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Relevant bibliographies by topics / Rural preschools

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Academic literature on the topic 'Rural preschools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Rural preschools"

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Melenets, Liudmyla. "Research of functioning of rural preschool institutions of Ukraine in the period from 1945 to 1963." ScienceRise: Pedagogical Education, no. 3(42) (May 31, 2021): 17–21. http://dx.doi.org/10.15587/2519-4984.2021.232621.

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It is necessary to study the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the past. This gives an opportunity to see certain patterns and conventions, to identify positive experiences that were once rejected or forgotten, the opportunity to reveal how contemporaries, responded to such problems, what was the pedagogical argument and its implementation in practice. The historical facts of the organization of public preschool education in the Ukrainian village, which has its own rather complex, contradictory phenomena and processes, are generalized. The

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Black, Maureen M., Sylvia Fernandez-Rao, Krishnapillai Madhavan Nair, et al. "A Randomized Multiple Micronutrient Powder Point-of-Use Fortification Trial Implemented in Indian Preschools Increases Expressive Language and Reduces Anemia and Iron Deficiency." Journal of Nutrition 151, no. 7 (2021): 2029–42. http://dx.doi.org/10.1093/jn/nxab066.

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ABSTRACT Background Anemia is a global public health problem that undermines childhood development. India provides government-sponsored integrated nutrition/child development preschools. Objectives This double-masked, cluster-randomized controlled trial examines whether point-of-use multiple micronutrient powder (MNP) compared with placebo fortification of preschool meals impacts child development and whether effects vary by preschool quality (primary outcome) and biomarkers of anemia and micronutrients (secondary outcomes). We also measured growth and morbidity. Methods We randomly assigned 2

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Olalowo, Iyanuoluwa Emmanuel, and Ishola Akindele Salami. "Combatting the Danger of a Single Story: Empirical Comparison of Resource Availability among Ibadan Rural and Urban Pre-School Centers, Nigeria." International Journal of Social Learning (IJSL) 1, no. 2 (2021): 202–14. http://dx.doi.org/10.47134/ijsl.v1i2.35.

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Learning in the early years of life is not just an intra-personal effort of the child alone; rather, it involves the interplay of several social factors, which can affect a child’s development. However, literature that considered and presented these factors as obtainable within preschools mostly revealed their facts and figures in a single story of either urban or rural preschools, cheering an uneven intervention from developmental agencies afterward. This study sought to provide an empirical comparison of the state of preschool resources in Ibadan rural and urban communities. A descriptive su

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Gong, Xin, Caixing Niu, and Jing Wang. "The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province." Best Evidence in Chinese Education 6, no. 1 (2020): 715–38. http://dx.doi.org/10.15354/bece.20.ar070.

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The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three national-level poverty-stricken counties and one non-poverty county in Hubei Province showed that current rural preschool teachers are facing greater professional pressure. Approximately 44.47% thought that the pressure is high, but has not yet reached the level of high burnout; non-poverty county preschool teachers have relatively high pressure. According to the Demand-Control-Suppor

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Tishabaeva, Irodaxon. "FORMATION OF PRESCHOOL EDUCATIONAL INSTITUTIONS IN UZBEKISTAN(1960-1990)." JOURNAL OF LOOK TO THE PAST 11, no. 3 (2020): 70–77. http://dx.doi.org/10.26739/2181-9599-2020-11-10.

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This article describes the expansion of the network of preschool education institutions in Uzbekistan in 1960-1990, the level of coverage of preschool children in educational institutions on the basis of scientific, historical literature and sources. The study also included children's attendance and demographic indicators in preschools, urban and rural kindergartens.

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Kaur, Jasleen, and Anupam Sharma. "Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children." SAGE Open 11, no. 3 (2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031873.

