Relevant bibliographies by topics / Preschool term

Contents

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

Academic literature on the topic 'Preschool term'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Preschool term"

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Håkansson, Jan. "Leadership for learning in the preschool: Preschool managers’ perspectives on strategies and actions in the systematic quality work." Educational Management Administration & Leadership 47, no. 2 (2017): 241–58. http://dx.doi.org/10.1177/1741143217732794.

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This article presents the results of a qualitative study with the aim of contributing to an understanding of preschool managers’ leadership in systematic quality work in a Swedish context. In line with the Education Act and the preschool curriculum, systematic quality work is compulsory in all Swedish preschools. This consists of several steps, including data collection, documentation and self-evaluation for the purpose of professional development and quality improvement. With the aid of interviews, preschool managers’ perspectives on leadership actions, with an emphasis on a leadership for le
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Löf, Camilla, and Ann-Christine Vallberg Roth. "Minding the gap." Nordisk Tidskrift för Allmän Didaktik 7, no. 1 (2021): 38–54. http://dx.doi.org/10.57126/noad.v7i1.6595.

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Since the term “teaching” was apostrophized in the revised curriculum for Swedish preschool, preschool teachers seem to have been struggling with the concept in their day-to-day practices. The current article is based in a collaborative R&D programme aiming at further developing knowledge about what may characterize teaching in preschools. In this article a didactic and pragmatically informed teaching approach with focus on values is analysed. The aim is to understand preschool teachers’ interpretations of the didactic why question, which plays a central role in teaching from a pragmatic p
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Sugar, Judith, and Marylin Livosky. "Enriching Child Psychology Courses with a Preschool Journal Option." Teaching of Psychology 15, no. 2 (1988): 93–95. http://dx.doi.org/10.1207/s15328023top1502_6.

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This article describes a preschool journal option for child psychology classes. The option requires students to spend 2 hr each week throughout the term as volunteers at a preschool. Weekly journal entries must integrate lecture and text material with practical experience. Participating students earn extra credit, commensurate with their performance, toward their final course grade. Students' evaluations indicate that the project is enjoyable as well as educational. Furthermore, local preschools are eager to participate in exchange for the volunteers.
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Lehto, Elviira, Carola Ray, Henna Vepsäläinen, et al. "Increased Health and Wellbeing in Preschools (DAGIS) Study—Differences in Children’s Energy Balance-Related Behaviors (EBRBs) and in Long-Term Stress by Parental Educational Level." International Journal of Environmental Research and Public Health 15, no. 10 (2018): 2313. http://dx.doi.org/10.3390/ijerph15102313.

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This paper describes the Increased Health and Wellbeing in Preschools (DAGIS) survey process and socioeconomic status (SES) differences in children’s energy balance-related behaviors (EBRBs), meaning physical activity, sedentary and dietary behaviors, and long-term stress that serve as the basis for the intervention development. A cross-sectional survey was conducted during 2015–2016 in 66 Finnish preschools in eight municipalities involving 864 children (3–6 years old). Parents, preschool personnel, and principals assessed environmental factors at home and preschool with questionnaires. Measu
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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 (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; Ankar
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Norling, Martina. "Video Recording as a Method for Swedish Preschool Teachers to Analyze Multilingual Strategies." World Journal of Educational Research 7, no. 1 (2020): p109. http://dx.doi.org/10.22158/wjer.v7n1p109.

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This participatory action research study draws attention to how fifteen preschool teachers develop didactic strategies by using video recording as a method for performing critical and didactic analyses. The overall aim is to develop didactic strategies and knowledge to support multilingual children’s emergent literacy development in Swedish preschools. The starting point for a participatory action research, is action learning and a pragmatic orientation. The approach focuses on human development in an organization where action research is a tool for learning. This study employs a mixed-methods
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Braga-Pontes, Cátia, Sara Simões-Dias, Marlene Lages, Maria P. Guarino, and Pedro Graça. "Nutrition education strategies to promote vegetable consumption in preschool children: the Veggies4myHeart project." Public Health Nutrition 25, no. 4 (2021): 1061–70. http://dx.doi.org/10.1017/s1368980021004456.

