Using Tokens as Instructional Stimuli to Teach Academic Skills to Children during a Token-Exchange Period

1981 ◽  
Vol 52 (1) ◽  
pp. 223-233 ◽  
Author(s):  
Michael S. Kincaid ◽  
Paul Weisberg ◽  
Edward V. Sims
Keyword(s):  
Preschool Children ◽  
Academic Skills ◽  
Kindergarten Children ◽  
Instructional Materials ◽  
Letter Sounds ◽  
Token Exchange

In two separate studies, specialized tokens were employed as instructional materials to teach 12 colors to preschool children and 14 letter-sounds to kindergarten children. These children were given initially 24 to 30 tokens and given an opportunity to “purchase” various items by recognizing the designated information on each token. Independent probe sessions showed attainment of high levels of recognition for both colors and sounds. Labeling of the instructional stimuli, although not explicitly trained, developed spontaneously, probably as a result of the children's hearing the labels during recognition training and using them in extra-classroom settings.

scholarly journals Development of the cardinality principle in Macedonian preschool children

Psihologija ◽  
2009 ◽  
Vol 42 (4) ◽  
pp. 459-475 ◽  
Author(s):  
Ana Nikoloska
Keyword(s):  
Preschool Children ◽  
Kindergarten Children ◽  
Pass Through ◽  
The Individual

Cardinality principle refers to the fact that the last number tag used in counting determines the cardinality of a set. Macedonian kindergarten children were tested with the give-a-number task for understanding of this principle. It was found that Macedonian children, unlike their western counterparts, pass through an additional stage, 5-knowers, before they master the cardinality principle. Also, the age at which they pass through the individual stages is somewhat higher than the age of children coming from western samples. Possible explanations are offered and discussed.

Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children

2006 ◽  
Vol 19 (9) ◽  
pp. 959-989 ◽  
Author(s):  
Mary Ann Evans ◽  
Michelle Bell ◽  
Deborah Shaw ◽  
Shelley Moretti ◽  
Jodi Page
Keyword(s):  
Phonological Awareness ◽  
Kindergarten Children ◽  
Letter Sounds ◽  
Letter Names

scholarly journals A Kindergarten-Based Oral Health Preventive Approach for Hong Kong Preschool Children

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 545
Author(s):  
Hollis Haotian Chai ◽  
Sherry Shiqian Gao ◽  
Kitty Jieyi Chen ◽  
Duangporn Duangthip ◽  
Edward Chin Man Lo ◽  
...  
Keyword(s):  
Hong Kong ◽  
Preschool Children ◽  
Oral Health ◽  
General Health ◽  
Well Being ◽  
Kindergarten Children ◽  
Fluoride Treatment ◽  
Oral Health Education ◽  
Health Related ◽  
Untreated Caries

Early childhood caries (ECC) remains the single most common chronic childhood disease. Untreated caries can cause tooth loss and compromised dentition. Severe ECC can also influence nutrition intake, cognitive development, general health and quality of life. In Hong Kong, approximately half of 5-year-old children suffer from ECC, and more than 90% of these caries remain untreated. Thus, the development of effective strategies for promoting the oral health of preschool children is warranted. The Faculty of Dentistry of the University of Hong Kong has provided kindergarten-based dental outreach services to selected kindergartens since 2008. In 2020, the project expanded to serve all kindergarten children in Hong Kong. The aim of the service is to improve oral health through the prevention and control of ECC among preschool children. The service provides dental screening and silver diamine fluoride treatment for ECC management. In addition, the parents receive oral health talks, and teachers receive training in delivering regular oral health education at kindergarten. The objectives of this service are to improve oral and general health of preschool children, develop the children’s good oral health-related behaviours, maintain the children’s psychological well-being and reduce the burden on their family. This paper describes this kindergarten-based dental outreach service.

Growth in number readiness in kindergarten children

1963 ◽  
Vol 10 (5) ◽  
pp. 251-255
Author(s):  
Wilbur H. Dutton
Keyword(s):  
Preschool Children ◽  
First Grade ◽  
Kindergarten Children ◽  
Systematic Instruction ◽  
Number Concepts ◽  
Educational History ◽  
Classical Study ◽  
Specific Number ◽  
Research Studies

Sound research studies, beginning with Brownell's4* classical study of 1941, have shown that children already possess many number concepts before entering first grade. Bjonerud2 reported specific number concepts possessed by preschool children at the time of kindergarten entrance and recommended systematic instruction beginning no later than second semester in the kindergarten year. Davis6 studied the growth of familiarity with measurement in children of four and five years of age. Sussman,13 in a recent study, has shown that today's kindergartners know as much about arithmetic at the beginning of kindergarten as first-grade children did a few decades ago. Today apparently there are forces at work which are enabling preschool children to learn and use more arithmetic than at any other period of our educational history.

A Self-Instructional Program for Musical Concept Development in Preschool Children

1974 ◽  
Vol 22 (2) ◽  
pp. 129-135 ◽  
Author(s):  
Mary L. Romanek
Keyword(s):  
Preschool Children ◽  
Concept Development ◽  
Instructional Program ◽  
Musical Instruments ◽  
Instructional Materials ◽  
Illustrated Books ◽  
Musical Concepts ◽  
Response Modes

The purpose of this study was to devise and evaluate a self-instructional program for the development of three musical concepts—pitch, duration, and loudness—in preschool children. Programed materials that included cassette tapes and illustrated books were developed. The response modes required of the children included drawing circles and lines, playing various musical instruments, and turning a page when a castanet was heard. Sixty-two preschool children participated in the study. The results indicated that: (1) the subjects in the experimental groups were able to learn the concepts of pitch, duration, and loudness as measured by a preschool musical concepts test; (2) preschool children easily acquired the concept of loudness, but pitch and duration seemed more difficult for them to perceive; and (3) the subjects' reactions to the program, especially their desire to return each day, indicated that self-instructional materials can be developed that will hold the attention of preschool children.

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