLdhood Questionnaire (SMALLQ®). A total of 951 parents or guardians (17-70 years old) who had preschool children volunteered to complete the questionnaire online. Preschool children have been using screen media since infancy, and the time they spend on-screen time is more than 1 hour per day. The digital media most used were mobile phones (91.6%), followed by television (86.1%) and computers (61%). The parents realized the impact and the importance of limiting time of screen media, but it difficult to prevent their children from using it, especially when learning from home. Hence, there is a need different approach to learning from home, especially to manage the duration of screen time for preschool children.
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Dilnot, Julia, Lorna Hamilton, Barbara Maughan, and Margaret J. Snowling. "Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia." Development and Psychopathology 29, no. 1 (February 22, 2016): 235–44. http://dx.doi.org/10.1017/s0954579416000134.
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AbstractWe investigate the role of distal, proximal, and child risk factors as predictors of reading readiness and attention and behavior in children at risk of dyslexia. The parents of a longitudinal sample of 251 preschool children, including children at family risk of dyslexia and children with preschool language difficulties, provided measures of socioeconomic status, home literacy environment, family stresses, and child health via interviews and questionnaires. Assessments of children's reading-related skills, behavior, and attention were used to define their readiness for learning at school entry. Children at family risk of dyslexia and children with preschool language difficulties experienced more environmental adversities and health risks than controls. The risks associated with family risk of dyslexia and with language status were additive. Both home literacy environment and child health predicted reading readiness while home literacy environment and family stresses predicted attention and behavior. Family risk of dyslexia did not predict readiness to learn once other risks were controlled and so seems likely to be best conceptualized as representing gene–environment correlations. Pooling across risks defined a cumulative risk index, which was a significant predictor of reading readiness and, together with nonverbal ability, accounted for 31% of the variance between children.
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Strouse, Gabrielle A., Lisa A. Newland, and Daniel J. Mourlam. "Educational and Fun? Parent Versus Preschooler Perceptions and Co-Use of Digital and Print Media." AERA Open 5, no. 3 (July 2019): 233285841986108. http://dx.doi.org/10.1177/2332858419861085.
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This study was designed to assess parental beliefs, motivations, and facilitative co-use of print and digital media with preschoolers and identify differences between parents’ and children’s perceptions of these media. We surveyed 43 parents and interviewed their 3- to 5-year-old children. Parents reported their child enjoyed print more than digital books and predicted their child would choose a print over a digital book. Parents indicated they believed print was more educational and entertaining than digital media and were motivated to use print for children’s learning, relaxation, entertainment, and parent-child bonding. Parents also reported they use fewer facilitative behaviors when co-using digital than print media. Children more often chose to read the digital over the print book and more often selected digital devices across most motives. This study highlights a contrast between how parents and children view media and suggests that parents might better facilitate children’s digital media use by creating more interactive digital media co-use opportunities.
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Vanaga, Asja, and Lūcija Rutka. "PROMOTING OF SELF-DIRECTED LEARNING IN COOPERATION WITH THE PARENTS FOR CHILDREN IN THE PRESCHOOL AGE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 608. http://dx.doi.org/10.17770/sie2014vol1.790.
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Successful learning process in pre-school requires collaboration between children, educators and parents, whose primary goal is individual understanding of each child to promote his academic performance and personal development as a whole. This paper shows a pre-scientific and theoretical background of self-directed learning in preschool, as well as developed and theoretically substantiated child initiative research method "New friend". Particular attention is given to the promotion of the child's initiative, which is crucial in the process of self-directed learning. The empirical study of children's initiatives shows analysis of collaboration with the parents. A qualitative study reveals pre-school children's initiative promotion opportunities in collaboration with parents, by using research method "New friend".
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Attai, Parveen, Jacqueline Szabat, Stephanie Anzman-Frasca, and Kai Ling Kong. "Associations between Parental and Child Screen Time and Quality of the Home Environment: A Preliminary Investigation." International Journal of Environmental Research and Public Health 17, no. 17 (August 27, 2020): 6207. http://dx.doi.org/10.3390/ijerph17176207.
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(1) Background: The recommendation for screen use among preschool-aged children is ≤ 1 h per day. We aimed to assess the relationship between parental and child screen use and home environment characteristics. (2) Methods: Thirty-six 3–to-4-year-old healthy children were recruited. Parents reported their own and their child’s weekday and weekend daytime screen use. The child’s home environment and parent-child interactions were assessed using the Infant-Toddler Home Observation for Measurement of the Environment (IT-HOME). Analyses were run to identify relationships between parental and child screen use and the six subscales of the IT-HOME: Responsivity, Acceptance, Organization, Learning Materials, Involvement and Variety. (3) Results: Parents’ weekend screen use was correlated to parental responsivity and variety of people and events at home. These relationships remained significant after adjusting for maternal education and number of children at home (Responsivity β = 7.30 (95% CI: 1.75, 12.86), p = 0.012) and (Variety β = −2.45, (95% CI: −4.58, −0.31), p = 0.026). There was a trend level association between low child’s weekend screen use and high presence of learning materials. Other aspects of screen time were not associated with home environment characteristics. (4) Conclusions: Higher parental screen use predicted lower variety and greater parental responsivity, the latter of which was an unexpected finding. Administering the IT-HOME alongside a screen use questionnaire may offer the opportunity for a more comprehensive representation of home environments in today’s society. Future research can also clarify facets of parental screen use (e.g., co-viewing, timing) that are more vs. less likely to impact children.
