Gotowe bibliografie tematyczne / Pre-school children

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Pre-school children”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Pre-school children"

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Morkveniene, Judita. "Rights of pre-school children in Lithuania." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 08–13. http://dx.doi.org/10.18844/prosoc.v4i1.2045.

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Vaydullayevna, Olimova Xurshida. "METHODS AND TECHNIQUES OF TEACHING PRE-SCHOOL CHILDREN." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 05 (2022): 21–25. http://dx.doi.org/10.37547/philological-crjps-03-05-05.

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Rahmonov, Gaffarjon Ruzmatovich. "PECULIARITIES OF AESTHETIC UPBRINGING OF PRE-SCHOOL CHILDREN." International Journal of Pedagogics 4, no. 7 (2024): 47–51. http://dx.doi.org/10.37547/ijp/volume04issue07-08.

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This graduation work is dedicated to the study of the methodology of aesthetic education of children in art-speech activities in the education of elementary school teachers. The main goal of the research is to improve the moral and spiritual education of elementary school teachers through artistic and speech activities, and to provide them with new methodological approaches that can be used in pedagogical activities.
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Aliyevnv, Jumayeva Malika. "Pre-school education for children." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 4 (2022): 129–34. http://dx.doi.org/10.5958/2249-7137.2022.00255.5.

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Phillips, Frankie. "Nutrition and pre-school children." Nutrition Bulletin 29, no. 1 (2004): 64–66. http://dx.doi.org/10.1111/j.1467-3010.2003.00377.x.

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Beguiristáin, José Luis, and Pablo Díaz-de-Rada. "Spondylolisthesis in pre-school children." Journal of Pediatric Orthopaedics B 13, no. 4 (2004): 225–30. http://dx.doi.org/10.1097/01.bpb.0000125764.93285.d8.

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Мардарова, И. К. "Технология проектной деятельности детей дошкольного возраста в условиях доу". Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, № 1 (2021): 37–45. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p37-45.

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The article deals with notions "technology of project" and "project activities". Features of the organization of project activities of pre-school children are described in it: project types were analyzed, an indicative plan for the organization of children's project activities in the context of pre-school institutions was presented, and the stages of children's work on a collective project and the criteria for evaluating the results of their project activities were presented.
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Gudonis, Vytautas. "School maturity of pre-school age visually impaired children." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 33. http://dx.doi.org/10.17770/sie2014vol3.695.

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The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary;
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Elizabeth Akinyi Owino, HEZBORN NELLY KODERO, and ROSE RUTO KORIR. "EFFECT OF PRESCHOOL TEACHERS EXPERIENCE ON STRATEGIES TO SCAFFOLD SOCIOEMOTIONAL COMPETENCE AMONG PRESCHOOL CHILDREN." Kabarak Journal of Research & Innovation 5, no. 1 (2017): 56–66. http://dx.doi.org/10.58216/kjri.v5i1.47.

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The learning process, mental health and well-being of children in the future are founded on their Pre-school experiences. Focal to this is the children’s Socio-Emotional Competencies (SEC) which help them recognize, understand and appropriately express their emotions as well as identify and appreciate others’ emotional expression. Children with poor SEC end up with deprived overall life outcomes. This paper examines the effect of pre-school teachers’ experience on the strategies they use to scaffold SEC in children. Teachers’ experience was categorized into: novice; fairly experienced
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Prasanna, Lakshmi, and Gadham Jayaram. "VITAMIN D STATUS AMONG PRE-SCHOOL CHILDREN IN RURAL ANDHRAPRADESH." International Journal of Integrative Medical Sciences 5, no. 7 (2018): 709–13. http://dx.doi.org/10.16965/ijims.2018.129.

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Rozprawy doktorskie na temat "Pre-school children"

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Trees, Sue. "Pre-school children s experience of place." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.

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The experience of place has been the subject of attention by researchers from a variety of disciplines. However, despite a growing interest in the geographies of children there have been very few empirical studies investigating pre-school children’s experience of place. To address this issue, this thesis seeks to gather understandings of this phenomenon that may inform educational research. This study investigates the individual experiences of place of 12 pre-school children in 3 locations - Durham City, England; Drumlithie a village in Aberdeenshire, Scotland, and Fraserburgh a town also in A
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Wessels, Angela. "The parental role in pre-school children." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3806.