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AbstractObjective:To test the efficacy of three nutrition education strategies on the intake of different vegetables in preschool children.Design:This is an experimental study conducted in four Portuguese preschools. The intervention consisted of 20-min educational sessions, once a week, for 5 weeks, with one of the following randomised educational strategies: Portuguese Food Wheel Guide (control), digital game, storybook, storybook and reward (stickers). All groups had repeated exposure to vegetables in all sessions. A pre- and post-test were conducted to determine vegetable intake, and a 6-m
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Hong, Xiumin, Sijie Zhao, and Qianqian Liu. "Unusual Experience in the COVID-19 Pandemic: Young Children’s Readjustment from Home to Preschool following School Closures in Different Risk Regions." International Journal of Environmental Research and Public Health 19, no. 24 (2022): 16785. http://dx.doi.org/10.3390/ijerph192416785.

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Children’s readjustment to preschool following long-term school closures during the COVID-19 pandemic merits special attention. This study examined children’s preschool readjustment using a survey of 1008 teachers in a high-risk region and 1399 teachers in a fluctuating-risk region of China. Results found are as follows. (1) children’s preschool readjustment was at a medium level after the long-term school closures. However, children’s preschool readjustment scores in the fluctuating-risk region were significantly lower than those in the high-risk region. (2) Children in both regions were divi
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Melker, Kristina, Elisabeth Mellgren, and Ingrid Pramling Samuelsson. "Undervisning i förskolan – en fråga om att stötta och att skapa gemensamt fokus." Forskning om undervisning och lärande 6, no. 1 (2018): 64–86. http://dx.doi.org/10.61998/forskul.v6i1.27412.

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Artikeln lyfter fram hur undervisning i förskola, med barn i fyra till fem års ålder, kan ta sig i uttryck. Undervisningen har två fokusområden dels stabilitet (teknik) och samverkan (social aspekt). Undervisning är ett nytt begrepp i förskolan för att beskriva målstyrd verksamhet. För att implementeras bör begreppet ses utifrån förskolans tradition och kontext. Data har generarats från en undervisningssituation som har videoobserverats och därefter analyserats med fokus på förskollärarens och barnens samspel och kommunikation utifrån begreppen sustained shared thinking och scaffolding. Result
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Saçkes, Mesut, and Kathy Cabe Trundle. "Looking beyond enrollment rates: The long-term influence of preschool science curricula on children’s science achievement." Journal of Childhood, Education & Society 5, no. 2 (2024): 201–9. http://dx.doi.org/10.37291/2717638x.202452375.

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This study provides evidence that what happens in preschool (i.e., preschool curriculum) can have long-term consequences years later. In the current study, we seek to answer the question of whether the inclusion of science in the preschool curriculum is associated with fourth- and eighth grade science achievement scores. Based on science achievement data from the Trends in International Mathematics and Science Study (TIMSS 2015 and 2019 cycles), the quality of preschool science learning opportunities showed long-term impacts on science achievement at the fourth grade level. Even after controll
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Dissertations / Theses on the topic "Preschool term"

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Holloman, Kerry. "The Long-Term Effects of a Preschool Program." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/423.

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This study considered high-quality preschool programs, what has happened in Kentucky preschool programs and the long-term effects children receive from attending a preschool program. Research indicated that there are significant long-term attendant benefits: better school achievement, better school attainment, and better adult success. This research used the 2004 senior class of Logan County Schools in Russellville, Kentucky and examined the rate of special education placement, retention, suspension and dropout for students who attended a preschool program versus students who did not attend a
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Petrik, Rebecca D. (Rebecca Diane). "Long-Term Effects of Quality Preschool for Disadvantaged Children." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500445/.

