Nursery School education. Brief historical survey. Function of Nursery Schools today. Provisions of Nursery Schools to meet the needs of the young child

1966 ◽  
pp. 96-133
Author(s):  
O.M. WOODWARD
Keyword(s):  
Young Child ◽  
Nursery School ◽  
School Education ◽  
Historical Survey ◽  
Nursery Schools

scholarly journals Nursery School Cooperation with the Family in the Field of Media Education in Children

2021 ◽  
Vol 11 (2) ◽  
pp. 83-98
Author(s):  
Vladimíra Kocourková ◽  
Kamil Janiš ◽  
Veronika Woznicová
Keyword(s):  
Nursery School ◽  
Subject Area ◽  
Media Education ◽  
Negative Consequences ◽  
Specific Topic ◽  
School Teachers ◽  
Nursery Schools ◽  
Research Survey ◽  
The Family ◽  
The Individual

Abstract Introduction: The paper focuses on a narrowly specific topic of the family cooperation with an institution of pre-school education - the nursery school (or also just the nursery), concentrating on a specific topic of “media education”. It considers the determining factors and presents partial findings of a research survey aimed at the field of media education in nursery schools. Methods: The paper contains the results of our own questionnaire research, which was carried out online in nursery school teachers. It also contains a theoretical definition of media literacy and media education in the context of the target group. Results: The result is an analysis of the obtained findings and formulated proposals for measures in the given field, which are usable and applicable in practice. Discussion: The individual presented results are continuously discussed with regard to the findings from the field of media education in the nursery school. Today, the world of the media is a common part of life even for children of pre-school age, and therefore it is necessary to teach them to orient themselves in it, which should be one of the tasks of the nursery school. In the Czech Republic, this issue has not yet been addressed at a significant level or to an appropriate extent. Our results are therefore closely linked not only to the discussion comments, but also to the conclusions drawn from them. Limitations: The results of the empirical research may be influenced by the attitudes and prejudices of nursery school teachers in relation to media in pre-school children. Conclusion: An early intervention can teach children to use media for their benefit and prevent media from negatively affecting them. The negative consequences of unrestrained effects of e.g. the television or mobile phones have been empirically proven. This information about the negative consequences is very general, distorted or superficial for the general public (parents), though. We consider the implementation of media education into the “teaching” process in nursery schools to be inevitable, even with regard to a closer cooperation between the institution and parents. However, this also places increased demands on training pedagogical staff in nursery schools in the subject area, creating methodological materials, etc.

Der erste Sprachkontakt: ein Konzept für die Nachbarsprachenvermittlung im Kindergartenalltag

2021 ◽  
pp. 135-144
Author(s):  
Alice Brychová
Keyword(s):  
Child Development ◽  
Language Contact ◽  
Nursery School ◽  
Mother Tongue ◽  
Methodological Approach ◽  
First Language ◽  
Border Region ◽  
Nursery Schools ◽  
Early Acquisition

THE FIRST LANGUAGE CONTACT: A CONCEPT FOR TEACHING NEIGHBOURING LANGUAGES IN THE NURSERY SCHOOL In the article we would like to describe the chances and potential of early acquisition of neighbouring languages for child development, and to present the specific possibilities of the “learning location” border region. Specific circumstances have also influenced the methodological approach in the teaching of neighbouring languages for children in Lower Austria nursery schools. The mother tongue staff and the methodical advisors of the project “BIG”, among them also the author of the article, have tried together to develop an optimal concept which would also serve as a basis for teaching or pedagogical care of children at the interface nursery school.

scholarly journals Dental Health Status and Oral Health Care in Nursery School-Aged Children and their Parents Living in Poznan (Poland)

2019 ◽  
Vol 29 (3) ◽  
pp. 211-218
Author(s):  
Karolina Gerreth ◽  
Timucin Ari ◽  
Wojciech Bednarz ◽  
Michal Nowicki ◽  
Maria Borysewicz-Lewicka
Keyword(s):  
Health Status ◽  
Dental Caries ◽  
Clinical Examination ◽  
Nursery School ◽  
Dental Health ◽  
Oral Care ◽  
Dental Services ◽  
Nursery Schools ◽  
Carious Process ◽  
Dental Health Status