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Chen, Chin-Chih, Frank J. Symons, and Arthur J. Reynolds. "Prospective Analyses of Childhood Factors and Antisocial Behavior for Students with High-Incidence Disabilities." Behavioral Disorders 37, no. 1 (November 2011): 5–18. http://dx.doi.org/10.1177/019874291103700102.
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This prospective longitudinal study investigated the association between childhood factors (individual, family, and school characteristics) and later antisocial behavior (official juvenile delinquency and adult crime) for students identified with high-incidence disabilities (i.e., learning disabilities, emotional disturbance). The sample consisted of 1,370 economically disadvantaged, predominantly minority students living in a large urban area. Findings indicated that students with high-incidence disabilities had higher rates of juvenile delinquency and adult crime. Individual (classroom adjustment), family (parent participation in school and child abuse/neglect), and school factors (preschool program participation, school quality, and school mobility) were differentially associated with juvenile delinquency and adult crime while controlling for demographics and early child and family risks. Implications for intervention, policy, and future research to address the needs of students with high-incidence disabilities are discussed.
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Višnjić-Jevtić, Adrijana. "Parents’ perspective on a children’s learning." Journal of Childhood, Education & Society 2, no. 2 (July 16, 2021): 117–25. http://dx.doi.org/10.37291/2717638x.20212266.
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Contemporary curricula of early childhood education were founded on perspective of playing learning child. Although that approach leads to children’s well-being, research by Yahya (2006) has shown that parents do not want their children to learn through play, rather to focus on early and preschool education and teaching academic skills. If parents expect professionals to deliver the knowledge necessary for the development of academic skills to their children, research has been conducted on parental experience of a child’s learning. The aim of the research was to find out how parents understand their children's learning and approach to the contemporary concepts of child learning as well as children’s competence. The research was conducted in the period from November 2017 to May 2019. Parents involved in the study, documented how their children learn in a family environment, assessing their children’s competencies. Results show that parents see learning through everyday situations whereas learning was related to the academic mode (direct teaching of letters), has only appeared in one example. At the end of the research, parents participated in a group interview, discussing their expectations of the institution towards educating children. The results showed that parents expect the institution to encourage the development of a child's social knowledge and skills, while academic knowledge and skills are ranked lower.
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Vanaga, Asja. "COLLABORATION BETWEEN CHILDREN, FAMILY AND TEACHERS, IN PROMOTING CHILD’S LEARNING SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 480. http://dx.doi.org/10.17770/sie2016vol2.1412.
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Partnership between teacher and parents forms understanding about mutual communication and the benefits for learning process out of that. Teacher’s observations points to a different understanding on the collaboration with children as a successive process in setting and achieving learning goals. The aim of the article is to reveal how to turn the initiative to involve in preschool learning process expressed by family, into planned engagement in learning process. Daily activities planned by teacher turns parents into educators and involves whole family into initiative fostering project, which strengthens overall partnership between teacher, child and family.
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Lasfer, Kahina, Art Pyster, and Brian Sauser. "The Pre-Kindergarten Learning Enterprise (PKLE)." International Journal of Management & Information Systems (IJMIS) 15, no. 3 (June 16, 2011): 19. http://dx.doi.org/10.19030/ijmis.v15i3.4639.
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To meet the challenges that todays pre-Kindergarten children will face as adults, they need effective development and learning organizations. Together, those organizations form the pre-Kindergarten (pre-K) learning enterprise, whose characteristics and behaviors greatly influence what pre-K children learn and how well they learn it. In this paper, the pre-K learning enterprise is explicitly defined and modeled for the first time and then analyzed through a systems thinking lens using systemigrams and related causal loop diagrams. Defining and modeling the pre-K learning enterprise is itself valuable as a means to understand the various relationships that exist among the identified constituent systems (e.g., home environment, preschool, financial, health care, state, and government) and the stakeholders identified within the enterprise (e.g., parents, educators, health care providers, and policy makers). That value is enhanced through an analysis which reveals the predominant reliance of several key pre-K learning enterprise component systems on the financial system while exposing weak interactions among the three main participating systems (preschools, home environment, and government). Heavy reliance on the financial system in todays economy reduces the effectiveness of the pre-K learning enterprise. To ease such reliance on the financial system while enhancing key interrelationships, three improvements to the existing enterprise are postulated: (1) enhance the role of parents through better education on child development, learning, health and nutrition and their increased voluntary involvement with preschools, (2) reduce the dependency on the financial system and promote partnerships among preschools, sports facilities, libraries and other learning systems to share resources, and (3) enhance government role through implementation of curriculum standardization, assessment and evaluation, and an effective policy towards mandatory education of low-income children.