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The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness

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Rajapakse Mudiyanselage, Shashanka Indeevara Rajapakse, Wadu Arachchige Dharshika Lakmali Amarasiri, Bannek Mudiyanselage Gedara Duminda Yasaratne, Janith Warnasekara, and Suneth Agampodi. "Epidemiology of wheeze among preschool children: a population-based cross-sectional study from rural Sri Lanka." BMJ Open 11, no. 7 (2021): e046688. http://dx.doi.org/10.1136/bmjopen-2020-046688.

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ObjectivesTo assess the prevalence of wheeze and factors associated with its severity among 3–6 years old children.MethodologyDesignA population-based, cross-sectional study using the WHO 30 cluster methodology with probability proportionate to size sampling.Setting36 preschools registered at the divisional secretariat offices of Anuradhapura district, Sri Lanka.ParticipantsWe recruited 1060 preschool children from 36 preschools aged 3–6 years.Main outcome measurementsWe used the International Study of Asthma and Allergy in Childhood questionnaire to assess the prevalence, symptomatology and a

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Bi, Jieying, Chengfang Liu, Shaoping Li, et al. "Dietary Diversity among Preschoolers: A Cross-Sectional Study in Poor, Rural, and Ethnic Minority Areas of Central South China." Nutrients 11, no. 3 (2019): 558. http://dx.doi.org/10.3390/nu11030558.

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The aim of this study was to document the dietary diversity status of preschool children in poor, rural, and ethnic minority areas of Central South China and examine its associated factors both at home and in preschools. A cross-sectional study including 1328 preschool children aged three or five years from two nationally designated poverty counties in Hunan Province was conducted. A dietary diversity score (DDS) was constructed to measure the dietary patterns based on the 24 h recall method. The mean DDS among the sample children was 5.77 (95% confidence interval: 5.70–5.83, range 1 to 9) wit

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Abang Ahmad, Dayang Nurshafiqa, and Suziyani Mohamed. "TEACHERS PERCEPTION TOWARD PLAY BASED LEARNING USING GADGET IN PRESCHOOL." International Journal of Modern Education 3, no. 9 (2021): 24–39. http://dx.doi.org/10.35631/ijmoe.39003.

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Ministry of Education in Malaysia has urged the implementation of 21st-century learning starting from 2014 to fulfil the needs of education in Malaysia. The use of gadgets in learning is normal in this century but to some rural schools in Malaysia. This study was conducted to identify the teachers’ perception towards play-based learning using gadgets in rural preschool in the Kapit Division of Sarawak. This study focused on 3 important aspects which are the usage of gadgets and their effects in teaching and learning, and the challenges faced by the preschool teachers in using gadgets during th

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Steed, Elizabeth A., Tina Pomerleau, Howard Muscott, and Leigh Rohde. "Program-wide Positive Behavioral Interventions and Supports in Rural Preschools." Rural Special Education Quarterly 32, no. 1 (2013): 38–46. http://dx.doi.org/10.1177/875687051303200106.

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Dissertations / Theses on the topic "Rural preschools"

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Hessler, Karen Lee. "Physical activity patterns of rural northwestern Colorado preschoolers /." Connect to abstract via ProQuest. Full text is not available online, 2008.

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Parker, Steven Daniel. "Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83363.

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As the number of public school students identified as living in poverty increases, so does the number of children entering kindergarten with inadequate pre-literacy skills. This lack of preparation creates a gap in literacy achievement that is persistent and grows throughout a child's K-12 experience. One rural Virginia school division has begun offering a full-day prekindergarten program for the most at-risk three year-old children. The purpose of this study was to examine the efficacy of the three year-old preschool program in this one rural school division in eastern Virginia. This stud

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Valero, Alicia. "Emergent literacy development among Latino students in a rural preschool classroom /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.

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Mtahabwa, Lyabwene. "Pre-primary educational policy and practice in Tanzania observations from urban and rural pre-primary schools /." Thesis, Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38877028.

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Tomaz, Simone Annabella. "Physical activity and gross motor skills in rural South African preschool children." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29464.

