scholarly journals What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities

2022 ◽  
Vol 12 (1) ◽  
pp. 52
Author(s):  
Rita Monteiro ◽  
Sandra Fernandes ◽  
Nuno Rocha
Keyword(s):  
Language Development ◽  
Screen Time ◽  
Preschool Teachers ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Time Exposure ◽  
Teachers And Parents ◽  
Children's Development ◽  
Children’S Development ◽  
At Home

Children’s exposure to screens has been increasing in recent years and so has the concern about its impact on children’s development. This study aims to analyze preschool teachers’ and parents’ views on the influence of screen-time exposure on children’s development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children’s habits of exposure to screens at home, changes in children’s play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children’s language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children’s interests.

Parents of the Welfare State: Pedagogues as Parenting Guides

2018 ◽  
Vol 17 (3) ◽  
pp. 467-480 ◽  
Author(s):  
Karen Ida Dannesboe ◽  
Dil Bach ◽  
Bjørg Kjær ◽  
Charlotte Palludan
Keyword(s):  
Primary Responsibility ◽  
The Family ◽  
Education And Care ◽  
Simultaneous Process ◽  
The 1960S ◽  
The Right ◽  
Children's Development ◽  
Children’S Development ◽  
At Home

In Denmark, a process of defamilising has taken place since the expansion of the Early Childhood Education and Care (ECEC) sector in the 1960s, in the sense that children now spend a large part of their childhood outside the family. Nevertheless, parents are still seen as key figures in children's upbringing and as having primary responsibility for the quality of childhood, implying a simultaneous process of refamilising. Based on ethnographic fieldwork we show that parents are not only held responsible for their children's lives at home, but also for ensuring that ECEC staff have the best possible opportunity to support children's development at ECEC institutions. We analyse how ECEC staff offer guidance on how to be a responsible parent who cooperates in the right ways, and on how to cultivate children's development at home. Parents willingly accept such advice because of a strong risk awareness embedded in diagnostic forms, positioning ECEC staff as parenting experts.

scholarly journals The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

2021 ◽  
Vol 7 (2) ◽  
pp. 212
Author(s):  
Dewi Fitriani ◽  
Umar Bin Abdul Aziz
Keyword(s):  
Early Childhood ◽  
Language Acquisition ◽  
Language Development ◽  
Learning Process ◽  
Language Skills ◽  
Expressive Language ◽  
Positive Influence ◽  
Children's Development ◽  
Children’S Development

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development

2019 ◽  
pp. 1428-1453
Author(s):  
Gülüzar Şule Tepetaş Cengiz ◽  
Mübeccel Gönen
Keyword(s):  
Language Development ◽  
Significant Relationship ◽  
Preschool Teachers ◽  
Book Reading ◽  
Study Results ◽  
Picture Story ◽  
Parents Involvement ◽  
Teachers And Parents ◽  
Reading Activities ◽  
The Relationship

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.

At a glance: Speech and language development in 0–3 year olds

2019 ◽  
Vol 7 (11) ◽  
pp. 524-526
Author(s):  
Elizabeth Tinsley
Keyword(s):  
Language Development ◽  
Speech And Language ◽  
Speech And Language Development ◽  
Children's Development ◽  
Children’S Development ◽  
Parents And Caregivers

Children learn and develop at different stages, but there are expected milestones that they should reach and activities that parents and caregivers can do to encourage their child's speech and language development. This article will look at the expected milestones for speech and language development from 0–3 years and explore ways of supporting children's development.

Young children’s preferences: What stimulates children’s cognitive play in outdoor preschools?

2016 ◽  
Vol 15 (3) ◽  
pp. 256-274 ◽  
Author(s):  
Zahra Zamani
Keyword(s):  
Dramatic Play ◽  
Structured Interviews ◽  
Physical Environments ◽  
Behavior Settings ◽  
Learning Through Play ◽  
Study Context ◽  
Children's Development ◽  
Cognitive Play ◽  
Children’S Development ◽  
Lack Of Knowledge

A number of studies have identified childcare environments as significant resources for children’s development, learning through play, and contact with nature. However, there is a lack of knowledge about how, from a child’s perspective, specific outdoor physical environments in preschools stimulate children’s cognitive play. Emphasizing on the value of listening to children, this study reports the perspectives of 22, 4- to 5-year-olds. The study context was an outdoor preschool with natural, mixed, and manufactured settings. A combination of photo preferences and semi-structured interviews was used to investigate children’s perception of preferred settings and cognitive plays. The results identified that children mainly enjoyed functional and dramatic play. They mostly preferred mixed behavior settings that incorporated ranges of natural and manufactured elements. Compared to other settings, children found mixed settings provided the most opportunities for functional, constructive, dramatic, and game with rules play. The outcomes of this study have implications for the design of outdoor preschools, suggesting a balanced integration of nature with manufactured play features to enhance cognitive play experiences.

scholarly journals Pædagoger som forældrevejledere

2018 ◽  
Vol 2 (2) ◽  
pp. 16
Author(s):  
Dil Bach
Keyword(s):  
Primary Responsibility ◽  
The Family ◽  
Education And Care ◽  
Simultaneous Process ◽  
The 1960S ◽  
The Right ◽  
Children's Development ◽  
Children’S Development ◽  
At Home