Objectives: The aim of this study was to evaluate the dental health status of nursery age children and parents. The use of dental services was assessed. Subjects and Methods: The study was performed in nursery schools located in Poznan, Western Poland. Clinical examination was carried out in 157 children (48.41% males and 51.59% females), aged 10–42 months. Dental health status (the number of teeth with caries, fillings and extracted) of their parents was determined on the basis of data obtained from a questionnaire. The questions also concerned information on child’s and parents’ dental check-ups and opinion on their predisposition to dental caries. Results: Clinical examination revealed that 21.05% of boys and 18.51% of girls had dental caries. Most mothers had from 1 to 5 either carious and/or filled teeth (47.13%) or extracted teeth due to carious process (61.15%); the fathers’ values were similar at 46.50 and 66.24%, respectively. More mothers (84.71%) than fathers (72.62%) had regular dental check-ups (p = 0.02). The analysis of mother-father-child triads showed that when both parents visited the dentist regularly, more children were free of caries (56.68%) in comparison to those with the disease (13.38%; p < 0.001). Conclusions: This study showed that the dental health status, as well as oral care of nursery school children and their parents, is unsatisfactory. Therefore, there is a need to introduce an intensive dental educational program focusing on dental prophylaxis for nursery age children and their parents or caregivers.

scholarly journals Early childhood education professionals’ knowledge about prevention, detection and treatment of acute respiratory infections in children

2019 ◽  
Vol 41 ◽  
pp. e43759
Author(s):  
Patrícia Domingos dos Santos ◽  
Franciele Cascaes da Silva ◽  
Bruna Weber Santos ◽  
Camila Isabel Santos Schivinski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Detection ◽  
Respiratory Infections ◽  
Nursery School ◽  
Acute Respiratory Infections ◽  
Education Professionals ◽  
Childhood Education ◽  
Nursery Schools ◽  
The City

The present study aimed to identify and compare knowledge and practices of early childhood education professionals from three public nursery schools (A, B and C) in the city of Florianópolis/SC relative to prevention, early detection and handling of acute respiratory infections (ARIs) in children aged between zero and six years old. A total of 120 educators answered a questionnaire. The instrument was composed of 15 close- and open-ended questions, five of which were scored. In statistical analyses, the Anova One-Way test revealed no significant differences for knowledge between professionals from the three institutions, with nursery school B having the highest mean score (6.12 ± 0.8), showing fair knowledge about child care. Overall results point to existing gaps concerning the need for guidance on these aspects of a child’s health.

Emotional Competence and Affective Computing as Factors of Formation of Individual and Social Identity

2013 ◽  
Vol 4 (4) ◽  
pp. 28-46
Author(s):  
Annamaria Curatola ◽  
Felice Corona ◽  
Carmelo Francesco Meduri ◽  
Carla Cozzarelli
Keyword(s):  
Affective Computing ◽  
Nursery School ◽  
Emotional Experience ◽  
Methodological Approach ◽  
School Curriculum ◽  
Cognitive Computing ◽  
Social And Emotional ◽  
Nursery Schools ◽  
Experimental Project ◽  
New Perspective

This experience of psycho-emotional education is part of more extensive international researches based on the hypothesis that the “emotional experience”, if inserted in the daily conduct of the school curriculum, especially in the nursery school one, represents an excellent training opportunity, since it fosters the learners' best perception of the self, thus strengthening their expressive and communicative attitude. On the basis of Social and Emotional Learning (SEL) principles and inspired by a previous experience carried out by the Department of Human Science for training, this experimental project has been put into practice by some nursery schools in RC, thus providing very interesting data for the confirmation of the hypothesis. It has been also developed a study on the affective computing and the cognitive computing pursuing a new perspective that exceeds the traditional vision of what is defined as artificial intelligence and analyzes intelligence and aspects of perceptions, often neglected, with a methodological approach considering the emotional processes as important as the cognitive ones.

scholarly journals Sleep Habits and Electronic Media Usage in Japanese Children: A Prospective Comparative Analysis of Preschoolers

2020 ◽  
Vol 17 (14) ◽  
pp. 5189
Author(s):  
Fumie Horiuchi ◽  
Yasunori Oka ◽  
Kentaro Kawabe ◽  
Shu-ichi Ueno
Keyword(s):  
Preschool Children ◽  
Sleep Duration ◽  
Nursery School ◽  
Electronic Media ◽  
Sleep Habits ◽  
Media Usage ◽  
Life Patterns ◽  
Nursery Schools ◽  
Staying At Home ◽  
At Home

Children are increasingly exposed to electronic media, which can potentially influence their sleep habits. However, few studies have investigated the effects of children’s life patterns on sleep habits and electronic media usage. This study investigated the differences in sleep habits and electronic media usage between 18- and 42-month-old children attending nursery schools, kindergartens, or staying at home, and respectively enrolled 183 (boys, n = 93; girls, n = 90) and 215 (boys, n = 104; girls, n = 111) 18- and 42-month-old children who underwent health check-ups. We found that 18-month-old children attending nursery school had significantly earlier wake times on weekdays and shorter sleep durations on weekends than children who stayed at home despite no differences in electronic media usage. There were no differences in sleep duration among 42-month-old children attending nursery schools, kindergartens, or staying at home; however, kindergarteners demonstrated a higher use of portable and home video games. Different life patterns affect electronic media usage in preschool children, especially those attending kindergarten. Particular attention should be paid to the higher usage of electronic media devices by kindergarteners, although they had the same sleep duration, as did other preschool children.

