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Journal articles on the topic 'Regular kindergarten'

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Published: 4 June 2021
Last updated: 14 February 2022

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1

Campbell, Coral, and Christopher Speldewinde. "Bush kinder in Australia: A new learning ‘place’ and its effect on local policy." Policy Futures in Education 17, no. 4 (January 28, 2018): 541–59. http://dx.doi.org/10.1177/1478210317753028.

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Bush kindergartens are a new practice in the Australian early childhood learning context and one that is rapidly becoming part of the kindergarten experience. Children leaving the confines of the bounded space of a kindergarten has been practised through excursions to outdoor places like zoos but the notion of conducting regular, ongoing kindergarten sessions away from the traditional kindergarten setting is one which is gaining momentum in Australian early childhood education, with possible impacts on future policy. In late 2014, a pilot programme titled ‘Sandy Shores Kids Go Bush’ was established across bush kindergartens in a region on the coastal fringe of south-eastern Australia using five existing sites. Each of these sites has differing characteristics impacting upon the experience of children attending the bush kinder programme. This paper reviews the settings of three different interpretations of ‘bush kinder’ and considers how the learning experience associated with bush kinder varies according to ‘place’ and how bush kinder has impact on both local and broader education policy.
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Mumpuniarti, Mumpuniarti, and Prima Harsi Kantun Lestari. "Kesiapan guru sekolah reguler untuk implentasi pendidikan inklusif." JPK (Jurnal Pendidikan Khusus) 14, no. 2 (May 27, 2019): 57–61. http://dx.doi.org/10.21831/jpk.v14i2.25167.

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Abstrak: Penelitian ini bertujuan memotret kesiapan guru sekolah regular melaksanakan pendidikan inklusi. Metode penelitian dengan menggunakan daftar pertanyaan kepada responden guru setelah mengikuti pelatihan tentang implementasi inklusi. Responden guru terdiri dari guru tingkatan satuan taman kanak-kanak/TK; satuan Sekolah Dasar/SD; dan satuan Sekolah Menengah Pertama/SMP. Analisis data menggunakan kategorial jawaban dari responden. Hasil penelitian menunjukkan bahwa pendidikan inklusi ternyata di satuan sekolah taman kanak-kanak/TK lebih siap, karena terdukung kompetensi pedagogi. Bagi guru sekolah regular yang belum siap untuk implementasi pendidikan inklusi berharap adanya guru pendidikan khusus dan sarana akomodasi yang lengkap untuk implementasi pendidikan inklusi.Kata kunci: kesiapan guru regular, pendidikan inklusiAbstract: This study aims to portrait the readiness of regular school teachers to carry out inclusive education. Research method by using questionnaires to teacher respondents after participating in training on implementation of inclusion. Teacher respondents consist of teachers in kindergarten/kindergarten level; elementary school / elementary school unit; and junior high school /junior high school units. Data analysis uses categorical answers from respondents. The results showed that inclusive education turned out to be better prepared in kindergartens/kindergarten schools, because pedagogy’s competence was supported. For regular school teachers who are not ready to implement inclusive education expect special education teachers and complete accommodation facilities for the implementation of inclusive education.Keywords: regular teacher readiness, inclusive education
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3

Melnik, Olga, and Olga Sidlovskaja. "Daily Life in a Regular Russian Kindergarten." Childhood Education 78, no. 6 (September 2002): 341. http://dx.doi.org/10.1080/00094056.2002.10522202.

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4

Pecaski McLennan, Deanna Marie. "Joyful Number Talks in Kindergarten." Journal of Teaching and Learning 13, no. 2 (March 1, 2020): 43–54. http://dx.doi.org/10.22329/jtl.v13i2.5684.

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This article discusses the use of number talks to engage kindergarten children in regular joyful math opportunities in the classroom. As an educator of four- and five-year-old students in a full day kindergarten (FDK) program in Ontario, Canada, I embrace inquiry-based learning to guide children’s activities. Inspired by the childcare centres in Reggio Emilia, Italy, I continually support and scaffold the expressed interests of children in the form of projects. This means that children are engaged in and discover answers to self-directed questions on a regular basis. I have always compared kindergarten to a dance; sometimes I lead and other times I follow.
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5

Dobrodinská, Miroslava, and Lenka Černá. "Level of motor skills of preschool children: comparison of forest kindergarten and regular kindergarten." Journal of Outdoor Activities 13, no. 2 (December 1, 2020): 7–18. http://dx.doi.org/10.21062/ujep/430.2020/a/1802-3908/joaa/19/13/7.

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6

McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (April 1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.
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7

Chai, Hollis Haotian, Sherry Shiqian Gao, Kitty Jieyi Chen, Duangporn Duangthip, Edward Chin Man Lo, and Chun Hung Chu. "A Kindergarten-Based Oral Health Preventive Approach for Hong Kong Preschool Children." Healthcare 8, no. 4 (December 9, 2020): 545. http://dx.doi.org/10.3390/healthcare8040545.

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Early childhood caries (ECC) remains the single most common chronic childhood disease. Untreated caries can cause tooth loss and compromised dentition. Severe ECC can also influence nutrition intake, cognitive development, general health and quality of life. In Hong Kong, approximately half of 5-year-old children suffer from ECC, and more than 90% of these caries remain untreated. Thus, the development of effective strategies for promoting the oral health of preschool children is warranted. The Faculty of Dentistry of the University of Hong Kong has provided kindergarten-based dental outreach services to selected kindergartens since 2008. In 2020, the project expanded to serve all kindergarten children in Hong Kong. The aim of the service is to improve oral health through the prevention and control of ECC among preschool children. The service provides dental screening and silver diamine fluoride treatment for ECC management. In addition, the parents receive oral health talks, and teachers receive training in delivering regular oral health education at kindergarten. The objectives of this service are to improve oral and general health of preschool children, develop the children’s good oral health-related behaviours, maintain the children’s psychological well-being and reduce the burden on their family. This paper describes this kindergarten-based dental outreach service.
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8

Illerbrun, David, Leonard Haines, and Pauline Greenough. "Language Identification Screening Test for Kindergarten." Language, Speech, and Hearing Services in Schools 16, no. 4 (October 1985): 280–92. http://dx.doi.org/10.1044/0161-1461.1604.280.

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The performance of 136 children enrolled in regular kindergarten programs on five language screening tests was compared with their performance on a diagnostic criterion language measure consisting of the Test of Language Development, Test for Auditory Comprehension of Language, and Carrow Elicited Language Inventory. The Language Identification Screening Test for Kindergarten was found to be highly valid, reliable, and efficient in identifying kindergarten children with language problems. The Bankson Language Screening Test, Clinical Evaluation of Language Functions-Elementary Screening Test, and Fluharty Preschool Speech and Language Screening Test were also found to be highly valid and reliable but considerably less efficient as mass kindergarten language screening tests. The Kindergarten Language Screening Test was found to be less effective in correctly identifying kindergarten children with language problems.
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9

Tangel, Darlene M., and Benita A. Blachman. "Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling." Journal of Reading Behavior 24, no. 2 (June 1992): 233–61. http://dx.doi.org/10.1080/10862969209547774.

