Character Development Goals for Preschool Children

1936 ◽  
Vol 12 (6) ◽  
pp. 250-253 ◽  
Author(s):  
Shirley Newsom ◽  
Lee Vincent
Keyword(s):  
Preschool Children ◽  
Character Development ◽  
Development Goals

scholarly journals High-Prevalence Stunting in Preschool Children (1–5 Years) Attending Selected Health Centers in a Food Rich Area-Bushenyi District Southwestern Uganda

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Douglas Mugarura ◽  
Herbert Izo Ninsiima ◽  
Hellen Kinyi ◽  
Ejike Daniel Eze ◽  
Sam Tumwesigire ◽  
...  
Keyword(s):  
Preschool Children ◽  
Prevalence Ratio ◽  
Cross Sectional Study ◽  
Health Centers ◽  
Sub Saharan Africa ◽  
Cross Sectional ◽  
High Prevalence ◽  
Development Goals ◽  
Chronic Undernutrition ◽  
Sub Saharan

The prevalence of stunting among children in Uganda and Sub-Saharan Africa is still high, and if Uganda is to achieve the food-related Sustainable Development Goals (SDGs), it must urgently invest in improving nutrition and sanitation. In a food rich area like Bushenyi, chronic undernutrition could be due to several other factors than mere scarcity of food. The Objective(s). This study was carried out to determine the prevalence and socioclinical factors responsible for chronic undernutrition (stunting) among preschool children aged 1–5 years in selected Health facilities in Bushenyi district. Methodology. This was a cross-sectional study assessing the prevalence of stunting and its associated factors among children aged 1–5 years attending selected health centers in Bushenyi District. Data was collected using a pretested questionnaire, taking anthropometric measurements (height/length), and stool analysis for eggs of soil-transmitted helminthes. Prevalence of stunting was presented as percentages. Logistic regression with adjusted prevalence ratio was performed to test the association between the sociodemographic and clinical factors and stunting at bivariate levels of analysis. Results. Most of the children were female, with a median age of 2.1 years and resided in semiurban areas of Bushenyi with their parents. Prevalence of stunting was 89.3%. Only 10.7% of the children were infested with soil-transmitted helminthes. Children likely to be stunted were those who drank unboiled water and were exclusively breastfed. Conclusion. There is a high prevalence of chronic malnutrition in Bushenyi district associated with parents’/care takers’ low level of knowledge.

scholarly journals The Effect of Distance Teaching Experiences on Educators’ Attitudes toward Distance Education for Preschoolers

2021 ◽  
Vol 11 (10) ◽  
pp. 650
Author(s):  
Alexander Veraksa ◽  
Apollinaria Chursina ◽  
Margarita Gavrilova
Keyword(s):  
Distance Education ◽  
Preschool Children ◽  
Online Teaching ◽  
Mental Development ◽  
Distance Teaching ◽  
Teaching Experiences ◽  
Electronic Questionnaire ◽  
Teachers Perceptions ◽  
Development Goals

The aim of the study was to explore and highlight the challenges and benefits of distance education that educators found in their practice of online teaching with preschool children during the first wave of the pandemic. An electronic questionnaire was used to collect teachers’ perceptions of (1) their own success in facilitating online sessions; (2) attitudes towards online sessions among teachers with and without experience; (3) factors that, according to teachers with and without experience, determine the effectiveness of online sessions; (4) effectiveness of online sessions for individual mental development goals among teachers with and without such experience. A total of 623 educators participated in the study. Online sessions were of particular benefit to educators who had experience of working remotely with preschool children during the first wave of the pandemic. The results of this study indicate that the capacity of the children and the effectiveness of the online sessions themselves exceeded teachers’ expectations in many ways.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

The Preschool Stuttering Screen for Health Care Professionals

2011 ◽  
Vol 21 (2) ◽  
pp. 59-62
Author(s):  
Joseph Donaher ◽  
Christina Deery ◽  
Sarah Vogel
Keyword(s):  
Risk Factors ◽  
Health Care ◽  
Differential Diagnosis ◽  
Preschool Children ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Evidence Based ◽  
Developmental Profile

Healthcare professionals require a thorough understanding of stuttering since they frequently play an important role in the identification and differential diagnosis of stuttering for preschool children. This paper introduces The Preschool Stuttering Screen for Healthcare Professionals (PSSHP) which highlights risk factors identified in the literature as being associated with persistent stuttering. By integrating the results of the checklist with a child’s developmental profile, healthcare professionals can make better-informed, evidence-based decisions for their patients.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

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