From Someone Who May Cause Trouble to Someone You Can Play With: Stakeholders' Perspectives on Preschool Program Quality for Autistic Children

In Sweden, young autistic children typically attend community-based preschool programs, which may not be adapted to their needs. In the current study, stakeholders to autistic children receiving Early Intensive Behavioral Intervention were interviewed following a quasi-randomized study (#NCT03634761) aimed at improving the preschool program quality using the Swedish version of the Autism Program Environment Rating Scale (APERS). Stakeholders provided their perceptions and experiences concerning key factors for high quality preschool programs as well as well as their experiences of the abovementioned APERS study. Applying thematic analysis, stakeholder groups differed in what they emphasized, but all highlighted staff’s competence, children’s inclusion and participation, collaboration, and the learning environment as key program areas that had been positively influenced by the APERS-based intervention.

Can We Manage Behavioral Problems through the Development of Children’s Social-Emotional Regulated Behavior? Longitudinal Study of a Preschool Program

Behavioral problems are early indicators of antisocial behavior and should be targeted from a preventive perspective from early childhood. The purpose of the study was to analyze the effectiveness of the AC1 preschool program that develops social-emotional skills that facilitate the adjustment and regulation of the person. A total of 102 children aged 3–4 years old participated in the research, 52 belonging to the experimental group and 49 to the control group. Program-trained skills (ROAC-3), social skills (PKBS-2), and externalizing problems (CBCL C-TRF) were assessed in the pre- and post-intervention phase. Data analysis was carried out using a generalized linear mixed model analysis (GLMM). The results show that the children in the experimental group scored higher on the variables trained by the program and on social skills than those in the control group. They also obtained lower scores in the observed externalizing problems. The effect of the program was high in the emotion identification and expression, communication skills, prosocial behaviors (sharing and helping), problem-solving, and social interaction. Social-emotional learning in early childhood is essential for the prevention of behavioral problems to facilitate the development of adjusted and regulated behavior. Thus, preschool programs could play a key role.

Gambaran Perilaku Picky Eater dan Faktor yang Melatar Belakanginya pada Anak Usia 2-4 Tahun di RW XII Kelompok Bermain dan Raudhatul Athfal Alamterpadu Uwais Al Qorni Surakarta

Background: Researcher knows the phenomenon experienced by children picky eater .This is proven results early screening conducted by researcher , revealed the children had as many as 82 % picky eater , but behavior picky eater experienced by children classified as slight extent because not until affect growth .As many as 45 % mother feel it as a problem Research Methods : Still a little research on picky eater done in Indonesia , but is still very picky eater of information about needs to develop .In general the knowledge to know the reason that mother about picky eater such behavior in children age a preschool program in kindergarden Uwais Qorni Surakarta. Research Result : The result is a low variation in the types of food that children consume daily. In general, children eat the same type of food a day and the type of food does not differ much every day. The low variety of child food types is caused by the mother cooking only once for one day, on the grounds that the mother does not have enough time. In fact, the majority of informants in this study were housewives who spent a lot of time at home. Conclusion : The behavior of the picky eater is a common dietary phase for children. The common picky eater behaviour found in this research is limited food variation, so that the child looks to choose the type of food they are being smoked.