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Background: Global levels of overweight and obesity in preschool-aged children have increased dramatically in the last two decades, with most overweight and obese children younger than five years living in low- and middle-income countries (LMICs). Statistics from the 2013 South African National Health and Nutrition Examination Survey (SANHANES-1) confirm that levels of overweight and obesity are high in South African preschool-aged children, with prevalence rates of overweight and obesity up to 18.2% and 4.7%, respectively. This increasing problem of overweight and obesity in South African p

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Austin, Kimberly. "Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3341.

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Early Childhood educators agree on the significant influence of a parent on a child’s literacy development. The environment a parent provides, in addition to the opportunities a child has in the early years, have a major influence on a child’s literacy development. This study sought to determine how parents in a low-income socioeconomic group perceived literacy development and how their preschool-age children performed on an emergent literacy assessment. The 64 study participants were recruited from a Head Start program in the central Appalachian Mountains. An overwhelming majority of particip

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Webber, Melissa. "Relationship between food insecurity and overweight in preschool-aged children in rural West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5244.

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Thesis (M.S.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains v, 39 p. : map. Vita. Includes abstract. Includes bibliographical references (p. 22-24).

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Buro, Brandy Lynn. "Understanding the Rural Built Environment from the Perspectives of Parents of Preschool-Aged Children." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27331.

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Obesity prevention interventions targeting the built environment are an emerging area of research, but few studies have been applied in rural communities or among preschool-aged children, despite being high-priority populations. This study aimed to identify barriers to accessing nutritious foods and physical activity opportunities from the perspectives of parents of preschoolers living in low-income, rural communities. A mixed methods study design guided by a social ecological model incorporated quantitative surveys and qualitative interviews to gain a comprehensive understanding of the rural

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Zhang, Li, and 张莉. "Preschool experience, school readiness, self-regulation, and academic achievement : a longitudinal study in rural China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/197139.

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Research indicates that preschool experience significantly influences child development and this study examined the influence of preschool learning experiences on children’s school readiness, self-regulation and academic achievement. Participants were 190 children from an impoverished county in Southwest China and their teachers. Classroom observations were conducted and children were assessed in individual and group sessions. There were three different types of preschool programs (kindergartens, pre-primary classes; Grade 1) available in the county. A total of 18 teaching episodes provided

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Alger, Megan W. "Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.

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<p> Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this diss

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Books on the topic "Rural preschools"

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Deheinzelin, Monique. Trilha: Educação construtivismo. 2nd ed. Editora Vozes, 1997.

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Association for Childhood Education International., ed. The Lydia year: Learning from pre-kindergarten children in rural Appalachia. Association for Childhood Education International, 2009.

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National Nutrition Monitoring Bureau (India). Prevalence of Vitamin A deficiency among preschool children in rural areas. National Institute of Nutrition, Indian Council of Medical Research, 2006.

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Pérez, Soledad. Mujer campesina, niños y educación: Los centros infantiles en la provincia del Azuay. Ediciones ABYA-YALA, 1993.

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Silva, Ana Paula Soares da. Educação infantil do campo. Cortez Editora, 2012.

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Strauss, John. Households, communities, and preschool childrenʼs nutrition outcomes: Evidence from rural Cote dʼIvoire. Economic Growth Center, Yale University, 1987.

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Strauss, John. The effects of household and community characteristics on the nutrition of preschool children: Evidence from rural Côte d'Ivoire. World Bank, 1988.

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1924-, Della Peruta Franco, and Sideri C, eds. Ferrante Aporti e San Martino dall'Argine: Tradizione e innovazione nelle scelte educative di un borgo rurale lombardo. F. Angeli, 1985.

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Pérez, Soledad. L'éducation rurale à petits pas: Étude comparative en Équateur. Harmattan, 1996.

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Inside a Head Start center: Developing policies from practice. Teachers College Press, 1998.

