A Study on the Effects of Pre-service Early Childhood Teacher’s Perceived Learning Presence on Academic Achievement in Real-time Video Classes in the COVID-19

2021 ◽  
Vol 12 (5) ◽  
pp. 1017-1032
Author(s):  
Yeonjung Kwon
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Real Time ◽  
Perceived Learning ◽  
Learning Presence

Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

2019 ◽  
Vol 62 (6) ◽  
pp. 884-906
Author(s):  
Lilla K. Pivnick
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Math Achievement ◽  
Academic Skills ◽  
Ecological Systems ◽  
Regression Analyses ◽  
Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

The Genetic–Environmental Etiology of Cognitive School Readiness and Later Academic Achievement in Early Childhood

2007 ◽  
Vol 78 (6) ◽  
pp. 1855-1869 ◽  
Author(s):  
Jean-Pascal Lemelin ◽  
Michel Boivin ◽  
Nadine Forget-Dubois ◽  
Ginette Dionne ◽  
Jean R. Séguin ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
School Readiness

Becoming “babies” in real time: Temporal emergence in the classroom mangle

2016 ◽  
Vol 17 (4) ◽  
pp. 421-430 ◽  
Author(s):  
Casey Y Myers
Keyword(s):  
Early Childhood ◽  
Real Time ◽  
Pretend Play ◽  
Childhood Studies

Through multimodal retellings of kindergarten children’s performances of “baby,” this article aims to contribute to the emerging “posthuman conversation” within early childhood studies. Specifically, this work makes moves toward reconceptualizing children’s becomings within educational contexts by, first, interrogating the ways in which adult notions of “time” came to bear upon children’s enactments of “babies” within classroom pretend play performances and, second, exploring how posthuman conceptions of temporality—specifically Pickering’s “mangle”—can disrupt developmental analyses of children’s (un)timely performances and accommodate a more nuanced version of childhood becoming(s).

scholarly journals PENGEMBANGAN KREATIVITAS ANAK USIA DINI MELALUI ORIGAMI

2019 ◽  
Vol 5 (1) ◽  
pp. 61
Author(s):  
Uswatun Hasanah ◽  
Dian Eka Priyantoro
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Simple Method ◽  
Paper Folding ◽  
Excellent Activity ◽  
The Subject

Everyone has different abilities. Reflecting from the diversity of different abilities, it should be necessary to do various ways in developing those abilities. One of the individual's abilities is creativity. Creativity is an important ability to develop, even in various elements of education. In this case, educators play an important role to develop that ability. Creativity is very important to develop, because creativity has a big influence and adequate to contribute in one's life, for example in academic achievement. The art of paper folding or origami, is an excellent activity to stimulate creativity as well as build a structured mind power in children. Because the subject of this activity is an early childhood, then this activity is designed with a simple method. Children who follow this activity are only told to look, then practice together and they may even form another pattern they want.

scholarly journals The Developmental and Educational Impact of Hearing Impairment in Aboriginal Children Living in Remote Australia – A Data Linkage Study

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Md Shajedur Rahman Shawon,
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Hearing Impairment ◽  
Early Childhood Development ◽  
School Attendance ◽  
Childhood Development ◽  
Effect Sizes ◽  
Attendance Rates ◽  
Confounding Variables ◽  
Aboriginal Children

IntroductionHigh prevalence of otitis media (OM) and hearing impairment (HI) in Aboriginal children in Australia’s Northern Territory (NT) is well documented. HI may be associated with poorer outcomes in early childhood development, school attendance and academic achievement. However, these associations have not been investigated in this population. Objectives and ApproachRetrospective cohort studies were conducted to investigate the association between HI and three education-related outcomes in Aboriginal children living in remote NT communities. The explanatory variable for all studies was audiometrically determined hearing levels. The outcome measures were Australian Early Development Census (AEDC) results, representing developmental outcomes at around age 5 years; Year 1 school attendance rates; and, National Assessment Program – Literacy and Numeracy (NAPLAN) results for Year 3 for academic achievement. Relevant confounding variables from available linked datasets were controlled for in the statistical analyses. ResultsCompared with normal hearing children, after adjustment for selected confounding factors, children with HI had higher risk for being developmentally vulnerable in two or more of the five AEDC domains (adjusted odds ratio 1.69); lower AEDC domain score sum (-1.60~-2.40); scoring lower in Numeracy (by 15.2 points), Writing (by 13.4-15.6 points) and Spelling (by 5.0 points) domains of NAPLAN; and having lower attendance rates (attending 4.0-5.6 fewer days in Year 1). Severer HI categories generally yielded greater effect sizes. Notably, across the studies, some confounding variables included in the analysis yielded substantially greater effect sizes. Conclusion / ImplicationsOM-related HI has a negative impact on early childhood development, Year 1 school attendance and academic achievement in Year 3 in Aboriginal children living in remote NT communities. To improve the developmental and educational outcomes it is important to detect HI at an early age and provide effective educational support, in addition to clinical and audiometric management.

scholarly journals TaqMan Real-Time Quantification of Epstein-Barr Virus in Severe Early Childhood Caries

2010 ◽  
Vol 04 (01) ◽  
pp. 028-033 ◽  
Author(s):  
Sibel Yildirim ◽  
Esma Yildiz ◽  
Ayhan Kubar
Keyword(s):  
Early Childhood ◽  
Real Time ◽  
Early Childhood Caries ◽  
Epstein Barr Virus ◽  
Post Treatment ◽  
Barr Virus ◽  
Supragingival Plaque ◽  
Ebv Dna ◽  
Epstein Barr ◽  
Childhood Caries

ABSTRACTObjectives: Early childhood caries (ECC) has several risk factors and it is important stressful/ painful events of childhood and immunosuppression may occur during this unique rampant caries pattern. The changes in the host immune competence by compromised cellular immune system functions can activate Epstein Barr virus (EBV). The objective of this study was to determine whether the supragingival plaque samples of severe-ECC (S-ECC) patients harbor more EBV load than the non-carious healthy children by quantitative TaqMan Real-Time polymerase chain reaction (PCR).Methods: Sixty subjects, including 30 S-ECC patients as well as age and gender matched 30 caries- free patients were studied. The supragingival plaque samples were collected from patients by brushing their teeth for 1 minute and the toothbrush was washed in 1 ml of sterile deionized water. After viral DNA extraction, TaqMan real-time PCR assay was used to quantify EBV DNA. Dental treatments were completed for all S-ECC patients and they were called for routine controls. Only 10 treated S-ECC patients were come to the 3rd months’ control and post-treatment viral sampling was made in the same manner.Results: EBV DNA was detected 16 of 30 S-ECC patients and 6 of the healthy controls (P<.001). There was no relationship between baseline and post-treatment samples of 10 treated S-ECC patients.Conclusions: The results of the study suggest that oro-dental hygiene motives of S-ECC patients might be important contributory factor for S-ECC and EBV would not be involved in the etiopathogenesis of ECC. (Eur J Dent 2010;4:28-33)

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