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The eleven studies which comprise the Consortium for Longitudinal Studies were described in order to determine long-term effects of preschool education on disadvantaged children. Research methods and results of the studies were evaluated and compared. An historical overview details the sociopolitical milieu from the time the eleven studies began in the 1960s to the present. Theories which impacted the preschool movement in the 1960s were also discussed, particularly those which concern the development of intelligence, the importance of early education and environmental impact on the developme
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Britt, Amy L. "The Long-Term Impact of Preschool Education on Student Achievement." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668693.

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<p> While many studies have been published about the short-term effects of preschool on student achievement, few long-term studies have been completed. The focus of this study was to determine whether students who attended schools that offered preschool demonstrated improved student achievement in communication arts and math in fourth and eighth grades. Quantitative data, including MAP scores for 2010, 2011 and 2012 in communication arts and math, were reviewed. The participants included rural schools with similar demographics as evidenced by membership in Missouri Association of Rural Educati
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Mackenzie-Keating, Sandra Elizabeth. "Program evaluation of a short-term early intervention program for preschool children with behavior problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0034/NQ46879.pdf.

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Smith, Nafsika. "Morphosyntactic skills and phonological short-term memory in Greek preschool children with specific language impairment." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494950.

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This thesis investigates the performance of Greek preschool children with SLI on morphosyntactic and phonological short-term memory measures. The aims were twofold: (A) to identify areas of exceptional difficulty that could contribute to the diagnosis of SLI in Greek, and (B) to shed light on theoretical issues pertaining to the nature of SLI, and specifically: 1) whether language development in SLI can be characterised as delayed or deviant, and 2) whether the deficits observed can be better accounted for within a domain-specific (linguistic) or a domain-general (processing) account.
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Englund, Märta. "Long-term outcome of renal transplantation in childhood /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-394-5/.

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VanDrie, Anjali. "The Mediating Role of Receptive Language in the Relationship between Verbal Memory and Language Production in Preschool Children." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/psych_theses/6.

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Research has demonstrated a close relationship between verbal short-term (STM) and working memory (WM) and receptive language in children (Baddeley, Gathercole, & Papagno, 1998; Ellis & Sinclair, 1996). Few studies have examined the relationship between memory and language production, and these studies focus on STM only. Though correlations have been found between verbal STM and production, the nature of the correlations are unclear. The current study examined the possibility that receptive language mediates the relationship between memory and language production. Children between 3;0 and
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Hall, Clinton R. "An Examination of the Long-Term Academic Impacts of Students Who Participated in the Missouri Preschool Program in Rural Southwest Missouri." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249251.

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<p> The focus of this mixed methods study was to examine the possible differences between students who participated in the Missouri Preschool Program (MPP) and peers who did not attend the program. Areas examined through quantitative data in the study included academic achievement in communication arts in kindergarten, first grade, and second grade. The qualitative piece of the study included examination of areas such as social development, emotional development, and school readiness. Quantitative data were collected from one school district in rural southwest Missouri. These data came from Ai
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Lipp, Amanda KR. "Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1604.

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Children from a low socioeconomic status (SES) home environment are typically exposed to less vocabulary during the first few years of life and experience higher rates of poor school readiness, particularly in emergent literacy skills, when compared to middle-class peers (Bowey, 1995; Hart & Risley, 2003; Whitehurst, 1997). Early childhood education programs designed to expose this group to cognitively challenging utterances have found that low SES children tend to make greater gains in vocabulary development compared to middle-class peers (Justice, Meier, & Walpole, 2005).
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Hodgson, Olha. "Long-term speech and language deficits and associated neural correlates in survivors of paediatric posterior fossa tumours." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49208/.

