scholarly journals An investigation of the music activity preferences of pre-school children

2000 ◽  
Vol 17 (1) ◽  
pp. 51-60 ◽  
Author(s):  
Nita Temmerman
Keyword(s):  
Young Children ◽  
School Children ◽  
Level Of Involvement ◽  
Life Attitudes ◽  
Children's Attitudes ◽  
Activity Preferences ◽  
Important Objective ◽  
Musical Activities

Life attitudes to, level of involvement with and success in musical learning are all tied to first musical experiences. Consequently an important objective in the planning of any musical programme for young children is to acknowledge their interests in and attitudes to different musical activities. The purpose of this investigation was to determine young children's attitudes to musical activities included in their pre-school musical programme. In particular it sought to discern if preferences exist for certain activities. What emerged from the investigation is that pre-school children generally appear to respond favourably towards involvement in all musical activities but that preferences do exist for moving and playing based activities.

Les représentations des enfants de 5-6 ans sur la fusion et la solidification du sel, comme support pour le déploiement des activités didactiques

2015 ◽  
Vol 6 (3) ◽  
pp. 943-947 ◽  
Author(s):  
Konstantinos Ravanis
Keyword(s):  
Young Children ◽  
Empirical Research ◽  
School Children ◽  
Physical World ◽  
Scientific Model ◽  
Open Type ◽  
Different Types ◽  
Individual Conversations ◽  
Melting And Solidification

The representation of the properties and phenomena of the physical world exists from the beginning of life, as a first datum of reality. In several studies focused on children's representations we find that these representations these representations are critical to education and are often incompatible with the scientific model. This article presents the results of an empirical research on the representations of young children for melting and solidification of salt. The research sample consisted of 79 pre-school children (five to six years old) from one state kindergarten in Greece. Data were collected through expanded, open type, semi-structured individual conversations between a child of the sample and one researcher. The results of the interviews show that these children use different types of representations, the majority dominated by the nature of the substance under study.

The Effects of Contact with Handicapped Persons on Young Children's Attitudes

1986 ◽  
Vol 53 (3) ◽  
pp. 224-229 ◽  
Author(s):  
Beverly G. Esposito ◽  
Thomas M. Reed
Keyword(s):  
Young Children ◽  
Program Analysis ◽  
Integration Program ◽  
Per Se ◽  
Children's Attitudes

A survey designed to measure attitudes toward handicapped persons was administered to 92 young, nonhandicapped children. Nine of the subjects, who had previously reported more favorable attitudes as a result of participation in a structured integration program, continued to demonstrate these gains 2 years later. The remaining 83 subjects had never participated in a structured integration program. Analysis of the responses of the 92 children according to type of contact and the time at which contact occurred suggested that contact per se, regardless of type or timing, can produce more favorable attitudes among young children than an absence of contact.

Formation of internal structure in a lexical category

1983 ◽  
Vol 10 (2) ◽  
pp. 381-399 ◽  
Author(s):  
Mark E. Bernstein
Keyword(s):  
Young Children ◽  
Internal Structure ◽  
Recent Work ◽  
School Children ◽  
Concept Formation ◽  
Rank Order ◽  
Paired Comparisons ◽  
Internal Representations ◽  
Function Information ◽  
Lexical Concept

ABSTRACTWhat does the word chair mean? How does the category of objects bearing this name differ between adults and pre-school children? And how does the knowledge of a possible function of an object affect subjects' judgements? Answers to these questions were sought by means of sorting and rank ordering tasks. Subjects were shown drawings of a variety of objects on which one could sit, and were asked to indicate which ones they would call chairs. Those objects so judged to be category members were rank ordered for degree of typicality (or ‘best example’) by a paired-comparisons procedure. Half the subjects saw drawings of the objects alone, while the others saw a person sitting on each object. The results revealed that adults consistently judged some objects to be better examples than others, and that the provision of function information affected the judgements in a characteristic way. A different, less stable typicality structure was found in the children's category. Function cues caused the children's rank order judgements to change greatly. These findings are discussed within the framework of some recent theories of lexical concept formation in young children, and in relation to recent work on the nature of internal representations.

