The Sign 4 Big Feelings intervention to improve early years outcomes in preschool children: Outcome evaluation (Preprint)

2020 ◽  
Author(s):  
Rosemary Davidson ◽  
Gurch Randhawa
Keyword(s):  
Economic Status ◽  
Well Being ◽  
Outcome Evaluation ◽  
Preschool Age ◽  
Early Years ◽  
Children’S Wellbeing ◽  
Preschool Age Children ◽  
Measuring Change ◽  
Quasi Experimental ◽  
Clinically Significant

BACKGROUND Any delays in language development may affect learning, profoundly influencing personal, social, and professional trajectories. The effectiveness of the Sign 4 Big Feelings (S4BF) intervention was investigated by measuring change in early years outcomes after a three month period. OBJECTIVE To determine whether Early Years Outcomes (EYOs) significantly improve (beyond typical expected development), if children’s wellbeing improves after the S4BF intervention period, and if there are differences between boys and girls in any progress made. METHODS An evaluation of S4BF was conducted with 111 preschool age children in early years settings in Luton, United Kingdom. Listening, speaking, understanding, and managing feelings and behaviour, in addition to Leuven well-being scales were used in a quasi-experimental study design to measure outcomes pre- and postintervention. RESULTS Statistically and clinically significant differences were found for each of the seven pre- and post measures taken: words understood and spoken, well-being scores, and the four EYO domains. Gender differences were negligible in all analyses undertaken. CONCLUSIONS Children of all abilities may benefit considerably from S4BF, but a language-based intervention of this nature may be transformational for children who are behind developmentally, with EAL needs or of lower socio-economic status. CLINICALTRIAL ISRCTN42025531; https://doi.org/10.1186/ISRCTN42025531

scholarly journals Family Representations of Preschool Age Children Living in Families of Different Socio-Economic Status

2016 ◽  
Vol 21 (4) ◽  
pp. 83-101
Author(s):  
A.A. Shvedovskaya ◽  
T.Yu. Zagvozdkina
Keyword(s):  
Socioeconomic Status ◽  
Economic Status ◽  
Family Members ◽  
Well Being ◽  
Preschool Age ◽  
Family Socioeconomic Status ◽  
Her Family ◽  
Financial Anxiety ◽  
Economic Well Being ◽  
Family Representation

A child’s family representation is one of the crucial factors of psychological and social development in older preschoolers. The article emphasizes that the relationships between a child’s family socioeconomic status (SES) and family representation are mediated. Family members’ perception and evaluation of their socioeconomic status are conditioned with subjective economic well- being. It influences family functioning which, in its turn, conditions particular characteristics of a child’s emotional experiences in family situation and his/her family representations. The analysis of relationships between subjective economic well-being of family members and a child’s family representations demonstrates the trend to increase in severity of poor well-being markers in case of increase of parental markers of financial stress, financial deprivation and financial anxiety. An empirical classification of family representation types in children from families with various SES is provided. It includes positive family representation “Favorable family”, family representation with some elements of disharmony “Unstable family”, representation of a distant family “Distant family”, conflict family representation “Conflict family”, negative family representation “Unfavorable family”.

Examining the Preliminary Effects of a Summer Social Emotional Learning Program for Young Children

2020 ◽  
pp. 106342662091239
Author(s):  
Sara C. McDaniel ◽  
Kizzy Albritton ◽  
Adrienne Stuckey
Keyword(s):  
Young Children ◽  
Preschool Age ◽  
Future Research ◽  
Learning Program ◽  
Social Emotional ◽  
Preliminary Results ◽  
School Settings ◽  
Preschool Age Children ◽  
Quasi Experimental ◽  
Formal School

This quasi-experimental pilot study examined the use of the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum during the summer prior to kindergarten entry for preschool-age children. The purpose of the study was to examine if participation in the summer Preschool PATHS curriculum would lead to increased levels of social–emotional competence for the participating children, particularly as they prepared to transition into formal school settings. Preliminary results of pilot data indicate positive outcomes for preschool-age children participating in the intervention. These preliminary results suggest that the Preschool PATHS curriculum could potentially be delivered immediately prior to school enter with the potential for promoting competencies and strengths to put young children on a path toward a positive trajectory as they start school. Limitations of the study are discussed as well as practical implications and future research needs.