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The purpose of this study was to determine if children trained in phoneme awareness in kindergarten would differ in invented spelling from children who did not have this training. A reliable scoring system was created to evaluate the invented spelling of the kindergarten children. The children were selected from 18, all-day kindergartens in four, demographically comparable low-income, inner-city schools. Prior to the intervention, the 77 treatment children and the 72 control children did not differ in age, sex, race, PPVT-R, phoneme segmentation, letter name and letter sound knowledge, or word recognition. During March, April, and May of the kindergarten year, treatment children participated in an 11-week phoneme awareness intervention that included instruction in letter names and sounds. After the intervention, the treatment children significantly outperformed the control children in phoneme segmentation, letter name and sound knowledge, and reading phonetically regular words and nonwords. Of primary interest in this study is the fact that the treatment children produced invented spellings that were rated developmentally superior to those of the control children. The 7-point scale created for scoring the developmental spelling test was found to be highly reliable using either correlation ( r = .98) or percent of agreement (93%).
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10

Lee, Frances Lai Mui, Alexander Seeshing Yeung, Katrina Barker, Danielle Tracey, and Jesmond C. M. Fan. "Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong." Australasian Journal of Special Education 39, no. 2 (March 25, 2015): 97–112. http://dx.doi.org/10.1017/jse.2015.3.

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In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders’ attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-point scale). A 2 (experience: low; high) x 2 (school type: half-day kindergarten; full-day childcare centre settings) multivariate analysis of variance (MANOVA) found some subtle group differences. Less experienced teachers found stakeholders’ attitudes to be important, and more so than more experienced teachers, whereas full-day childcare centre teachers found teamwork, curriculum, and stakeholders’ attitudes more important than did half-day kindergarten teachers. The findings imply that whereas all 5 factors are perceived by teachers as important for the success of inclusive education, some factors are of greater concern to teachers working in full-day childcare centres than teachers working in half-day kindergartens. The findings provide advice on how best to allocate limited resources across settings with the intention of promoting inclusive education.
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11

Mâsse, Louise C., and Richard E. Tremblay. "Kindergarten Disruptive Behaviour, Family Adversity, Gender, and Elementary School Failure." International Journal of Behavioral Development 23, no. 1 (March 1999): 225–40. http://dx.doi.org/10.1080/016502599384080.

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Objective: To investigate the developmental pathway of school failure from age 8 to age 11 by gender when the main effects and interactions of family adversity and the level of kindergarten disruptive behaviour were accounted for. Method: A population sample of boys ( n = 862) and girls ( n = 985) were followed from kindergarten up to age 11. Family adversity and disruptive behaviour were measured in kindergarten and school failure was assessed from ages 8 to 11. Results: A logit-linear analysis on the patterns of school failure revealed that there was no significant difference in the proportion of boys and girls transferred from an age-appropriate regular class by the end of elementary school. However, the age at which this transfer occurred differed by gender: Girls were found to experience failure later than boys do. The results also indicated that both family adversity and kindergarten disruptive behaviour had an effect on the proportion and age at which children were transferred from an age-appropriate regular class. Conclusion: Findings underline that the academic performance and delinquency relationship may be developmentally different by gender. Further research focused on understanding the impact of school failure by gender is needed to clarify these issues.
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12

Mantzicopoulos, Panayota, and Delmont Morrison. "Characteristics of at-risk children in transitional and regular kindergarten programs." Psychology in the Schools 27, no. 4 (October 1990): 325–32. http://dx.doi.org/10.1002/1520-6807(199010)27:4<325::aid-pits2310270408>3.0.co;2-1.

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13

Liu, Jianghong, Wei-Ting Hwang, Barbra Dickerman, and Charlene Compher. "Regular breakfast consumption is associated with increased IQ in kindergarten children." Early Human Development 89, no. 4 (April 2013): 257–62. http://dx.doi.org/10.1016/j.earlhumdev.2013.01.006.

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14

Itskowitz, Rivka, Helen Strauss, and Dafne Fruchter. "Does Familiarity with School Increase Adjustment?" School Psychology International 8, no. 4 (October 1987): 251–55. http://dx.doi.org/10.1177/014303438700800406.

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The present study investigated the impact of familiarity with the school setting on kindergarten children's expectations of school and on adjustment of first graders to the school setting. The assumptions were that familiarity with the school setting would lead to a greater amount of valid information about school, which would decrease the anxiety of kindergarten children's role expectations of school. Previous exposure to the school setting would also lead to better adjustment in the first grade. Subjects were nineteen kindergarten children and twenty first graders from infant-school settings, and thirty-three kindergarten children and twenty-six first graders from regular educational settings, the sexes being evenly represented. All subjects came from middle socio-economic backgrounds. On the whole, the results corroborated the assumptions.
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15

Omidvar, Nasrin, Mina Babashahi, Zahra Abdollahi, and Ayoub Al-Jawaldeh. "Enabling Food Environment in Kindergartens and Schools in Iran for Promoting Healthy Diet: Is It on the Right Track?" International Journal of Environmental Research and Public Health 18, no. 8 (April 13, 2021): 4114. http://dx.doi.org/10.3390/ijerph18084114.

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Enabling policies related to kindergarten and school food environments can be effective approaches in preventing childhood obesity. This study investigated policies and/or programs with direct or indirect effects on the food environment in kindergartens and schools in Iran. In this scoping review, we systematically searched PubMed, Scopus, and Web of science, as well as Iranian scientific search engines, including Scientific Information Database and Magiran from January 1990 to October 2020, to identify literature on policies/programs affecting the food environment in kindergartens and schools in Iran. A total of 30 studies and policy documents were included in this review relevant to eight policies/programs. These programs have helped to control food availability in schools, increase nutritional awareness, positively influence physical function and school performances, and reduce malnutrition in rural kindergartens. However, improving the food environment in schools and kindergartens requires proper revisions and local adaptation of many of these policies, strengthening of cross-sectoral collaborations, provision of necessary financial and human resources, and ensuring regular monitoring and evaluation. Reflecting on Iran’s health policies and interventions provides insight into the progress achieved and challenges faced. Lessons can benefit the country itself, as well as other countries with similar contexts.
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16

Larasati, Angelina, Asrori Asrori, and M. Sukri. "The Effect of Recruitment and Achievement Motivation on Discipline of Teacher Work at Private Kristen Kindergarten (TK) in Pontianak City." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 22, 2019): 84. http://dx.doi.org/10.26737/jetl.v4i1.966.