Psychological Problems of Pre-School Children in an Inner Urban Area

1977 ◽  
Vol 131 (6) ◽  
pp. 623-630 ◽  
Author(s):  
John Coleman ◽  
Desmond Pond ◽  
Bernice Rothwell ◽  
Wendy Burtenshaw
Keyword(s):  
Young Children ◽  
Urban Area ◽  
Child Psychiatry ◽  
School Children ◽  
School Child ◽  
Psychological Problems ◽  
Very Young Children ◽  
Treatment Procedures ◽  
New Look

Attitudes to the treatment of the pre-school child today stem very largely from the mainstream traditions in classical child psychiatry, the most powerful of which is still probably psychoanalysis. Recent articles (e.g. Freud, 1966; Frommer, 1967; Bentovim and Boston, 1973) describing treatment units for very young children exemplify very clearly the influence of these traditions and illustrate the difficulty of breaking new ground in conceptualizing treatment procedures. It will be the purpose of this paper to take issue with such traditions, and to argue that it is time for a new look at pre-school child psychiatry.

Clustering of food and activity preferences in primary school children

Appetite ◽  
2013 ◽  
Vol 60 ◽  
pp. 123-132 ◽  
Author(s):  
Gerda Rodenburg ◽  
Anke Oenema ◽  
Marleen Pasma ◽  
Stef P.J. Kremers ◽  
Dike van de Mheen
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Activity Preferences

Normal Peers' Reactions toward Autistic Children following a Tutoring Experience

1984 ◽  
Vol 55 (3) ◽  
pp. 887-892 ◽  
Author(s):  
James H. Prather ◽  
William L. Chovan
Keyword(s):  
School Children ◽  
Third Grade ◽  
Social Activities ◽  
Semistructured Interview ◽  
Grade School ◽  
Autistic Children ◽  
Two Measures ◽  
Children's Attitudes

The present study investigated the effects of a tutoring experience with autistic children on normal children's attitudes. The normal children's attitudes were examined using a semistructured interview and a bipolar adjectival scale. The measures were administered to 25 normal second and third grade school children over a 5-wk. period. Each child was given the two measures twice, first after an orientation to autism and again after five days of a tutoring experience with autistic children. The tutoring experience with autistic children significantly increased the normal peers' reasons for excluding them from participating in social activities in the classroom.

THE REDUCTION OF TEMPERAMENTAL RISK FOR ANXIETY IN WITHDRAWN PRESCHOOLERS: A PILOT STUDY

2002 ◽  
Vol 30 (2) ◽  
pp. 211-215 ◽  
Author(s):  
Ronald M. Rapee ◽  
Donna Jacobs
Keyword(s):  
Pilot Study ◽  
Young Children ◽  
Anxiety Disorders ◽  
Parent Education ◽  
School Children ◽  
Education Program ◽  
Theoretical Models ◽  
Very Young Children ◽  
Development Of Anxiety

Empirical findings and theoretical models posit a central role for an inhibited temperament in the development of anxiety. In turn, this suggests that reduction of withdrawn and inhibited characteristics in very young children may prevent the later development of anxiety disorders. To date, no programs have targeted inhibited temperament as a focus of treatment and it is often assumed that temperament is an immutable phenomenon. The current study piloted a brief education program for the mothers of seven temperamentally withdrawn 4-year-old boys. Results showed marked changes in mothers' perceptions of withdrawn temperament and anxious symptoms that continued over the following 6 months. These data encourage a larger-scale investigation of parent education for the reduction of inhibited temperament in pre-school children.

Imitation and recall of optionally deletable sentences by young children

1975 ◽  
Vol 2 (2) ◽  
pp. 261-269 ◽  
Author(s):  
Thomas J. Thieman
Keyword(s):  
Young Children ◽  
School Children ◽  
Nursery School ◽  
Operating Principle ◽  
Older Children ◽  
Delayed Recall ◽  
Full Form ◽  
Input Form ◽  
Expanded Form

ABSTRACTA set of sentences written in either an expanded or optionally deleted form were read for imitation and delayed recall to a group of nursery school children. A similar set of sentences had been presented for recall to adults. The older children and adults tended to recall the sentences in deleted forms, regardless of their input form. The youngest child tested, however, recalled the sentences in a fully expanded form, even when they had been presented and imitated in deleted form. The results offer support for the hypothesis of memory for non-linguistic ideas by both children and adults, as well as a demonstration of Slobin's (1973) universal operating principle that when children are first gaining control of an optionally deletable linguistic entity, they will often produce only its full form.

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