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Fallahzadeh, Pardis. "Goal-directed Imitation In Pre-school And Elementary School Children." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613884/index.pdf.

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Imitation is a fundamental way of acquiring knowledge in human development. In their theory of goal-directed imitation (GOADI), Wohlschl&auml<br>ger et al. (2003) divide the representation of observed movements into hierarchically organized aspects the highest of which is usually the goal. In a face-to-face imitation task young children usually copy the (spatial) goal of the body movement in terms of perceptual mirror symmetry rather than match them conceptually onto their own body, as adults do. We refer to these imitation schemes as &ldquo<br>mirroring&rdquo<br>and &ldquo<br>matching&rdquo<b
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Payne, J. A. "Nutrient intake and growth in pre-school children." Thesis, University of Edinburgh, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.660468.

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It is widely recognised that our knowledge of the nutrient intake of pre-school children aged 2-5 years and of their nutritional requirements for growth, is poor. Consequently, opinion is divided on whether modified diets, aimed primarily at the prevention of future adult diseases, adequately support growth in pre-school children. Between May 1988 and April 1990 the nutrient intake and growth of 153 pre-school children from Edinburgh, aged 2-5 years, was assessed. 54 children repeated the study after an interval of 12 months to give a total of 207 assessments. Nutrient intake was determined by
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Rollins, Nigel C. "Nutritional disorders and interactions Tanzanian pre-school children." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318953.

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Campbell, Joan. "Parent orientated sex education for pre-school children." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52393.

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Thesis (M Social Work)--Stellenbosch University, 2001.<br>ENGLISH ABSTRACT: The aim of the study was to present guidelines for the composition of a parent orientated sex education programme for pre-school children. An exploratory study was undertaken to describe and investigate the nature and extent of parental sex education to pre-school children. The investigation was done by first exploring existing research literature and describing it. The empirical study was based upon both the literature study and mothers' opinions on sex education. Pre-school children are disproportionately !ll0
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Ewing, Patricia A., and n/a. "Developmental profiles of mucosal immunity in pre-school children." University of Canberra. Human & Biomedical Sciences, 2000. http://erl.canberra.edu.au./public/adt-AUC20060707.154930.

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Previous studies of the ontogeny of the mucosal immune system have shown a significant increase in salivary Immunoglobulin A levels occurring at about five years of age. This study has monitored a group of 3 and 4 year old children during one year of attendance at Pre-School to examine whether such an increase could be linked to increased antigenic exposure associated with moving into a school like environment. Saliva samples were collected at regular intervals and analysed for immunoglobulin and total protein levels. Daily health records were maintained for each child, and a detailed social a
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Colver, Allan Froggatt. "Evaluation of the health surveillance of pre-school children." Thesis, University of Newcastle Upon Tyne, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334834.

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Carroll, Julia M. "The development of phonological awareness in pre-school children." Thesis, University of York, 2001. http://etheses.whiterose.ac.uk/9761/.

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Bryce, Carol. "Feeding pre-school children : negotiating good motherhood through food." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/65094/.

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Food retains a central importance in family life, which extends beyond its nutritional necessity. Through in-depth interviews with 39 mothers of pre-school children, this study focuses on how mothers negotiate the complex and competing priorities of feeding their children. Mothers are expected to feed their children, according to expert definitions of appropriate nutrition, whilst taking account of individual food preferences and structural constraints. The ways that feeding children intersects with the construction of ‘good’ mother or how mothers negotiate external information and advice on f
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Książki na temat "Pre-school children"

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Ashai, Yasmeen. Behaviour problems in pre school children. Kashmir Book Trust, 2009.

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Ashai, Yasmeen. Behaviour problems in pre school children. Kashmir Book Trust, 2009.

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Hitch, Anna. Sleep problems in pre-school children. Teamcare Valleys, 1993.

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Tarkowski, Zbigniew. Reseach on stuttering in pre-school and school children. Uniwersytet Zielonogórski, 2009.