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This study aims to describe (1) Recruitment in Pontianak City Private Christian Kindergarten; (2) Achievement motivation in Pontianak City Private Christian Kindergarten; (3) work discipline of teachers in Pontianak City Private Christian Kindergarten; (4) The effect of recruitment on the work discipline of teachers in Pontianak City Private Christian Kindergarten; (5) The effect of achievement motivation on the work discipline of teachers in Pontianak City Private Christian Kindergarten; (6) The influence of recruitment and achievement motivation together on the work discipline of teachers in Pontianak City Private Christian Kindergarten. This research includes associative research with the approach used is a quantitative approach. The research method used in this study is a method of survey and analysis of research data using correlational study methods. The results obtained from this study are (1) Recruitment of teachers in Private City Christian Kindergarten in Pontianak through selection conducted by the school with the medium category score 107.61, and the obtained frequency is significant; (2) Achievement motivation of teachers in Private City Christian Kindergarten in Pontianak in terms of external motivation, and internal motivation is included in the low category with a score of 121.95; (3) The work discipline of teachers in Private Christian Kindergarten in Pontianak in terms of regular working hours, how to dress and how to work are in the medium category with a score of 144.00; (4) There is a significant influence between recruitment and teacher work discipline; (5) There is a significant influence between achievement motivation and teacher work discipline; (6) There is a significant relationship between recruitment and achievement motivation with teacher work discipline.
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17

Kim, Ju Hee, Byoung-In Lee, and Hyun-Geun Jo. "A Regular Kindergarten Teachers’ Difficulties & Support Needs in Teaching Children’s Problem Behaviors." Korean Journal of Early Childhood Special Education 16, no. 4 (December 25, 2016): 23–59. http://dx.doi.org/10.21214/kecse.2016.16.4.23.

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18

Yon, Madeline Jun Yu, Kitty Jieyi Chen, Sherry Shiqian Gao, Duangporn Duangthip, Edward Chin Man Lo, and Chun Hung Chu. "Dental Fear and Anxiety of Kindergarten Children in Hong Kong: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 8 (April 20, 2020): 2827. http://dx.doi.org/10.3390/ijerph17082827.

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Objectives: The objectives of this cross-sectional study were to investigate the fear level of kindergarten children in the general population during dental outreach in a familiar kindergarten setting, and to explore the factors associated with the dental fear of kindergarten children. Method: Consecutive sampling method was used to select kindergarten children aged 3 to 5 to participate in a questionnaire survey and an outreach service. A behavioural observation type of instrument for dental fear and anxiety assessment—Frankl Behaviour Rating Scale (FBRS)—was chosen to investigate the fear level of the children. Bivariate analyses between various factors and children’s dental fear and anxiety were carried out using Chi-square test. Results: A total of 498 children participated in this study. Almost half (46%) of the children have had caries experience, and the mean dmft score was 2.1 ± 3.4. The prevalence of dental caries was 32%, 43%, and 64% in the 3-, 4- and 5-year-olds, respectively. Only 4% of the children scored negatively for dental fear and anxiety (95% CI 2.3%–5.7%). Children at three years of age displayed more dental fear and anxiety than children of older ages, but the difference in dental fear and anxiety among the genders and caries status was not statistically significant. Most of the children (92%) brushed daily, but only 20% of them used toothpaste. Most (85%) of them had never visited the dentist, and over 70% of them were mainly taken care by their parents. High levels of positive and cooperative behaviour and low levels of fear were found in this population. No statistical significance was found between the child’s dental fear and any factors except age. Conclusion: Children generally displayed low fear or anxiety levels in a dental outreach consisting of a non-invasive oral examination and preventive treatment in a familiar kindergarten setting. Conducting regular outreach dental services to kindergartens by providing oral examination and simple remineralisation therapies could be a promising strategy to not only control childhood caries, but also manage and reduce dental fear and encourage long term dental attendance in line with the medical model.
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19

Houmøller, Kathrin. "Making the invisible visible? Everyday lived experiences of ‘seeing’ and categorizing children’s well-being within a Danish kindergarten." Childhood 25, no. 4 (June 29, 2018): 488–500. http://dx.doi.org/10.1177/0907568218783810.

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This article explores how pedagogues assess and categorize children’s well-being in the everyday life of a kindergarten caring for a large number of children considered socially vulnerable. Based on ethnographic fieldwork, the article focuses on a newly implemented well-being assessment tool oriented towards making all children’s needs visible through the pedagogues’ regular colour-categorizations of their state of well-being. The article problematizes this ambition and proposes that some children are rendered invisible in the process of categorizing. It is argued that the categorizations are more reflective of the structural conditions of the kindergarten and a gauged sense of urgency.
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20

Foster, Carl G. "Special education program for Native American exceptional students and regular program staff." Rural Special Education Quarterly 8, no. 3 (September 1987): 40–43. http://dx.doi.org/10.1177/875687058700800307.

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Tuba City Boarding School, in northern Arizona, is a Western Navajo Agency facility responsible for the education of kindergarten through eighth grade Navajo children. For several years, the school's Special Education Coordinator has received informal grievances from the regular faculty about their inability to adequately teach the mainstreamed exceptional students. As a result, the School initiated a Summer Special Education Program, which provided instruction to the special education students. The Summer Program's approach precipitated significant change in teacher/student interpersonal relationships, student achievement, and educational aide special education knowledge and skills.
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Culková, Dita, Lucie Francová, Ivan Růžička, Dana Urbanová, and Jan Suk. "Comparison of physical activity of children in a state kindergarten and a forest kindergarten in the Czech Republic." Physical Activity Review 9, no. 2 (2021): 120–29. http://dx.doi.org/10.16926/par.2021.09.28.

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Introduction: This study compares physical activity of children in a state kindergarten and a forest kindergarten, particularly the number of steps taken, which can indicate the quantity of physical activity. The objective is to monitor the number of steps taken by children in selected institutions and to conduct an analysis in relation to the structure of the daily programme and movement regimen of these institutions contributing thus to the discussion concerning physical literacy formation among preschool children. Methods: The study is of a descriptive non-intervention character using mechanical pedometers. The sample consists of 73 children (36 in the state kindergarten, 37 in the forest kindergarten). The data are processed using a nonparametric Mann-Whitney test and Cohen's d. Results: At the significance level of 0.05 it was discovered that children from the forest kindergarten take significantly more steps in the observed period than children from the state kindergarten. The Z-score is -4.357 and p < 0.001. Substantive significance for the level of physical activity measured by the number of steps is high. Cohen's d = (532057–354714)/133355.005729 = 1.33. Conclusion: Physical literacy is influenced by both the quality of physical activity and the quantity, which was larger in the forest kindergarten. This may be related to the amount of spontaneous physical activity and the frequency and length of trips. However, controlled physical activities in the state kindergarten, especially morning exercise, can improve the quality and increase physical literacy as well. There is a need for a competent approach of teachers, sensitive inclusion of physical activities in the daily programme with emphasis on internal motivation, and awareness of benefits and drawback of both spontaneous physical activity and controlled activities represented by regular morning exercise.
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22

Bietenbeck, Jan. "The Long-Term Impacts of Low-Achieving Childhood Peers: Evidence from Project STAR." Journal of the European Economic Association 18, no. 1 (January 7, 2019): 392–426. http://dx.doi.org/10.1093/jeea/jvy049.