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Ginn, Carla, Muhammad K. Mughal, Marsha K. Pruett, Kyle Pruett, Robert L. Perry, and Karen Benzies. "Engaging From Both Sides: Facilitating a Canadian Two-Generation Prenatal-to-Three Program for Families Experiencing Vulnerability." Canadian Journal of Nursing Research 52, no. 2 (February 11, 2020): 117–28. http://dx.doi.org/10.1177/0844562120905710.
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Background Young children living in families experiencing social vulnerability, including low income, mental illness, addictions, social isolation, and/or homelessness, are at risk of developmental delay. Two-generation programs can improve outcomes for preschool children, but underlying mechanisms and outcomes for younger children remain unclear. Purpose We explored program facilitation and identified developmental benefits of a two-generation program beginning prenatally. Methods In our convergent, concurrent mixed methods study, we interviewed agency staff ( n = 10) and held focus groups with parents ( n = 14). We compared child ( N = 100) development between program intake and exit as measured by the Ages and Stages Questionnaires 3rd edition. Results Our core category, Engaging From Both Sides, included (a) Mitigating Adversity (focused codes Developing Trust, Letting Go of Fear, and Putting in the Effort); (b) Continual Learning (focused codes Staying Connected, and Taking it to the Community); (c) Fostering Families (focused codes Cultivating Optimism, and Happiness and Love); (d) Unravelling Cycles of Crisis (focused codes Advocating, and Helping Parents’ Parent); and (e) Becoming Mainstream (focused codes Knowing Someone Has Your Back, and Managing Stress, Anxiety, and Anger). We found significant improvements in child Fine Motor, Problem-Solving, and Personal-Social domains between program intake and exit. Conclusions Our study adds to existing literature regarding mechanisms of two-generation programs beginning prenatally. Mitigating effects of intergenerational adversity was the primary motivation for interaction and engagement of staff and parents in two-generation programming, which improved child development.
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Miller, Diane D. "Reading Comes Naturally: A Mother and Her Blind Child's Experiences." Journal of Visual Impairment & Blindness 79, no. 1 (January 1985): 1–4. http://dx.doi.org/10.1177/0145482x8507900101.
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Based on experiences with her own blind child, the author offers suggestions to other parents and teachers on activities to do with young visually impaired children that will help promote early developmental learning in braille reading. Also included are implications for design and production of appropriate preschool books and materials.
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Qutubuddin, Mohammed Khaja, SVVSV Prasad, and Jamedar Nandini. "“A study on Technology Infrastructure and various other important factors influencing parents to choose a preschool or daycare”." Think India 22, no. 2 (October 23, 2019): 209–13. http://dx.doi.org/10.26643/think-india.v22i2.8721.
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The purpose of this study is to determine the criteria the parents consider while choosing or preferring a preschool or a daycare. As the world has been changing very rapidly and women are coming out and working as equal to men. Working women are so competitive that they don’t compromise their career. They want to be successful and that’s how preschool and daycare centers have come into the picture. Preschool and daycare centers offer parents to keep them in the center for some fixed hours and make them learn some basic skills. They also groom the kids. This made the preschool and daycare centers the growing business. The preschool has been mostly using technological infrastructure which goes with today’s world. The teaching method the preschool is adopting is mostly based on visual and audio. The visual audio learning makes the child remember for long run. This also helps the kids to be prepared for the primary educational school. Now a day the parents have become more competent and want their children to be at par than others. Even the parent’s mindset has changed and wants their children to be very efficient and skilled at every level and every place, field. The educated and well-settled people are ready to keep their child in preschool or daycare. As they find this would be the apt place for them to grow and conquer all the fine motor skills and gross motor skills. The corporate world has made a rule to the employees stating that it is very important to be partnered with a preschool and daycare so that it is easy for the employees to leave their child and work tension free. The questionnaire consists of 31 variables and primary data has been collected using questionnaire from 155 respondents. The exploratory factor analysis has been used to analyze the data on SPSS 20.0 software. There were 9 factors that were extracted. Such as Technology Infrastructure, comfort, academic policy, gross motor skills, teaching methods, brand value, point of parity, convenience, school activities are the factor that parents give least importance.
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Tatyana V., Bezrodnykh. "Distance Educational Technologies in the Socio-Cultural Space of a Preschooler." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 70–81. http://dx.doi.org/10.21209/2658-7114-2021-16-2-70-81.
