Russian and Indian Preschool Educators’ Beliefs about Distance Education for Preschoolers

Increasing interest in the digitization of education raises the question of the specifics of the use of digital devices in preschool education and the perception of these new practices by educators. The primary purpose of this study was to examine educators’ beliefs about distance education for preschool children in Russia and India, given their professional education and cultural background. These two countries were chosen to explore how the education system has dealt with emergency remote teaching in countries with social and economic diversity. The study involved 909 preschool educators (623 from Russia and 286 from India). An exploratory factor analysis of educators’ responses to the Educators’ Beliefs about Distance Education for Preschoolers Questionnaire identified three factors. The first factor reflects the degree of positive or negative beliefs about the promotion potential of distance education for preschool children’s development. The second represents educators’ beliefs about the effectiveness of distance education depending on different teacher, child, and environmental conditions. The third is manifested in the belief among educators that distance education is ineffective in preschool education. The findings suggest that the years of professional education in early childhood pedagogy impacts educators’ beliefs about distance education for preschool children. Regardless of the number of years of education training, educators in India were more likely to believe in the high promotion potential of distance education in early childhood.

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PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE

Educological discourse ◽

10.28925/2312-5829.2021.2.15 ◽

2021 ◽

Vol 33 (2) ◽

pp. 221-235

Author(s):

Olena Litichenko ◽

Olena Kovalenko

Keyword(s):

Early Childhood ◽

Preschool Children ◽

Early Childhood Education ◽

Preschool Education ◽

State Standards ◽

Individual Development ◽

Normative Documents ◽

Childhood Education ◽

European Experience ◽

The Individual

The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood educational institutions with programs, an empirical study of the awareness of preschool teachers and practitioners with the variety of educational programs for preschool institutions in Ukraine, their right to choose and create their own. Experience of Bulgaria, Lithuania, Great Britain, Switzerland is considered. The results of the analysis of state standards and programs for preschool education shows that there are common views on the education of preschool children in the European education. Іn this article, the authors prove the importance and necessity opportunity for teachers to create their own programs for the development of preschool children.

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EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD: A MAJOR LEVER FOR THE HEALTHY AND BALANCED DEVELOPMENT OF PRESCHOOL CHILDREN

RIMAK International Journal of Humanities and Social Sciences ◽

10.47832/2717-8293.3-3.17 ◽

2021 ◽

Vol 03 (03) ◽

pp. 198-208

Author(s):

Ihsane DAHANE

Keyword(s):

Early Childhood ◽

Preschool Children ◽

Cognitive Development ◽

Executive Functions ◽

Cognitive Skills ◽

Intervention Program ◽

Preschool Education ◽

Study Participant ◽

Balanced Development ◽

Scholastic Success

The early childhood is considered as one of the decisive stages in a child’s life. It’s viewed as the first building block that shapes the child’s personality in all its aspects, as this is when the child begins to deal with his external surrounding. Moreover, during this period the child's awareness grows towards autonomy. He starts to rely on himself in his actions and movement confidently. What the child experiences in his first years, shapes all his upcoming learnings. For instance, during the preschool, the child starts acquiring new principles and grasps some abstract concepts like solidarity, participation, socialization … The institution also works on promoting all the skills which are related to artistic creativity, recreational and educational activities. And since the intervention at this stage has a great impact on the child’s scholastic success, Its consequences positively affect the child’s health and behavior, as well as his cognitive and mental development. Thus, the recent studies have shed light on the child's cognitive development in early stages. And focused mainly on understanding and identifying the factors affecting this development. A reference should be made that the child's cognitive development is crucially related scholastic success. That’s to say, by promoting the executive functions (inhibition - cognitive flexibility – memory – planning and organizing…) at the very early childhood stage is regarded as the cornerstone for building a child’s cognitive skills and acquiring social behavior. This research study aims to explore the children’s executive functions state at their early childhood stage (preschool children) in order to identify the strengths and weaknesses which needs intervention. The study was implemented by using the CHILDHOOD EXECUTIVE FUNCTIONING INVENTORY (CHEXI) FOR PARENTS AND TEACHERS. The study participant were 150 children, divided among 10 educators in the second preparatory level at 4 different schools. The latter are part of (The Moroccan Foundation for the Promotion of preSchool education) in the Rabat region. It was concluded that the executive functions of preschool children still need further reinforcement and development by setting up an intervention program.