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AbstractThis paper evaluates how sharing a kindergarten classroom with low-achieving repeaters affects the long-term educational performance of regular first-time kindergarten students. Exploiting random assignment of teachers and students to classes in Project STAR, I document three sets of causal impacts: students who are exposed to repeaters (1) score lower on a standardized math test at the end of kindergarten, an effect that fades out in later grades; (2) show persistent improvements in noncognitive skills such as effort and discipline; and (3) are more likely to graduate from high school and to take a college entrance exam around the age of 18. I argue that the positive spillovers on long-term educational attainment are driven by the differential accumulation of noncognitive skills by repeater-exposed students during childhood. Results are consistent with the hypothesis that the improvements in these skills are driven by behavioral adjustments of teachers to the presence of repeaters in the classroom.
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Sosiawan, Agung, Karina Awanis Adla, Nadya Adina Zuhdi, Zalfa Karimah, Gita Alethea Kristi Maharani, Theresa Dian Krissanti, Yuliana Merlindika Sembadani, et al. "Promoting Caries-Free Program by having Regular 6-Month Dental Check-up in Ketabang Area, Surabaya." Indonesian Journal of Dental Medicine 3, no. 1 (June 22, 2020): 13. http://dx.doi.org/10.20473/ijdm.v3i1.2020.13-15.

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Background: An epidemiological study conducted in two kindergartens located in Ketabang and Embong Kaliasinreported that 63% of kindergarteners were affected by dental caries. The study also found that only 8% of them receiveddental treatment. The remaining 92% of kindergarteners never had dental treatment due to uncovered health insurance,unavailability of parents during working days and hours, mother’s education level, mother’s medical history, paternalsupport in dental and oral health care. Promotive, preventive, and referral efforts for dental and oral health can be doneby empowering UKGS teachers in the kindergarten concerned and in collaboration with local public health center routine6-month dental check-up. Purpose: To promote dental health education for children and forming the habit of visitingdentist for dental check-up. Methods: This program was intended to support UKGS teachers’ roles and encourage themother to admit their children for a dental check-up. The dental check-up results of Dharma Putra kindergarteners werethen recorded to the report. The report consisted of the prioritized tooth to treat, treated tooth, and treatment fee. Results:The dentists have recorded the examination results on the report sheet and informed the parents about their children’sdental and oral health status. The UKGS teacher then scheduled follow-up appointment per group per week for dentaltreatment. 3 out of 3 kindergarteners attended the follow-up appointment. Conclusion: This program is effective topromote children to come to dentist.
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Koomen, Helma M. Y., and Jan B. Hoeksma. "Regulation of Emotional Security by Children after Entry to Special and Regular Kindergarten Classes." Psychological Reports 93, no. 3_suppl (December 2003): 1319–34. http://dx.doi.org/10.2466/pr0.2003.93.3f.1319.

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In this paper early adaptation after children's entry to kindergarten is conceptualized as a process of achieving emotional security. It was hypothesized that children adapt to school by means of security seeking from the teacher and behavioral inhibition. 30 normal children from regular classes and 36 children with a variety of problems, e.g., behavioral, emotional, and family problems, from special classes were rated by their teachers on the Inhibition Scale and Security Seeking Scale on 5 occasions during the first 3 mo. at school. By the end of this period teachers judged the intensity of behavior problems on the Internalizing Problem Scale and the Externalizing Problem Scale. Analysis showed that initial high scores on the Security Seeking Scale and Inhibition Scale decreased sharply during the first weeks, and that children from special classes scored consistently higher on the Security Seeking Scale and more variable on the Inhibition Scale than children from regular classes. Girls had higher scores than boys on both scales. Recent stress in the family as rated by the teacher was positively related to both scores on the Inhibition and Security Seeking Scales after entry. Finally, scores on the Security Seeking and Inhibition Scales over the first three months predicted scores on the Internalizing Problem Scale by the end of this period, especially for children in special classes. We conclude that understanding adaptation after school entry as a process of obtaining emotional security is productive, providing a means to link entry behavior to precursors and consequences.
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KOOMEN, HELMA M. Y. "REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES." Psychological Reports 93, no. 7 (2003): 1319. http://dx.doi.org/10.2466/pr0.93.7.1319-1334.

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KOOMEN, HELMA M. Y. "REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES." Psychological Reports 93, no. 8 (2003): 1319. http://dx.doi.org/10.2466/pr0.93.8.1319-1334.

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27

Vogler, E. William, Patricia Koranda, and Tom Romance. "Including a Child with Severe Cerebral Palsy in Physical Education: A Case Study." Adapted Physical Activity Quarterly 17, no. 2 (April 2000): 161–75. http://dx.doi.org/10.1123/apaq.17.2.161.

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The purpose was to examine an inclusive physical education kindergarten class containing a child with severe spastic diplegic cerebral palsy. An adapted physical educator served as a human resource. Participants were a kindergartner (6 years of age) with severe disability, 20 nondisabled peers (5-6 years of age), an adapted physical educator, and a regular physical educator. The research method was case study. Data were collected periodically by systematic observation and by interview during an 18-week period in the fall school semester. Twenty percent, or approximately one class per week (n = 19) were analyzed that were movement exploration in nature. Results indicated that inclusion classes were highly effective in time engagement and management, and the qualitative nature of inclusion was one of widespread social acceptance and successful motor participation. It was concluded that the use of a people resource model, with an adapted educator, is a highly effective educational practice.
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Mazzeschi, Claudia, and Adriana Lis. "The Bender-Gestalt Test in an Italian Sample: An Analysis of Koppitz's Developmental Bender Scoring System Deviations." Perceptual and Motor Skills 90, no. 2 (April 2000): 373–85. http://dx.doi.org/10.2466/pms.2000.90.2.373.