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Background: The present research is the first multi-modal study of language deficits in long-term PFT survivors to date. In addition to a detailed neuropsychological assessment of language, this thesis investigated neural correlates of language processing by employing functional (fMRI) and diffusion (DTI) magnetic resonance imaging techniques. Method: Twenty-one PFT survivors, aged 16-21, and twenty-two matched healthy volunteers completed a series of neuropsychological assessments, task-based language fMRI study (targeting semantic retrieval and speech articulation), and a DTI study. The pati
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Books on the topic "Preschool term"

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Weikart, David P. Quality preschool programs: A long-term social investment. Ford Foundation, 1989.

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1931-, Behrman Richard E., Center for the Future of Children., and David & Lucile Packard Foundation., eds. Long-term outcomes of early childhood programs. Center for the Future of Children, The David and Lucile Packard Foundation, 1995.

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Serebryakova, Tat'yana, Veronika Volgina, Natal'ya Hvorostinina, and Viktoriya Kuryleva. "From babies to prep." The system of work on the development of the social and personal sphere of preschool children. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2128799.

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The educational and methodological manual presented to the readers is a certified educational complex aimed at the social and personal development of preschool children. Based on a detailed theoretical analysis of available psychological and pedagogical research on the problem of socio-personal development (including preschool children), a comprehensive practical material is presented aimed at solving this problem: a package of methods for monitoring, as well as a long-term plan of activities with children of all ages to optimize the process of their socio-personal development. For heads of pr
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Great Britain. Welsh Office. Education Department. Inspectorate. Report by H.M. Inspectors: Ysgol Niwbwrch, Gwynedd, inspected during Autumn Term 1991. Welsh Office, 1992.

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Great Britain. Welsh Office. Education Department. Inspectorate. Report by H.M. Inspectors: Ysgol Bontnewydd, Gwynedd : inspected during summer term 1991. Welsh Office, 1992.

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Great Britain. Welsh Office. Education Department. Inspectorate. Report by H.M. Inspectors: Llanllechid Primary School, Gwynedd, inspected during Spring Term 1991. Welsh Office, 1992.

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Great Britain. Welsh Office. Education Department. Inspectorate. Report by H M Inspectors: Ysgol Rhydgaled, Conwy : inspected during summer term 1997. Welsh Office, 1997.

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Great Britain. Welsh Office. Education Department. Inspectorate. Report by H.M. Inspectors: Ysgol Gynradd Llanllyfni,Gwynedd : inspected during autumn term 1991. Welsh Office, 1992.

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Great Britain. Welsh Office. Education Department. Inspectorate. Report by H. M. Inspectors: Standards and quality in primary schools : Welsh as a second language in key stages 1 and 2 : inspected during Autumn term 1994, Spring term 1995. Welsh Office, 1996.

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Great Britain. Welsh Office. Education Department. Inspectorate. Report by H.M. Inspectors: A survey of English at key stage 3 in the National Curriculum in the secondary schools of Wales, inspected during Autumn Term 1991/Spring Term 1992. Welsh Office, 1992.

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Book chapters on the topic "Preschool term"

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Kultti, Anne. "Mutuality in Collaboration: A Development Project for Teaching in Multilingual ECEC." In Methodology for Research with Early Childhood Education and Care Professionals. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_9.

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AbstractThe context of this chapter is a long-term collaboration within a development project for decreasing differences in young children’s living conditions. The project aimed to take on this challenge through professional development about teaching and learning, as well as home-preschool collaboration, in multilingual preschool contexts. Participants were preschool teachers, preschool heads, and persons responsible for preschool education in a total of six municipalities, together with a researcher and a local region working for children’s wellbeing. In this chapter, collaboration is seen a
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Lehrl, Simone, Hans-Günther Rossbach, and Sabine Weinert. "Fostering Early Competence Development Through Home and Preschool Learning Environments—a Summary of Findings from the BiKS-3-18 Study." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_6.

