The Professional Preparation of Teachers and Early Childhood Educators: Changes in the Wind

The recent advances in research in child development and early educational intervention programs signal a clear need for significant reform of the methods now used to prepare teachers of preschool age children with special needs. The changes need to vary in kind and amount. Reforms need to address both content and clinical skill development. And, competent personnel must be produced in greater numbers.

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Playground Interactions for Preschool-Age Children with Special Needs

Physical & Occupational Therapy In Pediatrics ◽

10.1080/j006v17n03_02 ◽

1997 ◽

Vol 17 (3) ◽

pp. 21-31 ◽

Cited By ~ 8

Author(s):

Laura Nabors ◽

Mohamed Badawi

Keyword(s):

Special Needs ◽

Preschool Age ◽

Children With Special Needs ◽

Preschool Age Children

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HUBUNGAN STIMULASI BERMAIN, KUALITAS INTERAKSI DAN VERBAL ABUSE DENGAN PERKEMBANGAN PERSONAL SOSIAL ANAK USIA PRASEKOLAH

NURSING UPDATE : Jurnal Ilmiah Ilmu Keperawatan P-ISSN : 2085-5931 e-ISSN : 2623-2871 ◽

10.36089/nu.v1i2.51 ◽

2019 ◽

Vol 1 (2) ◽

pp. 7-15

Author(s):

Ulva Noviana

Keyword(s):

Preschool Children ◽

Child Development ◽

Social Development ◽

Verbal Abuse ◽

Preschool Age ◽

P Value ◽

Independent Variables ◽

Interaction Quality ◽

Preschool Age Children ◽

Relationship Of

One aspect of development in preschoolers is personal social development. Preliminary study results conducted on 10 children obtained results 6 children with caution assessment, 2 children with delayed assessment, and 2 children with normal assessment with the Suspect interpretation on the assessment of the Denver II test.The purpose of this study was to determine the relationship of play stimulation, the quality of interaction, and verbal abuse with the social development of preschoolers in kindergarten of Al-Djufri VI. This research use Analytical method with Cross Sectional approach with independent variables is play stimulation, interaction quality, and verbal abuse and the dependent variable is personal social development. The population is the parents of preschool children in kindergarten of Al-Djufri VI as many as 38 people with a total sample of 38 people Using total sampling technique. The instruments in this study used questionnaires on independent variables and used the Denver II test on the dependent variable.Statistical test using spearman rank test with significance level of 0.05. The result of this study using spearmen rank shows there is relationship of play stimulation with social development of preschool children with p value 0,000 <0,05 and r = 0,677, There is relationship of interaction quality with social development of preschool age children with p value 0,000 <0,05 and r = 0,724, There is relationship of verbal abuse with social development of preschool age children with p value 0,040 <0,05 and r = 0,334. Play stimulation, interaction quality, and verbal abuse have a relationship with personal social development. Parents and teachers are advised to be able to increase their knowledge as an effort to prevent child development delay in social aspect by doing screening test on health service to measure child development level.

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MODERN TOY: RELEVANCE, TENDENCIES, PERSPECTIVES OF INFLUENCE ON A CHILD

The Educational Discourse a collection of scientific papers ◽

10.33930/ed.2019.5007.13(5)-7 ◽

2019 ◽

pp. 79-88

Author(s):

Kateryna Polishchuk

Keyword(s):

Child Development ◽

Family Relations ◽

Preschool Age ◽

Symbolic System ◽

Moral Choice ◽

Main Method ◽

Preschool Age Children ◽

Educational Potential ◽

Integral Feature ◽

Selection Of

In the article, the main tendencies of modern developing of toys industry are outlined. It is certain that the development of toys industry is intended to renewal and advance of interactivity of toys, popularization of some brands (movies, books, toys, sweets with the same characters) and intrusion of series of same toys what in a result do not meet age needs of preschool child development. In the situation of supersaturation of toys market modern toy has a range of new characteristics. And its` influence on the formation of personality not always can be predicted. In particular, the great bulk of popular toys between consumers do not promote the strengthening of the mechanism of socialization of preschool age child, maintaining of family relations, propagandize values which are not common for our nation and provoke a variety of strategies of behavior in a situation of moral choice. A toy for preschool age children is the main method in the formulation of a sign-symbolic system of representation the surrounding reality. In modern sociocultural situation cooperation with this integral feature of childhood requires constant pedagogical support, which involves the selection of toys with taking into account their educational potential and forecasting their potential results on the personality.

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Relations between Chinese mothers' parenting practices and social withdrawal in early childhood

International Journal of Behavioral Development ◽

10.1177/0165025406066761 ◽

2006 ◽

Vol 30 (3) ◽

pp. 261-271 ◽

Cited By ~ 33

Author(s):

Larry J. Nelson ◽

Craig H. Hart ◽

Bo Wu ◽

Chongming Yang ◽

Susanne Olsen Roper ◽

...