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This study extended the research of the psychometric characteristics of Koppitz's 1963/1975 Developmental Scoring System of the Bender-Gestalt test. Attention was paid to relations among the 7 deviations. The test was administered by licensed psychologists to 1,065 white children, aged from 3 yr., 6 mo. to 11 yr., 5 mo., enrolled in the regular education track of kindergarten and elementary school in Italy.
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Haerani and Haerati. "The Relationship between Eating Pattern and Eating Behavior in Preschool Children Aged 4-5 Years at Al-Ikhlas." Comprehensive Health Care 1, no. 2 (August 19, 2017): 26–36. http://dx.doi.org/10.37362/jch.v1i2.231.

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According to data from the Bulukumba district health office in 2014, there were 44% malnutrition in preschool children and 2015 there was 53% malnutrition in preschool children due to irregular children's eating patterns. The data obtained showed that the incidence of preschool children experiencing malnutrition is increasing from year to year. The purpose of this research is to know the relationship between eating patterns and eating behavior in preschool children aged 4-5 years at Al-Ikhlas Kindergarten, Benteng Gantarang Village, Gantarang District, Research Design using Cross-Sectional. The study population was parents who had children aged 4-5 years in Al-Ikhlas Kindergarten which counted 58 people. A sample of 37 people were taken using consecutive sampling techniques using questionnaire and interview instruments. In AL-Ikhlas Kindergarten, Benteng Gantarang Village, Gantarang District, Bulukumba Regency, 58 students were formed consisting of 2 groups A and B, and after interviews of 20 parents, there were found that there were those who easily ate 8 people and had difficulty eating 12 people. Chi-square test results obtained P = 0.004. This means that there is a significant relationship between eating patterns with eating behavior in preschool children aged 4-5 years at Al-Ikhlas Kindergarten, Benteng Gantarang Village, Gantarang District. It is recommended that parents can provide regular eating patterns to children so that the child's eating behavior becomes good.
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Ellis, Lee, Cindy Schlaudecker, and Celia Regimbal. "Effectiveness of a Collaborative Consultation Approach to Basic Concept Instruction With Kindergarten Children." Language, Speech, and Hearing Services in Schools 26, no. 1 (January 1995): 69–74. http://dx.doi.org/10.1044/0161-1461.2601.69.

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The effectiveness of a collaborative consultation approach to basic concept instruction with kindergarten children was investigated. Following 8 weeks of intervention by a school speech-language pathologist, university faculty, a classroom teacher, and a physical education teacher, children in the experimental group demonstrated significantly higher performance on target concepts than a control group who received the regular education program. Suggestions for further use of the approach are discussed.
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Chałas, Renata, Paweł Maksymiuk, and Tomasz Fajgier. "The evaluation of kindergarten teachers’ preparation to promote oral health among children." Polish Journal of Public Health 124, no. 1 (March 1, 2014): 33–37. http://dx.doi.org/10.2478/pjph-2014-0007.

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Abstract Introduction. The problem of high caries prevalence among preschool children has been widely discussed in Poland. Studies show unsatisfactory level of children’s oral health. A reason of this situation could be insufficient health education. Aim. The aim of the study was to evaluate kindergarten teachers’ preparation to promote oral health among children. Material and methods. Ninety-seven preschool teachers from Lublin (96 women and 1 man) participated in the study. Teachers were asked to fill survey forms concerning: oral health education campaigns launched in the kindergarten, meals consumed by kids and basic issues of oral hygiene. Results and discussion. The majority of examined teachers (96.91%) confirmed that oral health education campaigns were executed at their workplace. Significantly less people confirmed execution of fluoridation programs. Half of the subjects (53.61%) rated their knowledge of oral health diseases prevention as good. Passing on the knowledge about oral hygiene during lessons with children was confirmed by 96.91% subjects. A great proportion of the subjects (71.13%) think that launching regular oral health education campaigns among teachers would help to improve oral health level of children. Conclusions. Kindergarten teachers have general, but not expert knowledge of oral health. Trained teachers could play an important role in raising children health status
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Bánfai, Bálint, Attila Pandur, Bence Schiszler, Emese Pék, Balázs Radnai, Henrietta Bánfai-Csonka, and József Betlehem. "Little lifesavers: Can we start first aid education in kindergarten? – A longitudinal cohort study." Health Education Journal 77, no. 8 (July 11, 2018): 1007–17. http://dx.doi.org/10.1177/0017896918786017.

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Objectives: First aid programmes should include not only the transfer of knowledge and skills but also improve participants’ helping attitudes. The aim of this study was to evalute the immediate and long-term effects of a 3-day first aid programme for kindergarten children. Methods: One hundred and eighteen kindergarten children (5–7 years old) from an inner-city kindergarten located in Pécs, Hungary, were involved in this study between January 2016 and June 2017. Training consisted of three 45-minute sessions involving the transfer of theoretical knowledge and practical skills about first aid. Knowledge, skills and attitudes were assessed by means of a questionnaire developed for the study and through observation. Participants were tested before and immediately after the programme and at 4 and 15 months. Results: The majority of children had no prior knowledge in first aid. Knowledge and skills significantly improved immediately after training and remained significantly higher at 4 and 15 months when compared to baseline – calling the ambulance ( p < 0.01), performing cardiopulmonary resuscitation (CPR; p < .01), using an automated external defibrillator (AED; p < .01), handling an unconscious patient ( p < .01) and managing bleeding ( p < .01). Attitudes towards first aid improved significantly after the programme ( p < .01) and remained improved after 4 and 15 months when compared to baseline ( p < .01). Conclusion: Beginning first aid education in kindergarten can be useful. Children cannot become professional bystanders immediately following training, but the programme can offer an introduction of first aid. However, the results decreased substantially after 15 months so regular refreshing training should be recommended.
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Kaderavek, Joan N., and Laura M. Justice. "Embedded-Explicit Emergent Literacy Intervention II." Language, Speech, and Hearing Services in Schools 35, no. 3 (July 2004): 212–28. http://dx.doi.org/10.1044/0161-1461(2004/021).

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This article, the second in a two-part series, provides guidance to speech-language pathologists (SLPs) for implementing the explicit component of the embedded-explicit emergent literacy intervention model for at risk preschool and kindergarten children. The explicit component refers to the provision of regular structured therapeutic interactions that intentionally target critical emergent literacy goals. This article describes fundamental principles of explicit literacy instruction, identifies literacy domains targeted as part of explicit literacy instruction, and presents examples of how early childhood classrooms can be organized to implement the embedded-explicit model.
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Coleman, J. Michael, and G. Michael Dover. "The RISK Screening Test: Using Kindergarten Teachers' Ratings to Predict Future Placement in Resource Classrooms." Exceptional Children 59, no. 5 (March 1993): 468–77. http://dx.doi.org/10.1177/001440299305900509.