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Book chapters on the topic "Rural preschools"

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Wortham, Sue C. "Establishing Preschool Environments in Rural West Africa." In Common Characteristics and Unique Qualities in Preschool Programs. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4972-6_4.

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Wortham, Sue C. "Family and Village Partnerships in Rural Schools in Senegal." In Common Characteristics and Unique Qualities in Preschool Programs. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4972-6_14.

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Knoche, Lisa L., and Dawn L. Davis. "Rural Language and Literacy Connections: An Integrated Approach to Supporting Low-Income Preschool Children’s Language and Literacy Development." In Rural Education Research in the United States. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42940-3_10.

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Parks, Amy Noelle, and Sarah Bridges-Rhoads. "What’s More Important: Numbers or Shoes? Readiness, Curriculum, and Nonsense in a Rural Preschool." In Developmentalism in Early Childhood and Middle Grades Education. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230107854_2.

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Yahaya, Nur Arasyi, and Juliana Jalaludin. "Exposure to Indoor PM10 and Volatile Organic Compounds and Its Association with Respiratory Health Among Preschool Children from Urban and Rural Areas in Selangor." In From Sources to Solution. Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-70-2_3.

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Sargent, Tanja, Shudan Hao, Xiao Yang, and Lin Li. "Universalization of preschool education in rural Shanxi." In Rural Education in China’s Social Transition. Routledge, 2020. http://dx.doi.org/10.4324/9781315545868-11.

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Goodman, Geoff, and Valeda F. Dent. "Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2224-9.ch011.

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This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.

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Goodman, Geoff, and Valeda F. Dent. "Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch059.

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This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.

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Khader, Vijaya. "Technologies for Food, Health, Livelihood, and Nutrition Security." In Food Science and Nutrition. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5207-9.ch005.

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Intervention of various technologies to improve the food and nutritional status of the population proved the following facts: Promotion of malt based small scale food industry not only provides opportunity for rural women to develop entrepreneurship and employment, but also provides food and nutritional security through income generation. Several technologies were developed under NATP like value addition to fish and prawn products, artificial pearl culture, processing of salted fish, which helped the self help group women of Andhra Pradesh, Karnataka, Kerala and Tamil Nadu to improve their economic status. Received two patents and licensed the technology which helped the women to reduce their drudgery and also preserve the fresh fish for a longer time without getting spoiled. Product development can be taken as income generating activity in the rural areas by the illiterate women. Products can be included in supplementary feeding programs in order to improve the nutritional status of the vulnerable groups of the population. The horse gram which is commonly used for cattle feed can be diversified for human consumption with less investment. Mothers as well as Anganwadi workers preferred amylase rich supplementary foods which reduced Grade 3 and grade 4 malnutrition in Preschool children significantly. The studies revealed that spawn multiplication can be done by women as a co-operative venture and mushroom cultivation can be undertaken at household level as an income-generating activity. Introducing red palm oil is beneficial to overcome vitamin A deficiency. Impact of women's supplementary income on family's nutritional status showed that the supplementary income of women has a positive impact on the socioeconomic status of the family. This impact is particularly felt on the food and nutrient intake of the family contributing towards food and nutrition security.

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Hochschild, Jennifer L., and Nathan Scovronick. "School Reform." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0008.