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Abstract Growing evidence reveals powerful associations between early learning environments and children’s later academic success. Besides the family, which has been shown to be a significant predictor of children’s development, the longer-term benefits of early institutional experiences in the preschool are also of interest, given the high participation rate across all social milieus, and the continuously expanding sector of early childhood education and care. In this paper, we therefore present findings from the study BiKS-3-18 on the short- and long-term effects of early learning environmen
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Homuth, Christoph, Simone Lehrl, Anna Volodina, Sabine Weinert, and Hans-Günther Rossbach. "From Preschool to Vocational Training and Tertiary Education—Study Design of the BiKS-3-18 Study." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_2.

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AbstractThe educational development and achievements of children depend on individual prerequisites as well as on familial and institutional learning contexts. Data from the study BiKS-3-18 (Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age) enables educational research on mechanisms and long-term effects of early child development and different learning environments in Germany. This contribution provides an overview of the study design, sampling procedures and sizes, contents, and research potential of the BiKS-3-18 study. Starti
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Huang, Chen, Zhenzhen Xia, Li Shen, Chanjuan Sun, and Zhijun Zou. "Discussion on the Characteristics of Preschool Childhood Asthma Recovery in the Short Term." In Environmental Science and Engineering. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-9520-8_107.

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Qu, Fangbing, Supei Yan, Jiuqing Liang, and Jianping Wang. "Effect of Short-Term Micro-expression Training on the Micro-expression Recognition Performance of Preschool Children." In Communications in Computer and Information Science. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7983-3_5.

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Mård-Miettinen, Karita, Åsa Palviainen, and Anu Palojärvi. "Dynamics in Interaction in Bilingual Team Teaching: Examples from a Finnish Preschool Classroom." In Preschool Bilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_6.

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de Mello, Claudia Berlim, Thiago da Silva Gusmão Cardoso, and Marcus Vinicius C. Alves. "Social Cognition Development and Socioaffective Dysfunction in Childhood and Adolescence." In Social and Affective Neuroscience of Everyday Human Interaction. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08651-9_10.

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AbstractSocial cognition refers to a wide range of cognitive abilities that allow individuals to understand themselves and others and also communicate in social interaction contexts (Adolphs, Curr Opin Neurobiol 11(2):231–239, 2001). According to Adolphs (Annu Rev Psychol 60(1):693–716, 2009), social cognition deals with psychological processes that allow us to make inferences about what is happening inside other people—their intentions, feelings, and thoughts. Although the term can be defined in many ways, it is clear that it must be safeguarded for the mental operations underlying social int
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Zea Restrepo, Claudia María, Diego E. Leal-Fonseca, María-Antonia Arango Salinas, and Laura Hernandez-Velez. "A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_6.

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AbstractDuring the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and becom
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Zea Restrepo, Claudia María, Diego E. Leal-Fonseca, María-Antonia Arango Salinas, and Laura Hernandez-Velez. "A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_6.

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AbstractDuring the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and becom
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Ødegaard, Elin Eriksen. "Responding to Wicked Tensions and Problems in Practices-Developing Research." In Methodology for Research with Early Childhood Education and Care Professionals. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_11.

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AbstractExperiences from practices-development research, as presented in Part II of this book, identify what we call wicked tensions and problems (Bentley J, Toth. Exploring wicked problems: what they are and why they are important. ArchWay Publishing, 2020). The experienced team from Sweden, Denmark, and Norway have collaborated for many years with early years teachers and the early childhood education and care (ECEC; i.e. in these national contexts, preschool/kindergarten) sector in their efforts to respond to societal problems alongside practitioners. Enhancing meaningful practices in the E
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Conference papers on the topic "Preschool term"

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Zheng, Xiaoying. "Preschool Teachers' Short-term Training Strategy based on Teacher Needs." In 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.130.

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Meier, Daniel. "Strengthening Preschool Dual-Language Instruction Through Learning Stories and Long-Term Inquiry." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1575816.

