scholarly journals INTERPERSONAL COMMUNICATION AS A SOCIAL AND PSYCHOLOGICAL FACTOR OF READINESS OF CHILDREN OF SENIOR PRESCHOOL AGE TO SCHOOLING

2016 ◽  
pp. 94-99
Author(s):  
A. Klymenko
Keyword(s):  
Theoretical Analysis ◽  
Interpersonal Communication ◽  
First Grade ◽  
Psychological Factor ◽  
Preschool Age ◽  
Communicative Skills ◽  
Practical Activity ◽  
Modern School ◽  
Preschool Age Children

The article contains the results of theoretical analysis of the problem of influence of interpersonal communication into the level of readiness of children of senior preschool age to the school studying. The main conditions which the modern school makes to the first grade children and the necessary level of development of productive actions necessary for a successful adaptation, have been represented. The concept of the school maturation has been identified. The causes and effects of the lowering of a quality of interpersonal communication among children of preschool age have been analysed. It has been theoretically determined, that the communication is one of the most important factors of mental development of children from the first days of their lives. The process of the development of communication of the senior preschool age children has been described. It has been proved that a game is a key kind of activity of a preschooler. It is proposed to develop the communicative skills of the senior preschool age children by means of the game, which may be used in a practical activity of parents and pedagogical workers. It has been stated that the lack of communication in a preschool age negatively affects the cognitive and adaptation capabilities of the child. The conclusion, that the lack of communication and caused by it further difficulties facilitate the formation of negative personal growths complicating the contacts in communication and influence on the whole development of a personality in general, has been done. It is brought into focus that it is impossible to help the child to resolve social and psychological problems without the realization of their reasons.

scholarly journals Exploring how Brazilian immigrant mothers living in the USA obtain information about physical activity and screen time for their preschool-aged children: a qualitative study

BMJ Open ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. e021844 ◽  
Author(s):  
Ana Cristina Lindsay ◽  
Carlos André Moura Arruda ◽  
Márcia Maria Tavares Machado ◽  
Gabriela Pereira De Andrade ◽  
Mary L Greaney
Keyword(s):  
Physical Activity ◽  
Interpersonal Communication ◽  
Web Sites ◽  
Screen Time ◽  
Preschool Age ◽  
Multiple Sources ◽  
Immigrant Mothers ◽  
Preschool Age Children ◽  
The Usa ◽  
Preschool Aged Children

ObjectiveTo explore how Brazilian-born immigrant mothers living in the USA obtain information about physical activity (PA) and screen time (ST) behaviours for their preschool-aged children.Research designFocus group discussions (FGDs) were used to gain an in-depth understanding of research topics. All FGDs were audio-recorded and professionally transcribed verbatim. The Portuguese transcripts were analysed using thematic analysis, an iterative process of coding the data in phases to create meaningful patterns.ParticipantsThirty-seven Brazilian-born immigrant mothers of preschool-age children.SettingThis study was conducted in two cities in Massachusetts (MA). Participants were recruited from two predominantly Brazilian churches, local Brazilian businesses and community-based social and health services organisations in the Greater Boston area in MA.ResultsAnalyses revealed that the mothers participating in this study did not initially actively seek out information about PA and ST for their preschool-age children, but that they received unsolicited information about these behaviours from multiple sources including their child’s paediatrician, Women, Infant and Children (WIC) programme staff, members of their social network of Brazilian friends and the Brazilian media. Mothers reported that this unsolicited information increased their knowledge about the importance of making sure their children were physically active and not participating in excessive ST. This increased awareness led mothers to actively seek information about PA and ST behaviours via the internet and through interpersonal communication with fellow Brazilian friends and family.ConclusionsGiven the value Brazilian immigrant mothers placed on the advice of their paediatricians and WIC staff, interventions should consider involving these healthcare professionals, possibly through including endorsement (eg, prescription for PA and maximum ST). More research is needed to ensure Brazilian immigrant mothers’ health and media literacy including their ability to navigate the online environment and to discern the accuracy and quality of information from various web sites.

Test-Retest and Inter- and Intrareliability of the Quality of the Upper-Extremity Skills Test in Preschool-Age Children With Cerebral Palsy

2007 ◽  
Vol 88 (12) ◽  
pp. 1686-1689 ◽  
Author(s):  
Nienke Haga ◽  
Hélène C. van der Heijden-Maessen ◽  
Jessika F. van Hoorn ◽  
Anne M. Boonstra ◽  
Mijna Hadders-Algra
Keyword(s):  
Cerebral Palsy ◽  
Upper Extremity ◽  
Preschool Age ◽  
Preschool Age Children ◽  
Children With Cerebral Palsy

Latent Tuberculous Infection: Influence on Patient’s Quality of Life

2021 ◽  
Author(s):  
Dinara Namazovna Adjablaeva
Keyword(s):  
Quality Of Life ◽  
Preventive Maintenance ◽  
Latent Tuberculosis Infection ◽  
Latent Tuberculosis ◽  
Negative Influence ◽  
Preschool Age ◽  
Tuberculosis Infection ◽  
Tuberculous Infection ◽  
Preschool Age Children