Siden udbygningen af daginstitutionsområdet i 1960erne, er der sket en massiv ’defamilisering’ i den forstand, at børn i dag tilbringer en stor del af deres barndom uden for familien. Ikke desto mindre bliver forældre betragtet som hovedpersoner i deres børns liv og som hovedansvarlige for barndommens kvalitet, hvilket vidner om en samtidig ’refamilisering’. Baseret på etnografisk feltarbejde i tre daginstitutioner og tilhørende familier, viser vi i denne artikel, at forældre ikke kun holdes ansvarlige for deres børns liv hjemme, men også for pædagogers muligheder for at gøre et godt stykke arbejde med børnene i daginstitutionen. Dette udtrykkes i form af en forventning om, at forældrene ”støtter op om” institutionens pædagogiske arbejde. I denne artikel fokuserer vi på pædagoger som forældrevejledere, dels i forhold til at få forældre til at støtte pædagogernes daglige arbejde med børnene i institutionen, dels i forhold til at rådgive om, hvordan man er en ansvarlig forælder, der samarbejder på ’rigtige’ måder og stimulerer sit barns udvikling derhjemme. Forældrene modtager velvilligt sådanne råd, da de er meget bevidste om at undgå forskellige risici. Denne risikobevidsthed er ofte indlejret i diagnostiske former, hvilket er med til at gøre forældre meget ’lydige’ og positionere pædagoger som forældreskabseksperter.   [Abstract – UK]In Denmark, a process of defamilising has taken place since the expansion of the Early Childhood Education and Care (ECEC) sector in the 1960s, in the sense that children now spend a large part of their childhood outside the family. Nevertheless, parents are still seen as key figures in children’s upbringing and as having primary responsibility for the quality of childhood, implying a simultaneous process of refamilising. Based on ethnographic fieldwork in three kindergartens and their families we show that parents are not only held responsible for their children’s lives at home, but also for ensuring that ECEC staff have the best possible opportunity to support children’s development at ECEC institutions. We analyse how ECEC staff offer guidance on how to be a responsible parent who cooperates in ‘the right’ ways, and on how to cultivate children’s development at home. Parents willingly accept such advice because of a strong risk consciousness embedded in diagnostic forms, positioning ECEC staff as parenting experts.

scholarly journals Efektifitas Terapi Psikoedukasi terhadap Peningkatan Tumbuh Kembang Anak

2020 ◽  
Vol 5 (1) ◽  
pp. 31-36
Author(s):  
Siti Haryani ◽  
Ummu Muntamah ◽  
Ana Puji Astuti
Keyword(s):  
Statistical Tests ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Kindergarten Students ◽  
Psychological Services ◽  
Is Implementation ◽  
Post Test ◽  
Teachers And Parents ◽  
Children's Development ◽  
Children’S Development

Background: The Background from the research is a nurse as part of health services to contribute in realizing from the program to improve the quality of children’s development through efforts to psychological services of children. This is a nurse as a concelor.This research has purpose to describe about effectiveness of psychoeduation to development child. Methods: This type of correlation research, research methods with action research, the sampling techniques  is  using total sampling technique, the number of samples used all kindergarten students Nurul Izzah, statistical tests using Wilcoxon. This data has analyzed with  descriptive analysis dan pre test dan post test design use  SPSS (Statistical Packages for Social Sciences). Second step is implementation of psychoeducation to the parents, the instrument used is to use the KPSP question guideObject of this reearch is children and parents. This metode is survey. This resesarch was done 2 step. First step was done pre test of children’s development use by KPSP. Results: The result is psychoeduation very strong  influences on children’s development p=0.000 (p<0.05). Conclusion: Psychoeducation therapy will help the development of children according to age.Research recommendations are to support the growth and development of children, schools can provide education and training on psychoeducation by involving teachers and parents.

scholarly journals Are Emotional and Behavioral Problems of Infants and Children Aged Younger Than 7 Years Related to Screen Time Exposure During the Coronavirus Disease 2019 Confinement? An Exploratory Study in Portugal

2021 ◽  
Vol 12 ◽  
Author(s):  
Rita Monteiro ◽  
Nuno Barbosa Rocha ◽  
Sandra Fernandes
Keyword(s):  
Behavioral Problems ◽  
Screen Time ◽  
Exploratory Study ◽  
Emotional Adjustment ◽  
Infants And Children ◽  
Emotional And Behavioral Problems ◽  
Time Exposure ◽  
Before And After ◽  
Children’S Exposure ◽  
At Home

The coronavirus disease 2019 outbreak forced most of the world’s population to be confined at home to prevent contagion. Research reveals that one of the consequences of this confinement for children is an increased amount of time spent using screens (television, computers, and mobile devices, etc.) at home. This exploratory study aims to analyze the association between screen time exposure and emotional/behavioral problems of infants and children aged under 7 years, as manifested during the lockdown period in Portugal due to the coronavirus disease 2019 outbreak. The study was controlled for sociodemographic and confinement variables. A sample of 193 parents of children aged from 6 months to 6 years and 12 months, residing in Portugal, completed a survey about the time and manner of use of screen time exposure of their children. Data were derived on circumstances both before and after the confinement; the survey also explored the child’s behavioral and emotional adjustment. The findings revealed a modest relationship between children’s exposure time to screens and behavioral and emotional problems on children studied. It was also found that parents may play an important role in children’s behavioral and emotional adjustment during the confinement period.

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