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Петрова, Светлана Сергеевна, and Наталья Александровна Лагунова. "METHODS FOR PREVENTING SOCIAL DISADAPTATION AMONG PRE-SCHOOL CHILDREN IN AN EDUCATIONAL SETTING." In Методики фундаментальных и прикладных научных исследований: сборник статей всероссийской научной конференции (Санкт-Петербург, Декабрь 2022). Crossref, 2023. http://dx.doi.org/10.37539/221223.2022.34.18.003.

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В данной статье рассматривается проблема социальной дезадаптации детей дошкольного возраста как фактор интеграции личности в социум. Анализируется многозначность термина «дезадаптация», характеризуются ее основные причины, специфика проявления в дошкольном возрасте, а также представляются факторы и условия, способствующие профилактике процесса дезадаптации детей дошкольного возраста. This article deals with the problem of social disadaptation of preschool children as a factor of personality integration into society. The article analyzes the multiple meanings of the term "desadaptation", charac
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Semiz, Marina Ž., and Slobodan Lj Pavlović. "PREVENTION OF HEALTH BEHAVIOR PROBLEMS IN PRESCHOOL CHILDREN: IMPLICATIONS FOR PRACTICE AND RESEARCH." In The International Scientific Conference "Children, culture, education". University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.02ms.

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The foundations for the development of healthy lifestyles, habits, and health behavior are laid at an early, preschool age, hence the increasingly important role of the prevention programs. The aim of this research is to derive pedagogical recommendations and implications for future research based on the analysis of preventive programs developed to prevent and suppress health behavior problems in preschool children. A search of the key descriptors “preschool preventive programs”, “health and physical education”, “health behavior”, and “preschool institution” or “kindergarten” in the ERIC, PubM
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Caudri, D., HA Smit, and JC de Jongste. "Predicting the Long Term Prognosis of Children with Symptoms Suggestive of Asthma at Preschool Age." In American Thoracic Society 2009 International Conference, May 15-20, 2009 • San Diego, California. American Thoracic Society, 2009. http://dx.doi.org/10.1164/ajrccm-conference.2009.179.1_meetingabstracts.a6229.

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Gavrea mazur, Iuliana. "QUALITY EVALUATION OF THE PRESCHOOL EDUCATION SYSTEM IN IASI." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-094.

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The interest shown to the children of pre-school education increased due to the benefits which the students had by participating in the preschool education and they achieved the necessary abilities in school. The investments in good quality pre-school education had benefits on the long term because they contributed to the increase not only of the social inclusion and the employment of workforce, but also to the poverty reduction. The pre-school education systems within the European Union support investments in pre-school education programs offered to the children who come from disadvantaged en
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Cheng, Ching-Ching, and Shan-Shan Cheng. "IMPLEMENTING A NATIONAL DATABASE ON YOUNG CHILDREN'S LEARNING: A PRELIMINARY ANALYSIS OF A LONGITUDINAL STUDY TO EVALUATE THE QUALITY OF PRESCHOOLS." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.58.

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In recent years, many policies have been formulated and strongly promoted to improve the quality of early childhood education. In 2012, the Taiwanese government enacted a new national curriculum framework for early childhood education to enhance the quality of early childhood education programs. This new framework is key competence-oriented, meaning preschool educators must focus on children's learning and inquiry processes when designing the curriculum. A series of projects collecting information on the quality of the learning environment and learning outcomes of children aged 2 to 9, called
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Xueli, Li. "Carrying out kindergarten-based training assisted by information technology, promoting the long-term professional development of preschool teachers." In 2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2021. http://dx.doi.org/10.1109/icekim52309.2021.00166.

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Barnett, W. Steven. "Long-Term Effects of Early Care and Education on Cognitive Development: Public Preschool Programs and Impacts on Academic Achievement." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1441405.

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Petrescu, Anca. "TOWARDS EFFECTIVE PRESCHOOL TO PRIMARY SCHOOL TRANSITIONS - RECOGNIZING THE POTENTIAL OF ICT." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-044.