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The article actualizes the issues of implementation of distance educational technologies in the socio-cultural space of preschoolers. The purpose of the study is to theoretically substantiate, systematize the possibilities of using distance educational technologies in the development of the socio-cultural space of a modern preschooler. The author has analyzed the theoretical literature on the problems of sociocultural space, sociocultural experience of preschoolers, digitalization of preschool education. The sociocultural space of preschoolers’ development is represented by the world of adults, which simulates the socio-cultural situation of the child’s development, the space of subjects and relations, and the space of moral, ethical and legal norms, as well as the space of interaction between organizations and the family as the main institution of the child’s socialization. Distance educational technologies are more focused on meeting the needs of the child in communication with parents and loved ones; develop trusting relationships; contribute to the strengthening of family ties, since they reduce the forced disunity of generations; create a positive image of family and family upbringing. Theoretical analysis of psychological and pedagogical literature, interpretation of modern research of the problem has allowed the author of the article to systematize the possibilities of using distance educational technologies in the socio-cultural space of preschoolers. To determine the effectiveness of the use of distance learning technologies in the socio-cultural space of a preschooler, a SWOT analysis of web services of preschool educational organizations was applied, and a survey method was used to identify the degree of satisfaction of teachers and parents with the implemented distance format in kindergarten. Keywords: distance educational technologies, preschooler, preschool education, sociocultural space, sociocultural experience
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Ertmer, David J. "Technological Innovations and Intervention Practices for Children With Cochlear Implants." Language, Speech, and Hearing Services in Schools 33, no. 3 (July 2002): 218–21. http://dx.doi.org/10.1044/0161-1461(2002/019).
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This clinical forum has addressed many of the challenges associated with serving children who have cochlear implants. These include determining who may be a candidate for implantation; optimizing parent-child interactions for oral communication; developing comprehensive preschool programs; assessing and maximizing opportunities to communicate and learn in regular classrooms; making choices in communication modalities; providing effective intervention; and serving as a liaison for parents, school personnel, and medical professionals. In response to these challenges, the forum has provided the technical information needed to understand how a cochlear implant works, important research findings regarding choices in communication modalities, and ideas for assessing and serving children with implants. This information can provide speech, language, and hearing professionals with a base for developing their skills in the role of "local experts" for children who have cochlear implants. Filling this role also requires continuing education to keep up with innovations in technology and advancements in clinical practice. It is hoped that this forum has provided an impetus for further learning in a rapidly emerging and fascinating area of our profession.
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Holmes, Jennifer, Olivia Hanron, and Rebecca Spencer. "172 Sleep Disparities in Preschool-Aged Children." Sleep 44, Supplement_2 (May 1, 2021): A70. http://dx.doi.org/10.1093/sleep/zsab072.171.
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Abstract Introduction Sleep is known to be associated with socioeconomic status (SES) in older children and adults with those from lower SES households often experiencing poorer sleep quality. Whether this disparity exists in early childhood is relatively unknown, despite being an important age marked by sleep transitions and the establishment of lifelong sleep habits. Furthermore, it is a critical period for cognitive development and learning, which are supported by sleep. Here, we explore associations between sleep and SES in a preschool population. We hypothesized that children from lower SES households would exhibit shorter overnight sleep, longer and more frequent naps, and shorter 24-hr sleep. Additionally, we considered racial and ethnic disparities in sleep which can be confounded with SES in some samples. Methods Child (n=441; M age=51.9mo; 45.4% female) sleep was measured objectively using actigraph watches, worn for 3-16 days (M=9.5 days). Caregivers reported child demographics and household data. Race/ethnicity of our sample was 72% White, 10.2% Black, 17.8% other or more than one race, and 28.4% identified as Hispanic. 20.1% of our sample was categorized as low SES. Effects of SES and race/ethnicity on continuous sleep measures were assessed using multiple regression models, with age and gender as covariates. Nap habituality was assessed using chi-square tests. Results Lower SES was associated with shorter nighttime sleep duration, longer nap duration, and shorter 24-hr sleep duration (p’s<.001). Children from lower SES households were also more likely to nap habitually (p=.04) as were Hispanic children (p<.001). Hispanic children also tended to have longer nap bouts (p=.002). Hispanic and Black children on average had shorter overnight sleep durations than White children (p’s<.04), but their 24-hr sleep did not differ. Conclusion SES-related sleep disparities were present in this preschool population, with lower SES children exhibiting poorer sleep. When controlling for SES, Hispanic children tended to sleep less overnight which was compensated for by longer, more frequent naps. This underscores the necessity of naps for some children to achieve adequate sleep. Future directions will explore the relationship between parenting factors and sleep, such as bedtime routines and parent knowledge surrounding child sleep needs. Support (if any) NIH R01 HL111695
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Bajrami Ollogu, Elisabeta, and Diturije Ismaili. "THE IMPACT OF PRE-SCHOOL EDUCATION IN THE NEXT LEVELS OF EDUCATIONAL SYSTEM CASE STUDY THE CITY OF SKOPJE." Knowledge International Journal 28, no. 3 (December 10, 2018): 871–75. http://dx.doi.org/10.35120/kij2803871e.
