Preference for and reinforcing efficacy of different types of attention in preschool children

2021 ◽  
Author(s):  
Amy M. Harper ◽  
Claudia L. Dozier ◽  
Adam M. Briggs ◽  
Sara Diaz de Villegas ◽  
Julie A. Ackerlund Brandt ◽  
...  
Keyword(s):  
Preschool Children ◽  
Reinforcing Efficacy ◽  
Different Types

DIFFERENT TYPES OF SMILES AND LAUGHTER IN PRESCHOOL CHILDREN

2001 ◽  
Vol 89 (7) ◽  
pp. 547 ◽  
Author(s):  
SIMONE SARRA
Keyword(s):  
Preschool Children ◽  
Different Types

Preschoolers' Imaginativeness: Subtypes, Correlates, and Maladaptive Extremes

1985 ◽  
Vol 4 (4) ◽  
pp. 349-364 ◽  
Author(s):  
Roni Beth Tower
Keyword(s):  
Preschool Children ◽  
Child Development ◽  
Healthy Child ◽  
Observational Studies ◽  
Two Dimensions ◽  
Different Types ◽  
Research Questions ◽  
Negative Implication

In a study of forty-three preschool children, ratings of four types of the children's imaginativeness were correlated with observational, behavioral, and interview measures. Research questions were: 1) Do correlates of imaginativeness found in observational studies replicate if trait rather than state measures are examined? 2) Do different types of imaginativeness have different correlates? and 3) What characteristics distinguish children at the maladaptive extremes of imaginativeness from those at more moderate levels? The conceptual and empirical utility of considering imaginativeness to have two dimensions, Expressive and Constructive, was demonstrated. While optimal levels of Constructive Imaginativeness correlated significantly with other indices of healthy child development, the correlations were fewer and tended to be weaker for Expressive Imaginativeness. The negative implication of extremes was documented.

scholarly journals Formation of skills to create stories of different type in senior preschool children

2018 ◽  
pp. 111-119
Author(s):  
Alexander Savchin
Keyword(s):  
Preschool Children ◽  
Theoretical Analysis ◽  
School Environment ◽  
Preschool Age ◽  
Different Types ◽  
Definition Of ◽  
Main Definition

The article gives an analysis of problems of formation of skills in children of the senior preschool age to build stories of different types. On the basis of the theoretical analysis of psycho-pedagogical and special literature, based on the main definition of «building a story», a subordinate term is formulated in relation to the topic of the study: «building stories of different types» The psychological and pedagogical conditions of formation of sustainable skills of creation and expedient use of stories of different types in children of the senior preschool age are revealed and substantiated. The components, criteria, indicators and levels of formation of abilities to build a different type of narration in children of the sixth year of life are determined. The stages of formation of persistent skills for building different types of stories by senior preschoolers are singled out. The lack of effective pedagogical technologies in relation to the formation of skills in the children of the senior preschool age to build and expedient use of narration of comprehensive typing significantly reduces the effective preparation of children to school. The proposed pedagogical and motivational technology for the formation of children of the sixth year of a sustainable ability to create stories of various types provides the small person an effective communicative tool, which will definitely promote its self-realization both in school environment and in career, society, own life. The prospects for further research are outlined, such independent types of stories are presented as a story - an instruction and a story - a presentation.

The Use of Varying High-Confusion versus Low-Confusion Sequences to Teach Letter Discrimination

1976 ◽  
Vol 8 (2) ◽  
pp. 161-171
Author(s):  
Rosemery O. Nelson ◽  
Kenneth S. Wein
Keyword(s):  
Preschool Children ◽  
Discrimination Training ◽  
Matching To Sample ◽  
Control Group ◽  
Treatment Control ◽  
Distinctive Features ◽  
Training Groups ◽  
Different Types ◽  
Treatment Control Group

Within Gibson's framework of teaching children to discriminate the distinctive features of letters, 28 preschool children were trained in letter discrimination using three different types of matching-to-sample alternatives: (1) high-confusion alternatives; (2) low-confusion alternatives; or (3) a sequence of low-, middle-, and high-confusion alternatives. On posttest 1, given after a criterion of two consecutive errorless training days, only the high-confusion and sequence groups significantly improved over their pretest scores as compared with the no-treatment control group. On posttest 2, however, given after a standard number of 20 training days, the performance of all three training groups, including low-confusion, was superior to the control group; no differences were found among the three training groups. The implications of these and other findings for letter discrimination training were discussed.