Latent tuberculosis infection is an asymptomatic condition in which patients carry the bacteria, but do not show any sign of illness, however they are at risk of disease activation at any time in the future. Understanding of influence of latent tuberculosis infection on the physical and mental well-being of these patients is important as successful strategies to reduce the tuberculosis burden globally. Our purpose is to explore patients during diagnosis and treatment of latent tuberculosis infection, measure their quality of life. Materials and methods: during 2017–2019 was examined 100 children 4–7 years age. Children were divided in 3 groups. First group (n = 40) - a children with LTI. Group of the comparison (n = 40) has comprised preschool age children with tuberculosis. Group of the checking (n = 20) have constituted the preschool age healthy children. Estimation of children health was conducted by analysis health factors: social, genetic, biological. In addition were studied criteria of health. It was used study anamnestic data, questioning, estimation quality of life, anthropometry, data of objective examination, laboratory data and parameters of functioning, electrocardiography, vegetative nervous system spectrography (VNS-spectrography), manual ergometry. Physical development valued with the help of specialized tables. Leukocyte intoxication index is calculated on formula Shemitova V.F. Variety heart rhythm (VHR) was studied by method VNS-spectrography on vegetotester “VNS-Micro” with computer program “Polispectr” of company “Neyrosoft”. Interpretation source vegetative tone and vegetative reactivity was realized according to recommendation N.A. Belokon. Vegetative provision of activity was valued on tolerance to steady-state load by method manual ergometry (MEM) in help of manual dynamometer. Quality of life was defined with the help of questionnaire PedsQL version 4.0 (the Russian version). Results and their discussion: in children with active tuberculosis, specific process has a most negative influence upon quality of life, comparatively temporary negative influence has LTI. Revealed changes in general have brought to reduction of QL indicators both in first and second group. With provision of latency currents of infecting with mycobacteria of tuberculosis, indicators of quality of life should be considered as one of defining, reflecting psychological component adaptation of child, and can be recommended to enter in program of examination and dispensary observation of children with LTI. Conclusions: our study has shown that preschool age children with LTI have rather significant deflections of health condition, revealing by symptoms of intoxication, expressed breaches adaptation and regulation mechanisms. Results of study have logistical confirmed need of improvement of the preventive maintenance and dispensary observation at children with LTI and active participation in its base of the interdepartmental approach. All of this allows newly taking a look at problem of the latent tuberculous infection at preschool age children and role general practitioner in preventive maintenance of the development such dangerous diseases as tuberculosis.

scholarly journals THE PROBLEM OF FORMATION LABOR SKILLS IN SENIOR PRESCHOOL CHILDREN

2018 ◽  
Vol 64 ◽  
Author(s):  
A.V. Karnaukhova ◽  
I.V. Kovalenko
Keyword(s):  
Preschool Children ◽  
Theoretical Analysis ◽  
Preschool Age ◽  
Scientific Contribution ◽  
Preschool Age Children ◽  
Labor Skills

The article presents the analysis of problem of formation labor skills of preschool age children. Theoretical analysis of scientific contribution of philosophers, psychologists, educators concerning the formation of labor skills in preschool children is made. Author determined the conditions for formation labor skills in preschool children.

Prepared to Learn: The Nature and Quality of Early Care and Education for Preschool-Age Children in California: Summary

2008 ◽  
Author(s):  
Lynn A. Karoly ◽  
Bonnie Ghosh-Dastidar ◽  
Gail L. Zellman ◽  
Michal Perlman ◽  
Lynda Femyhough
Keyword(s):  
Early Care And Education ◽  
Preschool Age ◽  
Early Care ◽  
Preschool Age Children

scholarly journals Story choice matters for caregiver extra-textual talk during shared reading with preschoolers

2019 ◽  
Vol 47 (3) ◽  
pp. 633-654
Author(s):  
Amber MUHINYI ◽  
Anne HESKETH ◽  
Andrew J. STEWART ◽  
Caroline F. ROWLAND
Keyword(s):  
Picture Books ◽  
Shared Reading ◽  
Preschool Age ◽  
False Belief ◽  
Book Reading ◽  
Language Abilities ◽  
Level Of Abstraction ◽  
Preschool Age Children ◽  
Text Reading

AbstractThis study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother–child dyads (3;00–4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false belief) and a complex story (containing a false belief central to the plot, which provided content that was more challenging for preschoolers to understand). Book-reading interactions were transcribed and coded. Results showed that the complex stories facilitated more extra-textual talk from mothers, and a higher quality of extra-textual talk (as indexed by linguistic richness and level of abstraction). Although the type of story did not affect the number of questions mothers posed, more elaborative follow-ups on children's responses were provided by mothers when sharing complex stories. Complex stories may facilitate more and linguistically richer caregiver extra-textual talk, having implications for preschoolers’ developing language abilities.

Caregiver Intervention Implementation Fidelity: An Empirical Investigation of a Multidimensional Model

2021 ◽  
pp. 105381512110522
Author(s):  
Jaclyn M. Dynia ◽  
Ying Guo ◽  
Jessica A. R. Logan ◽  
Laura M. Justice ◽  
Joan N. Kaderavek
Keyword(s):  
Implementation Fidelity ◽  
Preschool Age ◽  
Book Reading ◽  
Childhood Education ◽  
Participant Responsiveness ◽  
Preschool Age Children ◽  
Quality Of Delivery ◽  
Children's Caregivers ◽  
Program Differentiation

The extant literature on implementation fidelity has found mixed evidence for empirically establishing the dimensionality of implementation fidelity. The current study aims to add to this growing body of literature by examining implementation fidelity in a book-reading intervention for young children’s caregivers. Caregivers ( n = 291) implemented Sit Together and Read 2 (STAR 2) with their preschool-age children. These data indicated that implementation fidelity was determined to be a four-dimensional construct including adherence/dose, quality of delivery, participant responsiveness, and program differentiation. The main findings of this work are twofold: (a) implementation fidelity is a more complex construct than some previous descriptions, and (b) early childhood education research should aim to report on all aspects of implementation fidelity.

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