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Little attention has been paid to the principles in which early childhood education affects the quality of other educational system levels in terms of quality and long-life learning processes. In this research, we discuss some challenges of early childhood education with a bearing on its impact in the upcoming years of education, significance and importance of preschool education. The main reason is to be found in theoretical and empirical insights how this first level of education can impact the contextual and situational dimensions of all kinds of learning and how the system can affect stakeholders and beneficiaries. Methodologically, as above mentioned, the research combines the theoretical and empirical approaches (literature review and survey) with particular focus on the empirical data. Through literature review we tend to emphasize the importance of preschool education and its positive effects on the process of learning. On the other side, the empirical approach provides data regarding the relationship between low attendance (in preschool classes) and the success of the child in primary education and further classes, with the aim to identify eventual weaknesses of the educational system and offer some recommendations on how the relationship between the levels of education can be improved in order to increase the general level of quality for all actors involved; pupils, educators/teachers and parents. It analyzes data from a survey of 60 pupils (divided in two groups) to identify discrepancies between those who have attended preschool classes and those who didn’t. Parents have been part of the survey as well. An interview has been conducted with 30 parents with the aim to identify their uncertainties for not sending children in pre-classes and their perceptions and satisfaction towards the educational system.The results have shown significant differences in terms of success between children attending preschool classes compared to the others, which is an important indicator of how attendance of preschool education can positively affect the system as a whole. Most of the parents interviewed communicate different reasons for not sending their children in preschool classes. Reasons prevailing are mostly related to the economic claims and parents’ skepticism and dissatisfaction towards kindergartens’ infrastructure, staff involved, etc.
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Srivastava, Deepa, Julia Torquati, Maria Rosario T. de Guzman, and Dipti A. Dev. "Understanding Parental Ethnotheories and Practices About Healthy Eating: Exploring the Developmental Niche of Preschoolers." American Journal of Health Promotion 33, no. 5 (November 8, 2018): 727–35. http://dx.doi.org/10.1177/0890117118810247.
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Purpose: To understand parental ethnotheories (ie, belief systems) and practices about preschoolers’ healthy eating guided by the developmental niche framework. Design: Qualitative hermeneutic phenomenology. Setting: Home. Participants: Participants were 20 parents of preschool-age children ages 3 to 5 years, recruited from a quantitative investigation. A majority of the participants were white, female, married, well educated, and working full time. Methods: Participants who completed the quantitative survey were asked to provide their contact information if they were willing to be interviewed. From the pool of participants who expressed their willingness to participate in the interviews, 20 participants were selected using a random number generator. In-person semistructured interviews were conducted until data saturation (n = 20). Thematic analysis was performed. Results: Three themes and 6 subthemes emerged: theme 1—parental ethnotheories about healthy eating included subthemes of knowledge about healthy eating, motivations to promote healthy child development through healthy eating, and sources of knowledge about healthy eating (eg, doctors, social media, government guidelines, positive family-of-origin experiences); theme 2—parental ethnotheories that supported organization of children’s physical and social settings included structured mealtime routines and food socialization influences (eg, grandparents, siblings, and childcare programs); and theme 3—parental ethnotheories that supported children’s learning about healthy eating included parent–child engagement, communication, and encouragement in food-related activities (eg, meal preparation, visiting farmer’s market, grocery shopping, gardening, cooking, baking). Conclusion: Findings advance the literature on parental practices about healthy eating. Parental ethnotheories (eg, beliefs, motivations, knowledge, and skills) matter. Developmental niche of preschoolers (ie, physical and social settings, childrearing practices, and parental ethnotheories) constitutes an interactive system in which ethnotheories serve as guides to parental practices. Fostering nutrition education and parent–child engagement, communication, and encouragement in food-related activities are recommended to promote children’s healthy eating in daily routines.
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Strom, Robert, Aileen Johnson, Shirley Strom, and Paris Strom. "Designing Curriculum for Parents of Gifted Children." Journal for the Education of the Gifted 15, no. 2 (January 1992): 182–200. http://dx.doi.org/10.1177/016235329201500206.
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Gifted education programs typically underrepresent children from minority and low income backgrounds. Uncommon screening measures were used to identify an equity sample of 68 potentially gifted youngsters who would participate in a summer institute. The instruction offered these preschool and primary grade students was complimented by a learning component for their parents. A common and differentiated curriculum was developed for Anglo and Hispanic parents based on their expressed expectations regarding child development. Findings show that schools can serve communities better when opportunities for growth are provided to parents as well as their children.
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Sunnatova, R. I., and A. A. Adaskina. "Types of Attitude Towards the Child in Significant Adults as a Factor Contributing to Learning Difficulties." Психологическая наука и образование 24, no. 2 (2019): 93–103. http://dx.doi.org/10.17759/pse.2019240209.
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The paper presents outcomes of a study on features of school readiness in preschool children and on psychological and pedagogical factors of learning difficulties in first-grade children. The techniques used in the study were aimed at revealing the developmental features of conceptual, logical, abstract thinking (verbal as well as non-verbal test materials), reading skills and psychoemotional development in the children. Types of attitudes towards the children among the significant adults (parents, caregivers, teachers) were also analysed. It is argued that the adult’s constructive attitude towards the child promotes his/her emotional well-being which, in turn, positively affects the child’s academic performance.