scholarly journals Interventions to support parents of pre-school children with Autism Spectrum Disorders: a systematic review

2021 ◽  
Vol 10 (14) ◽  
pp. e102101421932
Author(s):  
Maria Zygopoulou ◽  
Eleni Gkiolnta ◽  
Elpis Papaefstathiou ◽  
Kyriaki Sarri ◽  
Christine K. Syriopoulou-Delli
Keyword(s):  
Preschool Children ◽  
Mental Health Problems ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Depression And Anxiety ◽  
Positive Effects ◽  
Children With Asd ◽  
Different Types ◽  
Spectrum Disorders

Parents of children with a recently ASD diagnosis face elevated distress and mental health problems like stress, depression, and anxiety. Lately, few interventions which target directly parents of preschool children well-being have been implemented in some researches. It was conducted a review of studies that empirically tested the effects of different kind of interventions targeting improvements in parents of preschool children with ASD well-being. The objective of this review is to find out the different types of interventions that have been used and the outcomes on parental well-being enhancement. Searching on four databases and following a range of search strategies, a total of 9 studies met inclusion criteria. Findings suggest that in most cases, any type of intervention leads to positive effects on parents’ distress and well-being. However, comparisons and conclusions among the different approaches are difficult to be made, as each of the presented studies follows different methodology. Certainly, more studies have to focus on the parents of preschool children with ASD well-being and take into consideration all the limitations of the studies that are reviewed in this paper. Despite this fact, it is very encouraging that more and more researchers and clinicians are concerned about these kinds of interventions in order families with a child with ASD to get supported appropriately.

scholarly journals BEHAVIORAL PROFILES OF DIFFERENT TYPES OF SOCIAL STATUS IN PRESCHOOL CHILDREN: AN OBSERVATIONAL APPROACH

2007 ◽  
Vol 35 (2) ◽  
pp. 195-212 ◽  
Author(s):  
Francisco Braza ◽  
Paloma Braza ◽  
M. Rosario Carreras ◽  
José Manuel Muñoz ◽  
José R. Sánchez-Martín ◽  
...  
Keyword(s):  
Preschool Children ◽  
Social Status ◽  
Social Acceptance ◽  
Time Budget ◽  
Free Play ◽  
Observational Method ◽  
Behavioral Profiles ◽  
Different Types ◽  
Aggression Subtypes ◽  
Low Levels

The aim of this study was to explore the behavioral profiles of children of various types of social status, in a sample of 54 preschool children (15 boys, 39 girls; mean age = 5.15 years), using an observational method. Popular, rejected, neglected and controversial types of social status were defined by direct observation of the behaviors received by each child from their peers. Behavioral profiles were obtained from the time budget of activities exhibited by each subject during free play time. Popular children showed high levels of hierarchical play and sociability and low levels of all aggression subtypes; rejected children showed high levels in person-directed and seizing object aggressions and did not engage in hierarchical play; neglected children displayed low levels of hierarchical play and sociability and higher than average levels only in seizing object aggression; and controversial children showed high levels of sociability and low levels of hierarchical play. The results highlight the relevance of hierarchical play in social acceptance and its possible effectiveness as an intervention tool.

Different Types of Smiles and Laughter in Preschool Children

2001 ◽  
Vol 89 (3) ◽  
pp. 547-558 ◽  
Author(s):  
Simone Sarra ◽  
Emma Otta
Keyword(s):  
Preschool Children ◽  
Factorial Analysis ◽  
Dimensional Structure ◽  
Two Dimensional ◽  
Different Types ◽  
The Relationship ◽  
Classroom Analysis

The relationship among morphologically different forms of smiling and laughter was examined. The participants were 19 Brazilian preschool children. Each child was observed a total of 60 min. in three 10-min. sessions on the playground and three 10-min. sessions in the classroom. Analysis suggests that the various forms of smiling do not simply express different intensities of a single emotion. A two-dimensional structure was indicated by factorial analysis. The first dimension, which could be called playfulness-mock aggression, consisted of a broad smile and laughter. The second dimension, which could be called friendliness-appeasement, consisted of a closed and upper smile. The pattern of correlation found between expressive behaviors and both teacher's and peers' evaluations gives further support to the interpretation that smiling is an heterogeneous category.