The development of hypothetical reference in the speech of young children

1979 ◽  
Vol 6 (3) ◽  
pp. 563-579 ◽  
Author(s):  
Stan A. Kuczaj ◽  
Mary J. Daly
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Preschool Age ◽  
The Other ◽  
Naturalistic Study ◽  
Cross Sectional ◽  
Preschool Age Children ◽  
Quasi Experimental

ABSTRACTThe data obtained in two investigations (one a longitudinal/cross-sectional naturalistic study, the other a quasi-experimental study) demonstrate that preschool age children have the capacity for hypothetical reference. However, the data also indicate that this capacity for hypothetical reference operates within certain constraints, particularly early in the preschool years. Specifically, future hypothetical reference is an earlier acquisition than past hypothetical reference; reference to single hypothetical events appears sometime prior to reference to sequences of hypothetical events; and accuracy is better in self-initiated than other-initiated hypothetical reference. The implications of these findings are discussed.

scholarly journals INTERPERSONAL RELATIONS OF OLDER PRESCHOOL-AGE CHILDREN WHO ARE IN THE INSTITUTIONAL CARE

2019 ◽  
Vol 1 (9) ◽  
pp. 47
Author(s):  
Alla Kovalenko
Keyword(s):  
Interpersonal Relationships ◽  
Interpersonal Relations ◽  
Institutional Care ◽  
Well Being ◽  
Preschool Age ◽  
Psychological Well Being ◽  
Preschool Age Children ◽  
The Future ◽  
Children's Attitudes

<p>The article presents the research on the characteristics of the interpersonal relationships of older preschool-age children who are under institutional care. It reveals the dependence of the emotional components of such children’s attitudes to significant people and themselves on their status in the group. Children being brought up out of family have problems with their relationships with adults and peers; they have some deviations in the most important psychological formations, which in the future may negatively affect their psychological well-being.</p>

scholarly journals Effect of nutritional education on anthropometric deficits among pre-school aged children in south West Ethiopia: quasi-experimental study

2022 ◽  
Vol 48 (1) ◽  
Author(s):  
Kebebe Bidira ◽  
Dessalegn Tamiru ◽  
Tefera Belachew
Keyword(s):  
Nutrition Education ◽  
Sampling Technique ◽  
Preschool Age ◽  
Control Groups ◽  
Place Of Delivery ◽  
Under Nutrition ◽  
Preschool Age Children ◽  
Quasi Experimental ◽  
And Control ◽  
Preschool Aged Children

Abstract Background Under-nutrition is a global problem and one of the most serious public health issues. Globally, 156 million under-five children were stunted, and 50 million were wasted in 2016. Malnutrition among preschool-age children is caused by low socioeconomic status, food insecurity, poor feeding practices, and infectious diseases. This intervention aimed to evaluate the effect of nutrition education delivered through trained health professionals in improving the nutritional status of preschool -aged children. Methods A quasi-experimental design among 588 preschool –aged children was used. A multistage sampling technique followed by a systematic random sampling technique was used to identify caregivers with preschool-aged children. Structured questionnaires were used to collect data. The baseline difference in demographic and socioeconomic characteristics between the two groups was examined using a chi-square test and an independent sample t-test was used to determine the mean difference in under-nutrition between the intervention and control groups. Generalized estimating equations (GEE) were used to determine the change in the difference in outcome between the intervention and control groups as well as the association of predictors with under-nutrition in children. The Adjusted odds ratio (AOR) with the corresponding 95% confidence intervals was reported to show the strength of the association. Variables with a p-value of less than 0.05 were considered statistically significant in multivariable analysis. Results In this study, the nutritional status of preschool age children was significantly associated with nutrition education intervention [AOR = 0.566, 95% CI: (0.347, 0.923)], place of delivery [AOR = 0.724, 95% CI: (0.551, 0.951)], ARI in the last 2 weeks [AOR = 1.823, 95% CI: (1.226, 2.710)], source of drinking water [AOR = 0.624, 95% CI: (0.484, 0.805)] and household food security [AOR = 1.311, 95% CI: (1.030, 1.669)] . Conclusions Findings of this study showed that nutrition education can effectively reduce the magnitude of under-nutrition among preschool children. Under-nutrition was e significantly associated with nutritional education, place of delivery, ARI in the last 2 weeks, source of drinking water, and food security. Therefore, both government and non-government should consider the impacts of nutrition education to alleviate under-nutrition and improve the health status of preschool-age children.