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Osipova, Margarita B., and Anna G. Samokhvalova. "PSYCHOLOGICAL AND ACMEOLOGICAL CONDITIONS FOR THE DEVELOPMENT OF COGNITIVE RESOURCES IN OLDER PRESCHOOL CHILDREN TO OVERCOME COMMUNICATIVE DIFFICULTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 79–85. http://dx.doi.org/10.34216/2073-1426-2020-26-2-79-85.
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The article actualises the problem of the development of cognitive resources of the personality of a child of a senior preschool age as a factor in constructive overcoming variative communicative difficulties; psychological and acmeological conditions necessary for the development of cognitive resources of preschool children are considered. Using a set of diagnostic methods, the levels of communicative development of preschoolers were identified, communicative difficulties typical of situations of communication with peers and adults were determined. It is concluded that in older preschool age, contentive and reflective communicative difficulties most often arise due to a lack of knowledge, inability to plan, structure, rebuild and analyse their own communicative actions. In addition, often the child alone cannot overcome the difficulties arising in communication due to the limited supply of cognitive resources that allow it to analyse and constructively solve the difficult task of interpersonal interaction. The authors’ programme aimed at implementing the psychological and acmeological conditions for the development of cognitive resources and the communicative competency of preschool children is presented. The effectiveness of the implementation of this programme is confirmed statistically. In conclusion, the authors conclude that it is necessary to purposefully develop the prerequisites for universal learning actions in older preschool children; the organisation of systematic psychological work with parents aimed at teaching them methods and methods for developing children’s cognitive abilities and facilitating overcoming communicative difficulties; the development of subjective qualities of preschoolers and subject-subject relations with peers and adults.
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Smilgienė, Jurgita, and Audronė Juzė Juodaitytė. "The Expression of Preschool Education Teachers’ Experiential Learning in an Organization: Involvement into the Process and Types of Knowledge." Pedagogika 128, no. 4 (December 20, 2017): 114–28. http://dx.doi.org/10.15823/p.2017.58.
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The changes in the labour market have stimulated political, scientific and practical discussions about lifelong learning and the demands of a learning society. In such a world knowledge and skills become a product of the highest quality. Individual’s ability to rapidly and effectively employ knowledge important for professional activity in a constantly changing environment is becoming a value. In the article applying the principles of the theories of a learning organization and experiential learning an educational institution is perceived and investigated as an organization implementing the strategy of teachers’ experiential learning in an organization, where child’s high-quality (self-)education becomes an aspiration. Experiential learning in an organization that takes place in the process of teacher’s everyday activity is important both for an employee and for an educational institution if it is purposeful, meaningful and useful for both parties. Teachers while learning want to acquire knowledge, test its importance in improving the quality of professional activity and learning, strive to understand the prospect of change and improvement.
In the process of experiential learning teachers gain knowledge of three types: professional, methodical and personal. In the field of professional knowledge the most important knowledge is such knowledge that is focused on the improvement of pedagogical activity (psychological, methodical, ecological, ICT, legal literacy, organizational) and on the improvement of the skills of communication and collaboration with learners’ parents and colleagues and of involving parents into the educational process). The results of the research reveal that preschool education teachers while learning through experience consider the knowledge focused on a child and the improvement of the contents of education as important because in the process of preschool education a child is the main object, therefore, teachers record knowledge that helps them constantly improve the process of education and strive for the quality of everyday activity. In the teachers’ opinion, the least useful is personal knowledge that helps to change personal attitude towards the implementation of innovations in an institution, prioritization in the workplace, ability to appreciate criticism from colleagues, to perceive that before planning to apply new ideas it would be useful to test them himself/herself. The knowledge that reflects the implementation of a child-focused paradigm is especially important for teachers.
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Justice, Laura M., Woo-Young Ahn, and Jessica A. R. Logan. "Identifying Children With Clinical Language Disorder: An Application of Machine-Learning Classification." Journal of Learning Disabilities 52, no. 5 (May 7, 2019): 351–65. http://dx.doi.org/10.1177/0022219419845070.
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In this study, we identified child- and family-level characteristics most strongly associated with clinical identification of language disorder for preschool-aged children. We used machine learning to identify variables that best classified children receiving therapy for language disorder among a sample of 483 3- to 5-year-old children (54% affected). Using a dichotomous outcome based on receipt of language therapy, we applied the least absolute shrinkage and selection operator (LASSO) classification approach to a range of background data available on the children, including teacher and caregiver ratings of communication and social skills. The sample was randomly split into a training (67% of children) and test sample (33% of children) to examine out-of-sample classification accuracy. The full model had excellent classification accuracy based on area under the curve (AUC) of .87 and .85 on the training and test sets, respectively, when utilizing all available background data. Variables most strongly contributing to accurate classification of language-therapy receipt were cognitive impairment, age, gender, and teacher- and parent-reported communication, social, and literacy skills. Use of machine-learning approaches to classify children receiving language services in school settings may provide a valuable approach for identifying those factors that best differentiate children with and without language disorders from a clinical perspective.
