The role of the executive functions in school readiness among preschool-age children

2013 ◽  
Vol 27 (4) ◽  
pp. 749-768 ◽  
Author(s):  
Shelley Shaul ◽  
Mila Schwartz
Keyword(s):  
Executive Functions ◽  
School Readiness ◽  
Preschool Age ◽  
Preschool Age Children

Disciplining Young Children: The Role of Verbal Instructions and Reasoning

PEDIATRICS ◽  
1995 ◽  
Vol 96 (2) ◽  
pp. 336-341
Author(s):  
Nathan J. Blum ◽  
George E. Williams ◽  
Patrick C. Friman ◽  
Edward R. Christophersen
Keyword(s):  
Young Children ◽  
Problem Behaviors ◽  
Preschool Age ◽  
Verbal Reasoning ◽  
Behavioral Psychology ◽  
Children's Behavior ◽  
Verbal Instructions ◽  
Oppositional Behaviors ◽  
Preschool Age Children

Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.

scholarly journals Stimulation and Development of Intellectual Abilities in Preschool-Age Children

2020 ◽  
Vol 10 (2) ◽  
pp. 43
Author(s):  
Ľubomíra Valovičová ◽  
Jana Trníková ◽  
Eva Sollárová ◽  
Boris Katrušín
Keyword(s):  
School Readiness ◽  
Wide Spectrum ◽  
Preschool Age ◽  
Scientific Programme ◽  
Physics Teaching ◽  
Psychological Variables ◽  
Intellectual Abilities ◽  
Preschool Age Children ◽  
Intellectual Level ◽  
The Impact

The paper is focused on the investigation of impact of created experimental natural scientific programme for preschool-age children. Our programme concentrates on physics teaching adapted for preschool age in which children have possibilities to make experiments themselves—empirical cognition. Its innovation with respect to other stimulation programmes implemented in the past consists of including connection and thus developing a wide spectrum of intellectual abilities. Primarily, we are focusing on the impact of stimulation programme research on selected psychological variables, specifically intellectual abilities—intellectual maturity. Its second aim is to compare and test the validity of drawing tests designed for intellectual-level investigation of preschool-age children, school maturity, and school readiness. The obtained results do not provide evidence in support of the stimulation programme on developing intellectual/conceptual maturity. The results of the second part of the research (i.e., drawing) shows that the indicative level of intellect, perception, and motor maturity are closely related.

Maternal cigarette use during pregnancy and school readiness: An analysis of preschool age children in São Paulo, Brazil

2020 ◽  
Vol 148 ◽  
pp. 105103
Author(s):  
Andrea R. Molino ◽  
Thiago M. Fidalgo ◽  
Marcos V. Ribeiro ◽  
Marília Mariano ◽  
Silvia S. Martins ◽  
...  
Keyword(s):  
School Readiness ◽  
Sao Paulo ◽  
Preschool Age ◽  
São Paulo ◽  
Cigarette Use ◽  
Preschool Age Children

scholarly journals Obesity-Related Hormones in Low-Income Preschool-Age Children: Implications for School Readiness

2013 ◽  
Vol 7 (4) ◽  
pp. 246-255 ◽  
Author(s):  
Alison L. Miller ◽  
Carey N. Lumeng ◽  
Jennifer Delproposto ◽  
Brian Florek ◽  
Kristin Wendorf ◽  
...  
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Preschool Age ◽  
Preschool Age Children

Now I’m 3: Young Children’s Concepts of Age, Aging, and Birthdays

2017 ◽  
Vol 38 (3) ◽  
pp. 268-289 ◽  
Author(s):  
Jacqueline D. Woolley ◽  
Amanda M. Rhoads
Keyword(s):  
Aging Process ◽  
Biological Process ◽  
Preschool Age ◽  
Causal Role ◽  
Biological Mechanism ◽  
Birthday Party ◽  
Living Things ◽  
Preschool Age Children ◽  
Biological Aspects

In two studies, we examined 99 3- to 5-year-old American children’s concepts of age, aging, and birthdays. Previous research has shown that preschool-age children understand that all living beings grow, and that growth is a biological process. Humans, however, are distinct from other living things in that we attach great significance to the aging process. Specifically, in Western cultures, we have an annual ritual to celebrate the day we were born—the birthday party. Thus, although the biological mechanism of aging is continuous and invisible, it is marked by discrete yearly celebrations. We examine the proposal that, in part due to its salience as a cultural ritual, children interpret the birthday party as playing a causal role in the aging process. Results indicate that young children understand certain important biological aspects of the aging process but exhibit confusion regarding others, including the causal role of the annual birthday party.

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