scholarly journals The atopic desease development in infants and preschool children in Lesnoy town of Sverdlovsk region

2015 ◽  
Vol 12 (2) ◽  
pp. 59-63
Author(s):  
N A Volkova ◽  
I A Tuzankina ◽  
V N Shershnev
Keyword(s):  
Preschool Children ◽  
Clinical Symptoms ◽  
Allergic Diseases ◽  
Specific Ige ◽  
Atopic Diseases ◽  
Different Types ◽  
Specific Ige Antibodies ◽  
Airborne Allergens

The aim of study. To determine the structure of atopic diseases and characterization of different allergens in their progression in infants and preschool children in Lesnoy town. Material and methods. We studied a spectrum of allergen-specific IgE antibodies in children’s blood with different allergic diseases. Comparative analysis of the results was conducted with methods of mathematical statistics. Results. Our data demonstrate the different stages of formation of atopic diseases in children. We revealed that clinical symptoms of atopic diseases and relevance of allergens were changing gradually as children were getting older. Our results showed that the role of nutrition allergens is reduced while airborne allergens came to the fore. Conclusion. Formation and progression of atopic diseases are determined by various allergens. The temporary relevance of different types of allergens indicates a diversity of multivalent sensibilization during affection of the «shock» organ; the result of this phenomenon appears as atopic march. Detection the relevant causative allergens is important for prevention of progression of allergic diseases.

scholarly journals Immunoglobulin Isotypes, C3 – C4 Complement Components, Absolute Eosinophils and Allergen Specific IgE as Biomarkers Correlated to Preschool Wheeze Children

2020 ◽  
Vol 5 (1) ◽  
Keyword(s):  
Preschool Children ◽  
Specific Ige ◽  
Complement C3 ◽  
P Value ◽  
Strongly Correlated ◽  
Complement Components ◽  
Immunoglobulin Isotypes ◽  
Test Number ◽  
Different Types ◽  
The Relationship

Wheeze chest is a common problem among preschool children, and represents a common disorder characterized by airways obstruction. Almost half of children manifest wheeze chest symptoms before the age of six. Their parents report at least one attack within this period. This study aimed to assess the relationship between the immunoglobulin (IgA, IgM, IgG, and IgE), complement, and the level of eosinophils with children’s wheeze chest. Moreover, the level of IgE with the numbers of the attacks per year, age, family history, and eosinophilic count. A total number of a randomized (n=73) preschool children were involved in this study, divided into 2 groups, (n=52) patients with recurrent wheezy chest attacks and (n=21) controls. Samples were analyzed for immunoglobulin isotypes; complement C3, C4, Eosinophils, and specific IgE allergen test. Number of attacks were strongly correlated with IgE with a P-value of (P=0.001), as well as the manifestation with a P-value of (P=0.002), while age was weakly correlated with IgE with a P-value of (P=0.005). The other variables in this study were found to be insignificant, correlating with IgE. Regarding specific allergens, 20 different types were evaluated in patients who had elevated levels of IgE, and the findings were that all patients were not only allergic to 1 type but unlikely to many. Most definitely the majority of the cases shared Dermatophagoides Peter (8 patients) and Dermatophagoidesf ariaeni (7 patients) allergens and so the list goes descending in the number with 2 allergens were not found, Cladosporium herbarum and Penicillium notatum.

Conversational patterns of children with disabled and nondisabled siblings

1997 ◽  
Vol 18 (3) ◽  
pp. 277-291 ◽  
Author(s):  
Marcia Summers ◽  
Jennifer Hahs ◽  
Carl R. Summers
Keyword(s):  
Down Syndrome ◽  
Preschool Children ◽  
Language Development ◽  
Disabled Children ◽  
Developmentally Delayed ◽  
Older Children ◽  
Younger Child ◽  
Different Types ◽  
The Disabled ◽  
Nondisabled Siblings

ABSTRACTThis study examined the conversational patterns of older children with their younger siblings. The sample included 26 nondisabled, 10 hearing impaired, 14 Down syndrome, and 13 developmentally delayed preschool children and their older, nondisabled siblings. Significant differences were found between the nondisabled and the disabled children. The siblings of disabled children appeared to be less conversationally sensitive with their brothers and sisters than the siblings of nondisabled children. Significant differences were also observed between the different types of disabilities. Few significant differences were found in variables believed to be facilitative of language development in the younger child, and those that were found tended not to be in the expected direction.

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