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Teacher ratings from four consecutive cohorts of kindergarten students were used to establish a prediction function by which children who ultimately received special education services in the form of resource-class placement were discriminated from children who remained solely in regular education classrooms. All five factors measured by the RISK scale were significantly related to future school performance, but items that assessed child ability, current performance, and teacher investment were most predictive of eventual special-class placement. Overall accuracy for the screening measure was 94.13%, with 1,194 out of 1,269 children accurately selected to their appropriate educational placement.
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Fuller, Gerald B., and Robert E. Rankin. "Differences in Levels of Parental Stress among Mothers of Learning Disabled, Emotionally Impaired, and Regular School Children." Perceptual and Motor Skills 78, no. 2 (April 1994): 583–92. http://dx.doi.org/10.2466/pms.1994.78.2.583.

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This study examined the stress among mothers of children in regular and special education. The sample of 45 mothers had children enrolled in public schools from Kindergarten to Grade 8. To three groups, Group 1 of mothers with children in regular education, Group 2 of mothers with children classified as learning disabled, and Group 3 of mothers with children classified as emotionally impaired, the Parenting Stress Index was given to examine whether differences in stress among groups were significant. An analysis of variance and Tukey's HSD indicated significant differences in the Child Domain and on certain child subscales (Acceptability, Mood, Distractibility, Reinforcement), with Group 3 scoring significantly higher than Group 1. Groups 2 and 3 scored significantly higher on the Total Child Domain than Group 1. Group 3 also scored higher than Group 1 on the Parent Domain and on the sum of both domains.
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Ellwein, Mary Catherine, Daniel J. Walsh, Gerald M. Eads, and Alexandra Miller. "Using Readiness Tests to Route Kindergarten Students: The Snarled Intersection of Psychometrics, Policy, and Practice." Educational Evaluation and Policy Analysis 13, no. 2 (June 1991): 159–75. http://dx.doi.org/10.3102/01623737013002159.

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In this article we examine the validity of inferences drawn from readiness tests when placing children in the regular or a 2-year kindergarten program. Using data from nine Virginia school districts, we studied the technical characteristics of four commonly employed readiness tests. Boys, minorities, children of low socioeconomic status, and young children scored consistently lower on all four tests. Three of the four tests were fairly reliable, but the fourth was highly inconsistent for minorities and those younger than 5 years. None of the four tests were impressive predictors of future test performance. The results are interpreted within specific selection and placement policies.
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Barnett, W. Steven, Kwanghee Jung, Allison Friedman-Krauss, Ellen C. Frede, Milagros Nores, Jason T. Hustedt, Carollee Howes, and Marijata Daniel-Echols. "State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs." AERA Open 4, no. 2 (March 26, 2018): 233285841876629. http://dx.doi.org/10.1177/2332858418766291.

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State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s learning using a regression discontinuity design. These programs vary with respect to the population served, program design, and context. Weighted average effect sizes from instrumental variables analyses across these states are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. State preK programs appear to differ in their effects. We offer recommendations for more rigorous, regular evaluation.
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Gozali, Imelda, and Ignatius Harjanto. "IMPROVING THE GRAMMATICAL ACCURACY OF THE SPOKEN ENGLISH OF INDONESIAN INTERNATIONAL KINDERGARTEN STUDENTS." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (July 1, 2014): 168. http://dx.doi.org/10.15639/teflinjournal.v25i2/168-184.

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The need to improve the spoken English of kindergarten students in an international preschool in Surabaya prompted this Classroom Action Research (CAR). It involved the implementation of Form-Focused Instruction (FFI) strategy coupled with Corrective Feedback (CF) in Grammar lessons. Four grammar topics were selected, namely Regular Plural form, Subject Pronoun, Auxiliary Verbs Do/Does, and Irregular Past Tense Verbs as they were deemed to be the morpho-syntax which children acquire early in life based on the order of acquisition in Second Language Acquisition. The results showed that FFI and CF contributed to the improvement of the spoken grammar in varying degrees, depending on the academic performance, personality, and specific linguistic traits of the students. Students with high academic achievement could generally apply the grammar points taught after the FFI lessons in their daily speech. Students who were rather talkative were sensitive to the CF and could provide self-repair when prompted. Those with lower academic performance generally did not benefit much from the FFI lessons nor the CF.
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Al-Atiyah, Israa S., and Nada J. Radhi. "The Impact of Oral Health Knowledge, Attitude and Practices (KAP) of Kindergarten Teachers on Their Oral Condition in Al-Rusafa Sector/ Baghdad-Iraq." Journal of Baghdad College of Dentistry 30, no. 3 (September 15, 2018): 40–47. http://dx.doi.org/10.26477/jbcd.v30i3.2530.

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Background: Teachers are considered as dynamic force who take a pivotal position in any educational system. Since they may play a significant role in passing the preventive information and health promotion, it is important that their own oral health knowledge, attitude, and practices conform to the professional recommendations. The aim of this study was to evaluate oral health knowledge, attitude and practices among kindergarten teachers, and their impact on teachers’ oral health condition in Al-Rusafa Sector, Baghdad, Iraq. Materials and Methods: This cross-sectional survey was conducted among 80 kindergarten teachers. A self-administered questionnaire was distributed among these teach¬ers. This questionnaire format contains two parts that deals with oral health knowledge, attitude and practices of teachers, and this was followed by clinical oral examination for all the teachers. Simple random sampling technique was employed for the selection of the study participants. Descriptive analysis was done and data was analyzed using Bonferonni t-test and ANOVA test. Results: Teachers demonstrated adequate but incomplete knowledge regarding oral health. More than 85.0% of teachers were aware of preventive measures to keep good oral health and knew the bad influence of neglecting the oral hygiene. About 65.0% of teachers had the awareness about dental plaque composition and its bad effects. Meanwhile, 45.0% of them were aware about the signs of tooth decay, also 32.5% were aware about the benefits of regular correct brushing on the gingiva. No obvious differences were noticed regarding teachers’ DMFS, plaque and gingival indices mean values in association to the level of teachers’ knowledge, however, a positive relation were found between favorite attitude and practices and mean values of DMFS, plaque and gingival indices. Conclusions: The studied kindergarten teachers demonstrated adequate but incomplete oral health knowledge with many of them adopting poor attitude and practices. There is a definite and immediate need for an integral educational program for kindergarten teachers on basic oral health knowledge and favorable practices. Moreover, teachers’ healthy practices can affect their oral health condition positively.
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Storkel, Holly L., Rouzana Komesidou, Kandace K. Fleming, and Rebecca Swinburne Romine. "Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns." Language, Speech, and Hearing Services in Schools 48, no. 2 (April 20, 2017): 108–24. http://dx.doi.org/10.1044/2017_lshss-16-0058.