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Judy, Buttriss, Gray Juliet 1951-, and National Dairy Council. Nutrition Service., eds. Nutrition of infants and pre-school children. National Dairy Council, 1995.

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Centre for Studies on Integration in Education. Integrating pre-school children with special needs. Spastics Society, Centre for Studies on Integration in Education, 1986.

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Buttriss, Judy. Nutrition of infants and pre-school children. National Dairy Council, 1995.

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Taciuc, Anca, and Anne S. Dederichs. Determining Self-Preservation Capability in Pre-School Children. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1080-9.

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author, Dederichs Anne S., ed. Determining self-preservation capability in pre-school children. Springer, 2013.

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Sim, Ko Peng, Ho Wah Kam, and Lee Frances Moi Fah, eds. Growing up in Singapore: The pre-school years. Longman Singapore Publishers, 1992.

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Części książek na temat "Pre-school children"

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Przyrembel, Hildegard. "2.6 Toddlers, Pre-School and School Children." In Pediatric Nutrition in Practice. KARGER, 2008. http://dx.doi.org/10.1159/000155446.

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Howe, David. "Interventions with Pre-School and School-Age Children." In Child Abuse and Neglect. Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80239-1_14.

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Ara, Farat, and Calla Thompson. "Intervention with Bilingual Pre-School Children." In Working with Bilingual Language Disability. Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-2855-9_9.

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Choat, Ernest, Harry Griffin, and Dorothy Hobart. "Pre-School Children, Teachers and Television." In Teachers & Television. Routledge, 2023. http://dx.doi.org/10.4324/9781032643977-5.

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Davies, Bronwyn. "The Accomplishment of Genderedness in Pre-School Children." In Children and their Primary Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781315863672-4.

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Ingham, R., Christina Schelletter, and Indra Sinka. "Argument Structure Preferences in Pre-School and School-Age Children*." In New Directions In Language Development And Disorders. Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4157-8_13.

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Iwamura, Susan Grohs. "The Hiding Game." In The Verbal Games of Pre-School Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003327929-7.

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Iwamura, Susan Grohs. "The you Say Routine." In The Verbal Games of Pre-School Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003327929-6.

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Iwamura, Susan Grohs. "Antonym Games." In The Verbal Games of Pre-School Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003327929-5.

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Iwamura, Susan Grohs. "Introduction." In The Verbal Games of Pre-School Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003327929-1.

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Streszczenia konferencji na temat "Pre-school children"

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Vankova, Katerina. "SOCIAL SKILLS OF PRE-SCHOOL CHILDREN." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2365.

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Tri Wahyu Retno, Ningsih, Endang Purwaningsih, and Dwi Nitisari. "Lexicon Acquisition on Pre-School Children." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.67.

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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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Havlaskova, Tatiana, Zuzana Homanova, and Daniel Tran. "Developing Computational Thinking in Pre-School Children." In 2019 17th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2019. http://dx.doi.org/10.1109/iceta48886.2019.9040113.

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Stloukalová, Brigita, Tomáš Roztočil, and Adam Křehký. "SWIMMING SKILLS AND PRE-SCHOOL AGES CHILDREN." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0719.

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Tubele, Sarmite. "Prevention of Learning Disabilities in Pre-school Children." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.36.

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The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these childre
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Bendová, Petra, and Zuzana Provazníková. "PHONOLOGICAL AWARENESS OF PRE-SCHOOL AND YOUNGER SCHOOL AGE CHILDREN." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1218.

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Zhang, H. Y. "An Educational Flash Game for Pre-School Children." In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.244.

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Klim-Klimaszewska, Anna. "THE UNDERSTANDING OF FRIENDSHIP IN PRE-SCHOOL CHILDREN." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0535.

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Baritz, Mihaela ioana. "ERGO-VISUAL ANALYSIS OF THE EDUCATIONAL SPACE FOR SMALL PRE-SCHOOL CHILDREN." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-198.