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Organization of educational activities in the OED. Approximate planning. Preparation for school group (6-7 years)

10.12737/1072122 ◽

2020 ◽

Author(s):

Liliya Timofeeva ◽

Elena Korneicheva ◽

Natal'ya Gracheva

Keyword(s):

Preschool Children ◽

Professional Education ◽

Educational Program ◽

Preschool Education ◽

Federal State ◽

Educational Activities ◽

Educational Standard ◽

Partner Relationships ◽

State Educational ◽

Children's Activities

Submitted effective forms of organization of various types of children's activities during the actual educational activities; educational activities carried out in sensitive moments; interaction with the families of the pupils for the implementation of the basic educational program of preschool education. Planning tailored specifically to the laws of development of children the seventh year of life, the need to address the program objectives, maintain partner relationships with preschoolers and their families, on the basis of modern ideas about the fluctuations in the health of senior preschool children, about the rules of sequence of activities. Prepared in accordance with the Federal state educational standard of preschool education. Addressed to students of institutions of secondary professional education.

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Early Childhood Pedagogy

Soviet Education ◽

10.2753/res1060-9393051022 ◽

1963 ◽

Vol 5 (10) ◽

pp. 22-26

Author(s):

E. Radina

Keyword(s):

Early Childhood ◽

Early Childhood Pedagogy

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Social Investment and Childcare Expansion

10.1093/oso/9780198790488.003.0010 ◽

2017 ◽

Author(s):

Margarita León

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Perfect Match ◽

Preschool Education ◽

Conceptual Level ◽

Social Investment ◽

Trade Off ◽

Childhood Education ◽

Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

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Smart design of intelligent companion toys for preschool children

Artificial intelligence for engineering design analysis and manufacturing ◽

10.1017/s0890060420000499 ◽

2020 ◽

pp. 1-14

Author(s):

Xin Wang ◽

Nian Yin ◽

Zhinan Zhang

Keyword(s):

Artificial Intelligence ◽

Early Childhood ◽

Preschool Children ◽

Essential Role ◽

Childhood Education ◽

Child Centered ◽

Toy Design ◽

Complete Framework ◽

New Framework

Abstract Early childhood education has long-lasting influences on people, and an appropriate companion toy can play an essential role in children's brain development. This paper establishes a complete framework to guide the design of intelligent companion toys for preschool children from 2 to 6 years old, which is child-centered and environment-oriented. The design process is divided into three steps: requirement confirmation, the smart design before the sale, and the iterative update after the sale. This framework considers the characteristics of children and highlights the integration of human and artificial intelligence in design. A case study is provided to prove the superiority of the new framework. In addition to enriching the research on intelligent toy design, this paper also guides for practitioners to design smart toys and helps in children's cognitive development.

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The Association of Early Childhood Caries and Race/Ethnicity among California Preschool Children

Journal of Public Health Dentistry ◽

10.1111/j.1752-7325.2003.tb03472.x ◽

2003 ◽

Vol 63 (1) ◽

pp. 38-46 ◽

Cited By ~ 41

Author(s):

Caroline H. Shiboski ◽

Stuart A. Gansky ◽

Francisco Ramos-Gomez ◽

Long Ngo ◽

Robert Isman ◽

...

Keyword(s):

Early Childhood ◽

Preschool Children ◽

Early Childhood Caries ◽

Race Ethnicity ◽

Childhood Caries

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The frequency of Enterobius vermicularis infection in children from Wielkopolska Voivodeship

Diagnostyka Laboratoryjna ◽

10.5604/01.3001.0013.7473 ◽

2018 ◽

Vol 54 (1) ◽

pp. 5-9

Author(s):

Marta Siekierska ◽

Karolina Kot ◽

Natalia Łanocha-Arendarczyk ◽

Danuta Kosik-Bogacka

Keyword(s):

Early Childhood ◽

Preschool Children ◽

Environmental Factors ◽

Large Intestine ◽

Young Age ◽

Parasitic Diseases ◽

Place Of Residence ◽

Enterobius Vermicularis

Enterobius vermicularis is a cosmopolitan parasite of large intestine. Enterobius vermicularis infection is found mostly in closed human communities such as kindergartens, nurseries and orphanages. The aim of the study was to evaluate the frequency of E. vermicularis in preschool children from Wielkopolska Voivodeship. In addition, the aim was to determine the relationships between the gender of children, place of residence and the occurrence of enterobiasis and to define the most common symptoms of enterobiasis in infected children. There were 145 children (84 girls and 61 boys) aged 3-6 who attended kindergartens in Wielkopolskie voivodeship. Swabs from the anus area was used according to Graham’s method. The frequency of E. vermicularis infection in the studied children was 7.6%. There were no relationships between the gender of participants as well as the place of residence and the frequency of E. vermicularis infection. There was no relationship between the occurrence of symptoms of enterobiasis and E. vermicularis infection. The examination showed that the half of studied children infected with E. vermicularis had no symptoms of infection. Enterobiasis is the most common parasitosis in preschool and early childhood children. The prevalence of enterobiasis in humans is correlated with socio-environmental factors. On the basis of the presented study, it was found that in order to control the E. vermicularis infection, it would be necessary to regularly educate parents about the risks of parasitic diseases and to teach children the principles of hygiene from a young age.

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