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Purpose The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. Results The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0–1 treated words correctly at Naming Test 1; naming 0–2 treated words correctly at Naming Test 2; naming 0–3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but memory evolution also contributed (albeit to a lesser degree) to word learning success. Conclusion Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.
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Yartika, Yartika, Agus Zainal Ramat, and M. Izzudin. "Pembelajaran Anak Berkebutuhan Khusus di PAUD Alam Bengkulu Mahira Kota Bengkulu." Journal Of Lifelong Learning 2, no. 1 (January 7, 2020): 18–24. http://dx.doi.org/10.33369/joll.2.1.18-24.

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This study aimed to find out the learning strategy of exceptional children in the Mahira Natural Kindergarten Bengkulu City. The method used is qualitative method with descriptive approach. Based on the result of the research and discussion, it is concluded that (1) the expectation / target in the learning of exceptional children are 7 development targets that are the the development of religious and moral values target, physical development target, cognitive development target, language development target, emotional social development target, self-building development target, and science development target. (2) Determination of the learning time allocation of exceptional children is within 1 week, it taken 1 hour to follow the learning activities in inclusion. For the rest, the exceptional children still followed the regular children learning. (3) Preparation of rewards/gift for exceptional children, there are three forms. First is physical form, such as food, snacks and toys. Second form is a gift / rewards given by the teacher in a verbal form, where gifts / rewards are given such as praise and motivation. Then the third gift / rewards in non verbal form such as hugs, thumbs up, applause, and tos together. (4) Provision of tasks / work for exceptional children. There are two forms of tasks. First is general task where general task form given same with the regular children, but the general task given still depends on the ability of the children itself. Second is a special task, where the task is designed specifically for exceptional children in accordance with the target of each children. (5) Provision of special assistance for exceptional children, there are three forms. First is physical assistance, where the assistance is provided directly to the exceptional children with direct physical touch. Then the second is verbal assistance, the help given such as teach the children to say hello, greet friends and say thank you. Then the third is emotional assistance, where the assistance is provided by helping to reduce emotions. (6) In the learning process, the themes and subjects given for the children are same, both for regular class and exceptional children. But different in the burden of learning given. Keywords: Learning, Exceptionl Children, Mahira Natural Kindergarten Bengkulu
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42

Golly, Annemieke, Jeffrey Sprague, Hill Walker, Kelli Beard, and Ginger Gorham. "The First Step to Success Program: An Analysis of Outcomes with Identical Twins across Multiple Baselines." Behavioral Disorders 25, no. 3 (May 2000): 170–82. http://dx.doi.org/10.1177/019874290002500305.

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The investigation described here focused on effects of the First Step to Success early intervention program designed for kindergartners who show the early signs of emerging antisocial behavior at the point of school entry. First Step is a collaborative home and school intervention that was developed to address the needs of such children and was evaluated over a 4-year period. Two studies are reported herein, involving two sets of identical twins enrolled in regular kindergarten programs. The results of these studies indicated that exposure to the First Step program produced powerful behavior changes that were maintained throughout the program's duration. Limitations of the studies are discussed, as well as questions for future research.
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43

Rea, Monica, Rosa Ferri, Alessandra Nemola, Viviana Langher, and Carlo Lai. "Attachment relationship to teacher and intensity of emotional expression in children with Down syndrome in regular kindergarten and nursery school." Journal of Intellectual and Developmental Disability 41, no. 1 (November 8, 2015): 31–41. http://dx.doi.org/10.3109/13668250.2015.1106453.

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44

Ayhan, Aynur Bütün, and Neriman Aral. "Computer-Assisted Instruction in Concept Development of Six-Year-Old Children." Psychological Reports 104, no. 3 (June 2009): 853–60. http://dx.doi.org/10.2466/pr0.104.3.853-860.

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Effects of a 15-wk. computer-assisted course or regular instruction on concept development by 6-yr.-old kindergarten children in Ankara ( M age of sample = 66.0 mo., SD = 4.6; M age of girls = 65.0 mo., SD = 4.4; M age of boys = 66.0 mo., SD = 4.5). Children were assigned to two groups of 40 (Experimental group: 18 girls and 22 boys; M girls' age = 65.3 mo., SD = 3.7, M boys' age = 67.1 mo., SD = 4.1; Control group: 21 girls, 19 boys, M girls' age = 64.9 mo., SD = 5.01, M boys' age = 66.7 mo., SD = 5.1). All were given the Bracken Basic Concept Scale–Revised and a general information form. Mean posttest scores in concept development for the group given computer-assisted training were statistically significantly higher.
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45

Robinson, Carly D., Monica G. Lee, Eric Dearing, and Todd Rogers. "Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs." American Educational Research Journal 55, no. 6 (May 22, 2018): 1163–92. http://dx.doi.org/10.3102/0002831218772274.

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Attendance in kindergarten and elementary school robustly predicts student outcomes. Despite this well-documented association, there is little experimental research on how to reduce absenteeism in the early grades. This paper presents results from a randomized field experiment in 10 school districts evaluating the impact of a low-cost, parent-focused intervention on student attendance in grades K–5. The intervention targeted commonly held parental misbeliefs undervaluing the importance of regular K–5 attendance as well as the number of school days their child had missed. The intervention decreased chronic absenteeism by 15%. This study presents the first experimental evidence on how to improve student attendance in grades K–5 at scale and has implications for increasing parental involvement in education.
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46

Williams, Kate E., Sally Savage, and Rebecca Eager. "Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol." BMJ Open 10, no. 9 (September 2020): e036392. http://dx.doi.org/10.1136/bmjopen-2019-036392.

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IntroductionSelf-regulation (the ability to regulate emotion, attention, cognition and behaviour) is an integral part of early learning competence in the years prior to school. Self-regulation skills are critical to ongoing learning behaviours, achievement and well-being. Emerging neurological evidence suggests coordinated music and movement participation could support self-regulation development for all children. A pilot study in 2016 introduced a coordinated music and movement programme designed to boost self-regulation skills in children in disadvantaged communities, delivered by visiting specialists, with promising findings. The intervention is based on the neuroscience of beat synchronisation, rhythmic entrainment and the cognitive benefits of music therapy and music education—and is called Rhythm and Movement for Self-Regulation (RAMSR). This study builds on the pilot by training regular teachers to deliver RAMSR in their classrooms (rather than visiting specialists). The study aims to establish the effectiveness of RAMSR, which is designed to translate the cognitive benefits that accrue from rhythm participation to address self-regulation for children who do not typically access high-quality music programmes.Methods and analysisWe will recruit 237 children from up to eight kindergartens in low socioeconomic areas. Intervention: teachers will be trained to deliver the RAMSR intervention during group time in kindergartens, daily for 8 weeks. Control: usual practice kindergarten programme. Follow-up: end of intervention using child assessments and teacher report; 12 months postbaseline using school teacher reports following school transition. Primary outcomes: executive function and self-regulation. Secondary outcomes: school readiness; visual-motor integration; teacher-reported behaviour problems, school transition and academic competency; teacher knowledge, confidence, practice and attitudes related to self-regulation, rhythm and movement; fidelity of intervention implementation.Ethics and disseminationQueensland University of Technology Human Research Ethics Committee, approval 1900000566. Findings dissemination: in-field workshops to service providers, conference presentations, journal and professional publications.Trial registration numberACTRN12619001342101; Pre-results (30 September 2019).
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Ilyasa, Made Dike Julianitakasih, and Abd Madjid. "Evaluasi Program Terapi Al-Qur’an Melalui Model Context, Input, Process, Product (CIPP)." Intiqad: Jurnal Agama dan Pendidikan Islam 13, no. 1 (June 30, 2021): 135–54. http://dx.doi.org/10.30596/intiqad.v13i1.6634.