Keyword(s):

United States ◽

Early Childhood ◽

Parenting Practices ◽

Social Withdrawal ◽

Peer Rejection ◽

Mainland China ◽

Preschool Age ◽

Self Report ◽

Passive Behavior ◽

Preschool Age Children

Researchers have identified specific parenting practices used by parents of preschoolers in mainland China (e.g., physical coercion, overprotection, shaming, directiveness, encouragement of modesty). Some of the intrusive practices have been linked to social withdrawal in western societies (e.g., United States, Canada). It seemed important to examine these associations in China because recent research suggests that young Chinese children who exhibit wariness in peer settings may be at risk for negative outcomes such as peer rejection. Therefore, the purpose of this study was to examine the relation between Chinese parenting practices and preschoolers' social withdrawal. Mothers of preschool-age children from mainland China ( N = 446) completed self-report parenting questionnaires. Teachers rated children's reticent, solitary-passive, solitary-active, and modest behaviors. Results showed that (a) maternal directiveness was positively associated with reticent behavior in girls and negatively associated with solitary-passive behavior in boys, (b) maternal overprotection, for girls, was positively related to both reticent behavior and solitary-passive behavior, and negatively related to modest behavior, (c) coercion was positively associated with solitary-active and reticent behavior in girls, and (d) shaming was positively related to all forms of withdrawn behaviors in boys and girls, as well as positively related to modest behavior in boys.

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Development and Validation of the Greek version of the Early Childhood Oral Health Impact Scale (ECOHIS)

The Open Dentistry Journal ◽

10.2174/1874210602014010088 ◽

2020 ◽

Vol 14 (1) ◽

pp. 88-96

Author(s):

Konstantina Taoufik ◽

Kimon Divaris ◽

Katerina Kavvadia ◽

Haroula Koletsi-Kounari ◽

Argy Polychronopoulou

Keyword(s):

Early Childhood ◽

Oral Health ◽

Health Impact ◽

Preschool Age ◽

Greek Language ◽

Impact Scale ◽

Preschool Age Children ◽

Health Related Qol ◽

Health Related ◽

Test Retest Reliability

Background: The oral health of preschool-age children can affect their quality of life (QoL) as well their families. The Early Childhood Oral Health Impact Scale (ECOHIS) is a reliable instrument that has been used to assess the impact of oral health problems and their treatment on the QoL of preschool-age children and their families’. Objective: To report the development, evaluation and psychometric properties of the Greek version of ECOHIS (Gr-ECOHIS). Methods: Participants of this cross-sectional study were 176 mothers and their young (aged 25-71 months) children, patients of a private pediatric dental practice. During a structured interview, they completed a questionnaire, including a translated, Greek language version of the ECOHIS. Data on children’s oral health were obtained via clinical examinations. The psychometric properties of Gr-ECOHIS evaluated were reliability (internal and test-retest) and construct (convergent and discriminant) validity. Test-retest reliability was determined in an independent sample of 20 mother-child dyads, who completed the Gr-ECOHIS twice within a two-week interval. Results: The scale showed excellent internal consistency (Cronbach’s alpha=0.85) and test-retest reliability (Intraclass Correlation Coefficient= 0.97). Gr-ECOHIS showed a strong correlation with dental caries (Spearman’s rho=0.62, p<0.0005) and dental treatment needs. Gr-ECOHIS was also positively associated with dental knowledge, health literacy and parental oral health-related QoL. Conclusion The Gr-ECOHIS is a psychometrically reliable and valid Greek language QoL instrument, which demonstrated significant associations with clinical and parent-reported measures of early childhood oral health. As such, it can be used to measure oral health-related QoL among preschool-age children in clinical and public health settings.

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Developmental Changes in Movement Related Brain Activity in Early Childhood

10.1101/531905 ◽

2019 ◽

Cited By ~ 3

Author(s):

Blake Johnson ◽

Cecilia Jobst ◽

Rita Al-Loos ◽

Wei He ◽

Douglas Cheyne

Keyword(s):