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Travar, M. "KEY DIFFERENCES IN APPROACHING EDUCATION IN KINDERGARTENAND PRIMARY SCHOOL." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 62–66. http://dx.doi.org/10.17721/2415-3699.2019.9.15.
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The difficulties in adjustment during the transition from kindergarten to school can be caused by different approaches in education used in these institutions. Different approaches used in the educational process in kindergarten and primary school can cause unnatural distance between these institutions, although it is absolutely expected that the best possible educational effects can be achieved only with their mutual effort. Apart from parents, preschool and school teachers represent the most important factor from social surrounding which influences the development of children systematically by means of implementation of different forms of learning. In this paper, we examined the estimates of preschool and school teachers, as experts who systematically influence child development and learning, about the differences in approaching education in kindergarten and primary school. The total sample of the examinees was comprised of 94 preschool teaches and 150 school teachers. For statistical processing of the data and determining statistical significance between the differences in the estimates made by preschool and school teachers, a nonparametric technique, Mann-Whitney U test, was used. The result was statistically significant disparity in the evaluations by preschool and school teachers on the issue, which points to further important pedagogical implications. As one possible reason for significantly different estimates, we can suggest still present "poverty" of the partner relationships and relations between kindergarten and primary school, that is between preschool teachers and teachers. Based on the determined estimates of the examinees in our research, all future research should be oriented toward finding the most beneficial ways for connecting educational activities of kindergarten and primary school.
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Mohammed Taresh, Sahar, Nor Aniza Ahmad, Samsilah Roslan, Aini Marina Ma’rof, and Sumaia Mohammed Zaid. "Mainstream Preschool Teachers’ Skills at Identifying and Referring Children with Autism Spectrum Disorder (ASD)." International Journal of Environmental Research and Public Health 17, no. 12 (June 16, 2020): 4284. http://dx.doi.org/10.3390/ijerph17124284.
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Background: Early intervention will help children with autism spectrum disorder (ASD) to attain early learning reinforcement. This study focuses on exploring the ability of preschool teachers to identify children with ASD and their referral decision-making process. Method: This is a mixed-method study (qualitative and quantitative methods) involving 20 respondents. The qualitative study is based on an open question case study, while the quantitative study consists of questionnaire with demographic variables to identify the effect of the demographic variables on the preschool teachers’ ability to identify children with ASD. Sample: The sample was selected via convenience sampling among mainstream preschool teachers. The data was analyzed using SPSS software and thematic analysis. Results: The findings show that preschool teachers did not have skills at identifying children with ASD, and the majority of them labelled children with ASD as spoilt or hyperactive children. They also viewed children with ASD as having other disorders such as attention deficit hyperactivity disorder (ADHD) or communication disorders such as introversion. Moreover, preschool teachers expressed that the reason for the child’s behaviour could be due to the parents’ inability to properly educate their child. Additionally, the demographic variables of the preschool teachers, such as age, education level and teaching experience, were found not to affect their ASD identification skills. Conclusion: Preschool teachers need to improve their skills in identifying ASD among children via training.
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Ibrahim Aliyeva, Kamala. "The possibility and the ways of teaching the autistic children in the instruction process." SCIENTIFIC WORK 59, no. 10 (November 6, 2020): 89–92. http://dx.doi.org/10.36719/2663-4619/59/89-92.
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The article named "The possibility and the ways of teaching the autistic children in the instruction process" deals with the diversity of the teaching techniques and its help to the proper organisation of an individual approach to a child in the preschool and little school age period. Choosing the right teaching method and assessment program by the teacher leads to a quick comprohension of the child and time saving. The methods wich the parents can even use easily, will accelerate the learning processes of autistic children are broadly described in the article. Key words: Instruction, game, assessment, behavioral disorder, autism, development, method, ability, program, Doman method, The Son Rise Program
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Yssel, Nina, Judith Margison, Tracy Cross, and John Merbler. "Puzzles, Mysteries, and Picasso: A Summer Camp for Students who are Gifted and Learning Disabled." TEACHING Exceptional Children 38, no. 1 (September 2005): 42–47. http://dx.doi.org/10.1177/004005990503800108.
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Parents of crossover children are often at a loss to find help for their children. They have seen the giftedness in the preschool years or in the hobbies and interests of the child at home. From teachers, however, they hear about reading and writing problems and an inability to sit and pay attention …. Teachers of crossover children are concerned. They find that these children, at their very best, are full of enthusiasm, information, and eagerness to learn. They also find an inability to complete written assignments, some difficulty with reading, and a tendency to bog down in any task that requires sustained attention. (Bireley, 1995, pp. 4–5)
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Liduma, Anna. "SCIENTIFIC SUBSTANTIATION: FOR AND AGAINST 6-YEAR-OLD CHILDREN COMMENCING SCHOOL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 585. http://dx.doi.org/10.17770/sie2018vol1.3377.