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The purpose of this study is to evaluate the aspects of Context, Input, Process, and Product of the Al-Qur'an Therapy Program at Sekolah Khusus Taruna Al-Qur’an. This research uses a qualitative approach with a descriptive analytic type. The data collection techniques are non-participant observation, interviews, and documentation. The data analysis was performed through data reduction, data presentation, and conclusion drawing. The results show that: 1) The background of the implementation of the Al-Qur'an Therapy Program at Sekolah Khusus Taruna Al-Qur’an is the existence of the students with special needs at Taruna Al-Qur'an Kindergarten which is a regular Kindergarten (Context aspect), 2) The Human Resources (HR) for the Al-Qur'an Therapy Program consists of mentors, namely devotion students from Pondok Pesantren (Islamic Boarding School) Al-Qur'an Taruna and companions, namely teachers who accompany each student (Input aspect), 3) The Implementation of the Al-Qur’an Therapy Program is started with an opening greeting by the teacher, followed by greeting the students, reciting theraupetic verses by both the teacher and the student which is stated by reciting ta'awuż, and the teacher dismiss the therapy session by giving a closing greeting (Process aspect), 4) The students who join the Al-Qur’an Therapy Program tends to be calmer and they even can memorize and recite the verses of Al-Qur’an (Product aspect).
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Uzunović, Slavoljub, Nenad Đorđević, Dušan Nikolić, Dejan Stošić, Jovan Marković, Vladan Petrović, and Lora Kostić. "THE EFFECTS OF KINDERGARTEN SPORTS SCHOOL ON BILATERAL COORDINATION OF PRESCHOOL AGE CHILDREN." Facta Universitatis, Series: Physical Education and Sport 15, no. 3 (January 30, 2018): 481. http://dx.doi.org/10.22190/fupes1703481u.

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The research was conducted with the aim of determining to what extent and in what manner the kindergarten sports school program affects the coordination of preschool children. The sample consisted of 57 preschool age children. The control group comprised 31 children and the experimental one 26 children, aged 6 years ± 6 months. The experimental group applied the sports school program for a period of 8 weeks (2 x 45 minutes each week). The control group only had regular activities in the kindergarten. The level of bilateral coordination in children was determined applying seven tests and a level of balance applying nine tests at the initial and final measurement. At the initial measurement, experimental and control groups showed similar results, while the experimental group showed significantly better results at the final measurement. The tests applied in the research were taken from the BOT-2 battery of tests: the Bruininks-Oseretsky test of Motor Proficiency (Bruininks, 1987; Bruininks and Bruininks, 2005, taken from Cools et al, 2009), where body coordination as a separate composite is assessed by subtests of bilateral coordination and balance. The obtained data were processed by the SPSS 20 statistics software, and ANCOVA was used to determine the effects of the sports school program. It is assumed that the experimental program has influenced the improvement of the results between two assessments of the bilateral coordination (on three tests) and balance estimates (on one test). The obtained results point to the need for a wider application of similar programs in working with preschool age children.
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Trout, Alexandra L., Michael H. Epstein, William T. Mickelson, J. Ron Nelson, and Linda M. Lewis. "Effects of a Reading Intervention for Kindergarten Students at Risk for Emotional Disturbance and Reading Deficits." Behavioral Disorders 28, no. 3 (May 2003): 313–26. http://dx.doi.org/10.1177/019874290302800315.

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Although students with or at risk for emotional disturbance present significant academic challenges, few researchers have studied the outcomes of interventions designed to improve the reading skills of this population. In this study we assessed the outcomes of a supplemental daily Direct Instruction reading curriculum, Reading Mastery I., and fluency building program, Great Leaps, on the reading skills of students at risk for emotional disturbance and reading deficits. Over a period of 7 months, 6 students received a supplementary reading intervention and 12 students (6 control at-risk and 6 norm-referencing students without disabilities) received their regular classroom instruction. Curriculum-based measures assessing early phonemic awareness and basic reading skills (i.e., letter sounds, blends, and high-frequency sight words) were collected biweekly to assess student performance. The results of this study revealed that at-risk students receiving the Direct Instruction curriculum intervention met or outperformed their control at-risk and norm-referencing peers in all three reading measures. Implications of these findings and areas of future research are discussed.
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(PhD ), Warda Sada-Gerges. ""The Big Sister Model in Educational Training” The Art of Mentoring and fellow Mentoring" (BSM)." European Journal of Multidisciplinary Studies 6, no. 1 (June 10, 2017): 93. http://dx.doi.org/10.26417/ejms.v6i1.p93-106.

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In an ongoing search for new models to streamline college training and mentoring, a different training model was developed called the "Big Sister Model". This model was experienced for five years in the kindergarten-training program at the Kay College of education in Israel. Within this model, two female students are trained in each kindergarten: one in the third college year and the other in the second. Together with kindergarten staff, the two students plan the class curriculum and activities. A third-year student, who possess additional one year experience in practicing (veteran), has the opportunity to mentor a 2nd year student who also has the opportunity to observe the training of the third year and get more experience. This process provides a good staff relationship and develops interpersonal relations based on social and psychological elements, which points to a huge positive change in behavior, interpersonal relations and its motivations. In peer mentoring, the mentor accompanies, analyzes, supports, instructs, empowers and provides necessary knowledge in the mentoring process. It undergoes a process of empowerment, leadership, and success (Power et Al, 2011). This study is a continuous action research that aims at examining the effectiveness of the “Big sister” training model. When a third-year student mentors a second-year student, her personality will be accordingly empowered. Moreover, she is exposed to another year of the second year training program, once when she receives guidance in the second year and once more as a 3rd year student mentor. The second-year student enjoys continuous training throughout the day with a close colleague in addition to the training teacher and pedagogical mentor. In addition, she reveals the contents and skills of the third year allowing her ongoing internalization over time all third-year program. In the effectiveness of the training, we also sought to deeply examine the areas that this model promotes and strengthens as well as, how much the students perceive it as a training benefactor compared to the regular model in a control group.
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