Multiple Roles and Well-Being: A Study of Mothers of Preschool Age Children

1982 ◽  
Vol 7 (2) ◽  
pp. 175-178 ◽  
Author(s):  
Rosalind C. Barnett
Keyword(s):  
Well Being ◽  
Self Esteem ◽  
Preschool Age ◽  
Multiple Roles ◽  
Multiple Role ◽  
Role Involvement ◽  
Theoretical Perspectives ◽  
Preschool Age Children ◽  
Two Indices ◽  
Caucasian Women

The relation of well-being to involvement in multiple roles was examined in a study of 134 Caucasian women. All subjects were married and mothers of at least one preschool child; 50 were also paid workers. Two indices of well-being were used: (a) self-esteem; and (b) satisfaction with one's current role pattern. No differences in level of well-being were found between the employed and nonemployed groups. Findings were discussed in relation to theoretical perspectives on multiple role involvement.

scholarly journals Pengaruh Storytelling dan Guided-Imagery terhadap Tingkat Perubahan Kecemasan Anak Usia Prasekolah yang Dilakukan Tindakan Invasif

2019 ◽  
Vol 1 (1) ◽  
pp. 145-156
Author(s):  
Julita Rosalia Legi ◽  
Suhendar Sulaeman ◽  
Nyimas Heny Purwanti
Keyword(s):  
Preschool Children ◽  
Guided Imagery ◽  
Statistical Tests ◽  
Invasive Procedure ◽  
Preschool Age ◽  
Average Level ◽  
Intravenous Therapy ◽  
Preschool Age Children ◽  
Quasi Experimental ◽  
Experimental Type

This study aims to identify the effect of storytelling and guided imagery on anxiety levels of preschool children who will receive an invasive procedure (intravenous therapy). The quasi-experimental type of study is with the number of 24 people for sample. The sample technique is purposive sampling. The results of this study indicate the average level of anxiety of children who get storytelling intervention is 2.11 for groups of children accompanied by parents, and 2.50 for groups of children who are not accompanied by parents. Meanwhile, the average level of anxiety of children with guided imagery intervention is 2.17 in the group of children accompanied by parents, and 2.33 in the group of children who are not accompanied by parents. The results of statistical tests show that storytelling and guided imagery have an effect on decreasing anxiety level of preschool age children who receive invasive procedure (intravenous therapy). Storytelling and guided imagery can be applied as one of the interventions of atraumatic care to reduce anxiety of preschool age children who will receive invasive action (intravenous therapy).  Keywords         : Storytelling, Guided-imagery, Preschool Children Anxiety

scholarly journals The Sign 4 Little Talkers Intervention to Improve Listening, Understanding, Speaking, and Behavior in Hearing Preschool Children: Outcome Evaluation

10.2196/15348 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. e15348
Author(s):  
Rosemary Davidson ◽  
Gurch Randhawa
Keyword(s):  
Preschool Children ◽  
Low Income ◽  
Significant Proportion ◽  
Later Life ◽  
Well Being ◽  
Outcome Evaluation ◽  
Early Years ◽  
School Factors ◽  
Language And Communication ◽  
And Behavior

Background Gaining age-appropriate proficiency in speech and language in the early years is crucial to later life chances; however, a significant proportion of children fail to meet the expected standards in these early years outcomes when they start school. Factors influencing the development of language and communication include low income, gender, and having English as an additional language (EAL). Objective This study aimed to determine whether the Sign 4 Little Talkers (S4LT) program improves key developmental outcomes in hearing preschool children. S4LT was developed to address gaps in the attainment of vocabulary and communication skills in preschool children, identified through routine monitoring of outcomes in early years. Signs were adapted and incorporated into storybooks to improve vocabulary, communication, and behavior in hearing children. Methods An evaluation of S4LT was conducted to measure key outcomes pre- and postintervention in 8 early years settings in Luton, United Kingdom. A total of 118 preschool children were tested in 4 early years outcomes domains—listening, speaking, understanding, and managing feelings and behavior—as well as Leuven well-being scales and the number of key words understood and spoken. Results Statistically significant results were found for all measures tested: words spoken (P<.001) and understood (P<.001), speaking (P<.001), managing feelings and behavior (P<.001), understanding (P<.001), listening and attention (P<.001), and well-being (P<.001). Approximately two-thirds of the children made expected or good progress, often progressing multiple steps in educational attainment after being assessed as developmentally behind at baseline. Conclusions The findings reported here suggest that S4LT may help children to catch up with their peers at a crucial stage in development and become school ready by improving their command of language and communication as well as learning social skills. Our analysis also highlights specific groups of children who are not responding as well as expected, namely boys with EAL, and who require additional, tailored support.

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