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AMERICANSGIVE A GRADE OF “B PLUS” to the schools attended by their own children, a “B minus” to the public schools in their community, and a “C” to the public schools nationally. Incumbent politicians extol the impact of the educational reforms they have sponsored while insurgents point to the problems that remain. Some analysts call for an “autopsy” on public education, others insist that such rhetoric represents a “manufactured crisis” comprised of “myths [and] fraud.” The American public education system is not in crisis. Some public schools are impressive and many are doing a good job, although most are not as good as they should be. In a few places, chiefly in poor urban districts (and in some poor rural districts as well), schools are failing miserably; they provide the evidence for people who see a crisis. Once again the most serious problems result from inequality. In part because of home and community influences, poor children often come to school less ready to learn than others, and they face more obstacles to educational success as they grow up. Parents and communities can and must contribute to alleviating this problem, just as social policies such as full employment, universal health insurance, and family allowances could help. As we have seen, however, it is the schools to which we have given the central responsibility to make the American dream work, to provide the structure and tools that all children need to pursue their dreams and maintain democracy. America has chosen to invest in schools rather than these other social policies to try to equalize opportunity; if our nation allows public education to fail the children who most need its help, then the dream is merely a sham. We cannot simultaneously substitute schools for other policies to alleviate poverty and permit schools to shirk the tasks needed to do the job. School reform can help poor children, and others, improve their performance. The movement for high standards has created a mechanism that can help all students to learn more. Preschool, summer school, and small classes can help them.

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Conference papers on the topic "Rural preschools"

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Nazaruk, Stanisława K., and Joanna Marchel. "EFFECTIVENESS IN THE DEVELOPMENT AND ACQUISITION OF MATHEMATICAL SKILLS IN CHILDREN IN RURAL AND URBAN PRESCHOOLS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.145.

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The aim of the research was to determine whether geometric skills of the children in rural preschools are at the same level as those of their peers in urban preschools. The research included 352 preschool-age children (5 to 7 years old) residing in Poland, both in cities and the countryside. The measurements were carried out in the Biała Podlaska Laboratory of Psycho-Motor Skills. A SensoMotoric Instrument (SMI) eye tracking device and the i ViewX platform registering data with a frame rate of 250 Hz were used. The device has a special measurement system which tracks and records eye movements

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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the g

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Riswandi, Fitta Nurisma, and Harun Rasyid. "The Impact of Body Weight towards Gross Motor Skill on 4–6 Year Old Children in Rural Preschools." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.21.

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Sazhina, Svetlana D. "Field service of correctional and developmental assistance to children with speech pathology living in rural areas." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-336-340.

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The article presents the rationale and summary results of the project, supported by the Presidential Grants Fund in 2019 and 2020, aimed at providing diagnostic and correctional speech therapy assistance to children of preschool and primary school age, as well as advisory assistance to parents and teachers living in rural areas of the Komi Republic.

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Porozovs, Juris. "Preschool and Primary School Teacher Program Students' Opinion on Science Subjects Necessity for the Profession." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.013.

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"An Analysis of the Status Quo of Bilingual Preschool Education in Rural China." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000633.

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Jiang, Wenfei, Huansong Yang, and Lihua Xu. "The Study of the Development of Urban and Rural Preschool Education in JusticeOrientation." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.19.

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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to p

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Rajapakse Mudiyanselage, Shashanka Indeevara Rajapakse, Lakmali Amarasiri, Duminda Yasaratne, Janith Warnasekara, and Suneth Agampodi. "Prevalence and factors associated with severe asthma among preschool children of rural Sri Lanka." In ERS International Congress 2020 abstracts. European Respiratory Society, 2020. http://dx.doi.org/10.1183/13993003.congress-2020.2607.

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Li, Peng. "Research and Application of performance Evaluation Model of Rural Preschool Teachers based on big data Algorithm." In 2020 International Conference on Big Data & Artificial Intelligence & Software Engineering (ICBASE). IEEE, 2020. http://dx.doi.org/10.1109/icbase51474.2020.00076.

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Reports on the topic "Rural preschools"

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Smith, Kristin. Rural families choose home-based child care for their preschool-aged children. University of New Hampshire Libraries, 2006. http://dx.doi.org/10.34051/p/2020.10.

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Martinez, Sebastian, Sophie Naudeau, and Vitor Pereira. The promise of preschool in Africa: A randomized impact evaluation of early childhood development in rural Mozambique. International Initiative for Impact Evaluation, 2013. http://dx.doi.org/10.23846/ow11009.

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