scholarly journals Association of Nursery School-Level Promotion of Vegetable Eating with Caregiver-Reported Vegetable Consumption Behaviours among Preschool Children: A Multilevel Analysis of Japanese Children

Nutrients ◽  
2021 ◽  
Vol 13 (7) ◽  
pp. 2236
Author(s):  
Yukako Tani ◽  
Manami Ochi ◽  
Takeo Fujiwara
Keyword(s):  
Odds Ratio ◽  
Adjusted Odds Ratio ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
Nursery School ◽  
School Level ◽  
Eating Behaviours ◽  
Cross Sectional ◽  
Nursery Schools ◽  
Health Strategy

Nursery schools can play an important role in children developing healthy eating behaviours, including vegetable consumption. However, the effect of school-level vegetable promotion on vegetable consumption and body mass index (BMI) remains unclear. This study examined the associations of nursery school-level promotion of eating vegetables first at meals with Japanese children’s vegetable consumption behaviours and BMI. We used cross-sectional data collected in 2015, 2016, and 2017 on 7402 children in classes of 3–5-year-olds in all 133 licensed nursery schools in Adachi, Tokyo, Japan. Caregivers were surveyed on their children’s eating behaviours (frequency of eating vegetables, willingness to eat vegetables and number of kinds of vegetables eaten), height and weight. Nursery school-level promotion of eating vegetables first at meals was assessed using individual responses, with the percentage of caregivers reporting that their children ate vegetables first at meals as a proxy for the school-level penetration of the promotion of vegetable eating. Multilevel analyses were conducted to investigate the associations of school-level vegetable-eating promotion with vegetable consumption behaviours and BMI. Children in schools that were 1 interquartile range higher on vegetable promotion ate vegetable dishes more often (β = 0.04; 95% CI: 0.004–0.07), and were more often willing to eat vegetables (adjusted odds ratio = 1.17; 95% CI: 1.07–1.28), as well as to eat more kinds of vegetables (adjusted odds ratio = 1.19 times; 95% CI: 1.06–1.34). School-level vegetable-eating promotion was not associated with BMI. The school-level health strategy of eating vegetables first may be effective in increasing children’s vegetable intake but not in preventing being overweight.

scholarly journals GEROS MOKYKLOS KONCEPCIJOS ĮGYVENDINIMAS IKIMOKYKLINIO UGDYMO ĮSTAIGOJE: LOPŠELIO-DARŽELIO „TRYS NYKŠTUKAI“ ATVEJIS [IMPLEMENTATION OF THE CONCEPT OF A GOOD SCHOOL IN THE PRE-SCHOOL EDUCATION INSTITUTION: THE CASE OF THE NURSERY SCHOOL “TRYS NYKSTUKAI”]

2017 ◽  
Vol 9 (3) ◽  
pp. 141-150
Author(s):  
Reda Poneliene ◽  
Danguole Dargiene
Keyword(s):  
Nursery School ◽  
Educational Institution ◽  
Educational Practice ◽  
Education Institution ◽  
Educational Environment ◽  
School Education ◽  
Quality Of Education ◽  
Self Evaluation ◽  
Good School

The concept of a Good School creates preconditions for raising the level of quality of the performance of the country’s schools implementing general curricula, for showing the activity direction for schools and for enabling them to act. In order to ensure the quality of pre-school education, self-evaluation of the performance of pre-school education institutions, which promotes reflection on the activities of the staff of pre-school educational institutions and the possibilities for changes in quality, acquires increasing importance. Following the position that self-evaluation of the quality of institutional activities is significantly affected by community agreements on the quality of education and its characteristics, the qualitative research (case study), aiming to find out which aspects of the Good School and features characterizing them are characteristic to a concrete pre-school education institution, was conducted. The study involved various interest groups (parents, children, pedagogues). It was identified that the characteristic features of a good nursery school had included the aspects of the educational environment, life in the school and staff, which enabled to assume that the properly selected educational environment and professional, qualified pedagogues influenced children’s quality participation in the life of the educational institution. Besides, the research results can be the basis for improvement of the educational practice in a particular institution, separately analysing those aspects of the good school (nursery school) and features describing them which received less attention of investigated persons and providing guidelines for further studies on the quality of education. Key words: good school, aspects of the good school, pre-school education institution, self-evaluation of the quality of school performance, quality of education.

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