Early Childhood ◽

Motor Development ◽

Brain Activity ◽

Age Groups ◽

Preschool Age ◽

Control Group ◽

School Aged Children ◽

Cortical Motor ◽

Preschool Age Children ◽

Readiness Field

In a previous MEG study of movement-related brain activity in preschool age children, we reported that pre-movement fields and sensorimotor cortex oscillations differed from those typically observed in adults, suggesting that maturation of cortical motor networks is still incomplete by late preschool age (Cheyne et al., 2014). Here we describe the same measurements in an older group of school-aged children (6 to 8 years old) and an adult control group, in addition to repeated recordings in seven children from the original study approximately two years later. Differences were observed both longitudinally within children and between age groups. Pre-movement (readiness) fields were still not present in the oldest children, however both frequency and magnitude of movement-related mu (8-12Hz) and beta (15-30Hz) oscillations demonstrated linear increases with age. In contrast, movement-evoked gamma synchronization demonstrated a step-like transition from low (30-50 Hz) to high (70-90 Hz) narrow-band oscillations, and this occurred at different ages in different children. These data provide novel evidence of linear and non-linear changes in motor cortex oscillations and delayed development of the readiness field throughout early childhood. Individual children showed large differences in maturation of movement-related brain activity, possibly reflecting differing rates of motor development.

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INVESTING IN PRESCHOOL AGE CHILDREN – A CASE STUDY OF VIDZEME REGION (LATVIA)

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2017vol4.2247 ◽

2017 ◽

Vol 4 ◽

pp. 353

Author(s):

Feliciana Rajevska ◽

Katrine Reima

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Support System ◽

Low Income ◽

Work And Family ◽

Preschool Age ◽

Social Investment ◽

Childhood Education ◽

Preschool Age Children

Social investments are important for a child’s development and future success. Parental leaves and Early Childhood Education and Care services (ECEC) are among main forms of social investment, contributing to child poverty reduction and increasing equality, as well as underpinning the potential for skilled workers in the future. The aim of the paper is to analyse availability of the main forms of social investment in preschool age children - early childhood education services and parental leaves, in Vidzeme region (Latvia) for a case study. An analysis of policy documents, parents’ surveys at pre-school institutions, interviews with education institution representatives and local authorities regarding education and social matters were conducted in the research. The support system for parents is still dominated by the “passive” form of support system. However, social investment policies are becoming increasingly more important. This is achieved by supporting parents' access to social investment services and by increasing the amount of parental leave benefits. In 2013-2015 funding for child-care and family policy has increased. Expenditure growth was mostly affected by an increase in the allowance for childcare and the minimum parental allowance. The availability of ECEC is moderate, but since 2009 private institutions and since 2013 babysitting services have been co-funded at the national level till May 31, 2016 to improve it. Since September 2015 a 3-year innovative project “Vouchers for the provision of child minder services to workers with nonstandard work schedules” has been introduced too, to promote parental employment and work and family balance. In Vidzeme region, for example, service availability is additionally stimulated by free transport services, ECEC fee discounts for poor, low-income and large families, etc. Results show that the availability of ECEC has been improved and there has been signs of positive changes in children’s development. Nevertheless, the availability of ECEC is moderate, and in some poorer municipalities in Latvia Matthew effects can be spotted – the middle and highest strata of society use services to a higher extend then the low-income society.

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DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN

Különleges Bánásmód - Interdiszciplináris folyóirat ◽

10.18458/kb.2020.1.83 ◽

2020 ◽

Vol 6 (1) ◽

pp. 83-93

Author(s):

Tiiu Tammemä ◽

Siret Maaring

Keyword(s):

Special Needs ◽

Teaching And Learning ◽

Developmental Disorders ◽

Preschool Age ◽

Children With Special Needs ◽

Board Game ◽

Learning Materials ◽

Mathematical Concepts ◽

Preschool Age Children ◽

Narrow Road

Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.

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Genetic Aspects of Early Childhood Stuttering

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3604.701 ◽

1993 ◽

Vol 36 (4) ◽

pp. 701-706 ◽

Cited By ~ 75

Author(s):

Nicoline Grinager Ambrose ◽

Ehud Yairi ◽

Nancy Cox

Keyword(s):

Early Childhood ◽

Genetic Model ◽

Genetic Locus ◽

Preschool Age ◽

Genetic Component ◽

Genetic Studies ◽

Preschool Age Children ◽

Familial Disorder ◽

Male Subjects ◽

Family Trees

Although stuttering has long been acknowledged as a familial disorder, the nature of a genetic component remains unclear. Most previous data used in genetic studies were obtained primarily from adults who stutter and may be biased in several respects. The purpose of this investigation was to quantify the frequency of stuttering in relatives of preschool-age children who stutter, and who were first seen close to the onset of the disorder. Detailed pedigrees (family trees), including first-, second-, and third-degree relatives, were obtained from parents of 69 children who stuttered. We found, as have previous studies, that more male than female relatives ever stuttered, but that female subjects who stuttered had more female relatives who ever stuttered than did male subjects. In order to identify the genetic model most consistent with the observed patterns of stuttering transmission, we conducted segregation analyses. Results from these analyses suggest that transmission of a single major genetic locus increasing the liability to stuttering best accounts for the transmission of stuttering in families of preschool-age children who stutter.

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