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The scientific article actualizes the pedagogical process at preschool. It actuates school year 2017/2018 pedagogical process for Latvia state’s needs and involves education (teaching and learning) and upbringing/self-upbringing (attitudes’ development to oneself, others, nature, work, culture, state and society). The assessment is provided for the open to debate Project No 8.3.1.1/16/I/002 “School 2030 Competence approach to education content” as the scientifically non-substantiated content, which makes provision only for education. The scientific substantiation of the article is based on the child development in early childhood (0-8 years) actual theories by A. Spona, A. Liduma, Latvian scientists, G. Craig & Baucum, the USA psychologists, and A. Rean, Russian psychologist. Analysis of the Content of Preschool education of the year 2012 by Latvian Ministry of Education and Science and the Cabinet of Ministers. The empirical research analyses different visions on the 6-year-olds’ maturity/readiness for school by the deputy head-masters in education at preschool education establishments of Latvia's regions. The opinions for and against the 6-year-olds’ education at school by children parents and the preschool pedagogy students have been analysed.
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Shiyan, Igor, and Tatiana Le-van. "Dialogue between Moscow teachers and parents about the quality of preschool education." SHS Web of Conferences 98 (2021): 01009. http://dx.doi.org/10.1051/shsconf/20219801009.
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Involvement of parents and teachers into decision making about evaluation criteria allows to establish partnership relations, confidence and awareness in implementation of preschool education programs. Such dialogue is necessary at the stage of transition to new norm, implementation of new national standards. In order to reveal the concepts of teachers and parents about good kindergarten, the research was carried out (anonymous survey using standard toolkit of European Quality Seal international project). The participants were 57 teachers and 284 parents from 26 Moscow schools with full-day preschool groups. The point of view of 18 experts in the field of preschool education was presented additionally. In general, the proposed criteria are important for respondents of all categories. Teachers demonstrate higher mean values in comparison with parents. Teachers and parents often have the same concepts about the value of these or those provisions: participation of parents in learning process as well as fee from parents are not important. Child-adult interaction, child’s well-being and safety are the main priorities. The experts partially agree with teachers and parents concerning the most and the least significant criteria: among the most important, together with well-being, individualization of education and free play time are highlighted. The survey results can provide an objective ground for dialogue between teachers, parents, and authorities both at the level of ECEC service and at municipal, regional, and federal education system levels.
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Mukhzin, Mukhzin, Khurin In Ratnasari, and M. Bustanul Ulum. "Pendidikan Anak Usia Dini Menurut Pandangan Maria Montesorri." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 1, no. 2 (December 5, 2019): 15–27. http://dx.doi.org/10.36835/au.v1i2.229.
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Children have or strength in themselves to develop themselves, have a natural desire to learn and work, together with a strong desire to get pleasure. Children prefer to do activities than just being entertained or pampered. Children will always look for something new to do that is something that has more difficult and challenging levels. In addition, children also have the desire to be independent. Montessori class is one of the first to emphasize a warm and comfortable environment in child-based learning. Montessori learning is very suitable for children learning through hands-on activities, in preschool years is a time where the brain development of children is still good and parents become friends in their learningKeywords: Education, Children, Maria Montesorri.
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Uy, Marc James Abrigo, Mark A. Pereira, Jerica M. Berge, and Katie A. Loth. "How Should We Approach and Discuss Children’s Weight With Parents? A Qualitative Analysis of Recommendations From Parents of Preschool-Aged Children to Physicians." Clinical Pediatrics 58, no. 2 (November 15, 2018): 226–37. http://dx.doi.org/10.1177/0009922818812489.
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The primary objective of this study was to describe parents’ preference for how physicians should approach diet and weight-related advice for their child. Semi-structured interviews were conducted with parents (n = 40) of preschoolers, transcribed verbatim, and double-coded using an inductive thematic analysis approach. Parents identified recommendations for how physicians should approach conversations about weight. Themes included (1) Tone and Approach are Important, (2) Avoid Judgment, (3) Have Regard for Parental Expertise, (4) Consider the Timing of the Discussion with Parents, and (5) Equip Parents with Concrete and Individualized Recommendations. Future research should focus on developing brief, effective communication tools to guide discussions with parents about child nutrition and weight. Opportunities to learn about and practice the use of these brief interventions should be incorporated into medical education with the goal of providing clinicians the learning opportunities, skills/tools, and resources needed to adequately and respectfully discuss weight and diet with parents and children.
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Inoue, Chika. "Development of a place for science communication as an initiative to support the construction of a novice ECEC practitioner's view of children." Impact 2020, no. 8 (December 16, 2020): 20–21. http://dx.doi.org/10.21820/23987073.2020.8.20.
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Children are born curious - they need to be in order to learn by listening and watching the adults in their life. Children learn by experience until they go to school. Beginning in preschool and becoming more rigid as they age, the school environment focuses on acquiring specific knowledge in a standardised way. Chika Inoue is a Senior Lecturer at Aichi Shukutoku University, Faculty of Human Services Major of Child Care and Education, and is working alongside research collaborators to bring together ECEC practitioners, children and parents in order to understand how everyone can be involved in creating a more informal learning environment.