scholarly journals The competent child and (in)competent others. Horse-riding school activities for preschool children

2021 ◽  
pp. 1-18
Author(s):  
Annika Rosén ◽  
Gabriella Thorell ◽  
Susanna Hedenborg
Keyword(s):  
Preschool Children ◽  
School Activities ◽  
Horse Riding

scholarly journals Social Studies Curriculum Content, and Respect among Preschool Children in Nairobi County, Kenya: Focusing on Relevance.

2018 ◽  
Vol 5 (7) ◽  
pp. 4842-4848
Author(s):  
Ganira Khavugwi Lilian ◽  
Odundo Amollo Paul ◽  
Gatumu Jane.C ◽  
Muasya Njeri J.
Keyword(s):  
Preschool Children ◽  
Social Studies ◽  
Preschool Teachers ◽  
Evaluation Research ◽  
Target Population ◽  
Point Of View ◽  
Curriculum Content ◽  
Social Studies Curriculum ◽  
Personal Lives ◽  
School Activities

Social studies curriculum develops opportunities for learners to interact and address multiple and diverse perspectives on a variety of issues, enriching social and personal lives for a democratic society. Formation of social interactions and engagements enable learners to acquire and apply dispositions for shaping character as respectful citizens. Ability to recognize people in school, activities and care for property would enable learners nurture sense of respectfulness for social integrity. The study adopted an evaluation research model based on both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework was used to determine relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County.  Neighborhood, my school and health practices were singled out in this study. The target population was 98 preschool teachers purposely sampled from 211 preschools. Questionnaire for preschool teachers were used as the main data collection instruments. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that social studies curriculum content is relevant in enhancing respect among preschool children.  The study recommended that teachers should create a learning environment for learners to listen to each other’s point of view, contribute own ideas and appreciate diversity.  For policy the study recommended that structures that encourage respect as a value should be included in school missions and visions for learners to imitate

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.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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.

The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger
Keyword(s):  
Preschool Children ◽  
Mental Rotation ◽  
Latent Class ◽  
Preschool Age ◽  
Stage Model ◽  
Solution Strategy ◽  
Thinking Aloud ◽  
Transition Analysis ◽  
Solution Strategies ◽  
Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

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