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Always, in the educational process, it has been attempted to create a comfortable environment for transmitting information to small preschoolers so that the process itself is not vitiated by various interferences or sources of discomfort. Most research has focused on identifying and removing noise sources, improving air circulation and thermal comfort, and perhaps less on the chromatic analysis of the educational environment. These aspects, whether they are in the educational space of the educational unit, or whether they are in the personal home, can influence the capacity for memorizing, con
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Raporty organizacyjne na temat "Pre-school children"

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Zakharova L.M., Zakharova V.S. Physical Activity Influence on Cognitive Development of Late Pre-School Age Children. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, 2017. http://dx.doi.org/10.14526/03_2017_244.

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Debons, Pascal, Nieke Westerik, Marco Streng, Monique Beun, Demewez Moges, and Frederick Kizito. School Milk Programme Learning paper : “A parent-led approach with dairy products for pre-primary and primary school children”. Wageningen Ubiversity & Research, 2024. http://dx.doi.org/10.18174/651625.

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Bernal, Carolina, and Razvan Vlaicu. Research Insights: Can Financial Inclusion Reduce Extreme Weather Impacts on Rural Children? Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005297.

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Extreme rainfall induces rural households to choose immediate benefits over long-run investments in education by increasing the incidence of child labor and household chores at the expense of school attendance. Over-indebtedness through pre-existing formal loans reinforces the likelihood that a child works due to rainfall shocks. Asset insurance, foreign remittances, and natural disaster aid reduce or eliminate the shock-induced shift toward domestic activities and away from schooling.
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Hobbs, Abbi, and Ria Bernard. Impact of COVID-19 on Early Childhood Education & Care. Parliamentary Office of Science and Technology, 2021. http://dx.doi.org/10.58248/rr74.

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Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.024.

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The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: chil
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Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003920.

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The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for a
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Powers, Elizabeth T. The Impact of Economic Migration on Children's Cognitive Development: Evidence from the Mexican Family Life Survey. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0011204.

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This paper uses data from the Mexican Family Life Survey to estimate the impact of a household member's migration to the United States on the cognitive development of children remaining in Mexico. While there is no developmental effect of a child's sibling migrating to the United States, there is an adverse effect when another household member-typically the child's parent- migrates. This is particularly true for pre-school to early-school-age children with older siblings, for whom the effect of parental migration is comparable to speaking an indigenous language at home or having a mother with
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Carvalho, Mirela de, Samuel Franco, Ricardo Barros, Rosane Mendonça, and Andrezza Rosalém. A Short-Term Cost-Effectiveness Evaluation of Better-Quality Daycare Centers. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0011377.

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Studies of the effects of pre-school programs on child development in developing countries have found scant impact. This study was conducted to reconcile the importance of daycare for child development with the empirical estimates of small effects. Using a random sample of 500 children from 100 daycare centers in the Municipality of Rio de Janeiro (Brazil), the study combines a flexible function relating child development to daycare center quality. A hedonic cost function permits an evaluation of the cost-effectiveness of better-quality daycare centers. The study finds that the developmental a
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Regalia, Ferdinando, and Arianna Legovini. Targeted Human Development Programs: Investing in the Next Generation. Inter-American Development Bank, 2001. http://dx.doi.org/10.18235/0008940.

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Targeted Human Development Programs (THDPs) are integrated poverty reduction programs designed to increase the capacity of the poor to accumulate human capital. The programs are directed primarily to poor and vulnerable families with pre-school and school-age children. Their main long-term objective is to eradicate the structural causes of poverty by fostering investment in the next generation's human capital. A secondary objective is to alleviate poverty in the short term, mainly through monetary transfers. This report sets out the motivation for implementing THDPs and step-by-step instructio
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de Simone, Francesco, Camila Mejia, Jose Martinez-Carrasco, Santiago M. Perez-Vincent, and Harold Villalba. Mitigating Coercive Parenting through Home Visitations: The Impacts of a Parenting Program Targeted at Vulnerable Communities in Jamaica. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004501.

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Family violence is a critical development challenge in low- and middle-income countries (LMICs), carrying high health, social, and economic costs and increasing the risk of perpetuating the cycle of violence across generations. Parenting programs have improved parenting practices in high-income countries. However, evidence for LMICs is sparse. This study evaluates an intervention to reduce coercive parenting implemented by the Ministry of National Security of Jamaica, which targeted caregivers of children aged 6 to 15 in vulnerable communities in the country. Treated caregivers were visited by
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