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Starting school has always been perceived as one of the most important transitions in a child’s life and as a major challenge for the adults around him/her. Measured in social and intelectual terms, the success of this initiation is deemed by many specialists a determining factor in the easy adaptation of the newly-student to the specific demands of the educational environment. Some reference books (Fabian &amp; Dunlop, 2002; Dunlop &amp; Fabian, 2003) even advance the idea of a long-term impact of this period, since all subsequent experiences of the child may be influenced by his/her initial
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Reports on the topic "Preschool term"

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Gray-Lobe, Guthrie, Parag Pathak, and Christopher Walters. The Long-Term Effects of Universal Preschool in Boston. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28756.

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Heckman, James, and Lakshmi Raut. Intergenerational Long Term Effects of Preschool - Structural Estimates from a Discrete Dynamic Programming Model. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19077.

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Ginja, Rita, and Pedro Carneiro. Long term impacts of compensatory preschool on health and behavior: evidence from Head Start. Institute for Fiscal Studies, 2012. http://dx.doi.org/10.1920/wp.cem.2012.0112.

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Rossin-Slater, Maya, and Miriam Wüst. What is the Added Value of Preschool for Poor Children? Long-Term and Intergenerational Impacts and Interactions with an Infant Health Intervention. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22700.

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Selph, Shelley S., Andrea C. Skelly, Tracy Dana, et al. Psychosocial and Pharmacologic Interventions for Disruptive Behavior in Children and Adolescents: A Systematic Review. Agency for Healthcare Research and Quality, 2025. https://doi.org/10.23970/ahrqepcsrdisruptive.

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Objectives. To determine the most effective treatments for clinically significant disruptive behaviors in children and adolescents. Data sources. Ovid® MEDLINE®, the Cochrane Library, PsycINFO®, and Embase® databases were searched from 2014 to July 22, 2024. Additionally, we reviewed all studies included in the prior 2015 Agency for Healthcare Research and Quality review. Review methods. We dual reviewed abstracts and full-text articles; data extraction was checked by a second reviewer; risk of bias and strength of evidence were assessed by two reviewers; and disagreements were resolved by con
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Baker-Henningham, Helen, Francis Taja, and Marsha Bowers. A Mixed-method Feasibility Trial of an Early Childhood, Violence Prevention, Parenting Program Integrated into Preschool Provision in Jamaica. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013518.

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We adapted a violence-prevention, parenting program (the Irie Homes Toolbox, or IHT) for integration into Jamaican preschool services. The adapted IHT was evaluated in a mixed-method feasibility trial in Kingston, Jamaica. Twenty-four preschools were randomly assigned to intervention (n12) or wait-list control (n12). Ten caregivers per school were recruited (n240, n120/group). The program consisted of eleven 1-hour parenting sessions delivered by a preschool teacher with groups of ten caregivers of children aged 2-6 years. In the impact evaluation, the primary outcome was caregivers' use of vi
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Turner, Paul, Alessia Baseggio Conrado, and Jennifer Quint. Using NHS Data to Monitor Trends in the Occurrence of Severe, Food-Induced Allergic Reactions Work Package 1. Food Standards Agency, 2024. http://dx.doi.org/10.46756/sci.fsa.lvn457.

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People with food allergies may experience food allergic reactions due to accidental exposure. These reactions are commonly categorised as non-severe, fatal food anaphylaxis and near-fatal food anaphylaxis. Non-severe allergic reactions to food are more common with an incidence of up to 1,000 times greater than fatal food-related anaphylaxis. However, obtaining accurate data relating to the circumstances under which these reactions occurred is challenging under the current diagnosis coding system used in the National Health Service (NHS). This project addressed two key questions: What are the t
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Necessity justification of remedial approach introduction in preschool physical training in terms of modern requirements implementation. Leonid A. Semenov, 2019. http://dx.doi.org/10.14526/2070-4798-2019-14-2-32-37.

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