School Readiness Programs: Migrating Towards Success

Bu arastirmada Degerler Egitimi Programinin anasinifina devam eden alti yas cocuklarinin sosyal duygusal gelisimlerine etkisi incelenmistir. Arastirmanin calisma grubunu, anasiniflarinda egitim gormekte olan, alti yas grubundaki 44 cocuk olusturmustur. Arastirmada veri toplama araci olarak Epstein & Synhorst (2009) tarafindan gelistirilen ve Ozturk Samur, Deniz, Durmusoglu Saltali & Ari (2009) tarafindan Turkce'ye uyarlanip alti yas cocuklari icin gecerlik ve guvenilirlik calismalari yapilan Okul Oncesi Davranissal ve Duygusal Dereceleme Olcegi (Preschool Behavioral and Emotional Rating Scale-PreBERS) kullanilmistir. Arastirmada elde edilen verilerin analizleri sonucunda deney ve kontrol gruplarinin duygulari duzenleme, okul hazirbulunuslugu, sosyal guven, toplam sosyal duygusal gelisim son test puanlari arasinda deney grubu lehine anlamli bir farklilasma bulunmustur. Aileye aitlik puanlarinda anlamli bir farklilasma bulunmamistir. Deney grubu cocuklarin duygulari duzenleme, okul hazirbulunuslugu, sosyal guven, aileye aitlik, toplam sosyal ve duygusal gelisim on test/son test puanlari arasinda anlamli bir fark bulunurken, son testlerin on testlerden anlamli duzeyde yuksek oldugu sonucu ortaya cikmistir. Kontrol grubu cocuklarin ise yalnizca aileye aitlik alt boyutunda, son testlerin on testlerden anlamli duzeyde yuksek oldugu tespit edilmis, diger alt boyutlarda anlamli farklilasma tespit edilmemistir. Deney grubuna uygulanan kalicilik testi sonuclari da programin etkisinin kalici oldugunu gostermistir.

This study examined the school readiness and pre-primary education curriculum developed in 2011 as part of the Bangladesh Government's collaboration with UNICEF. This initiative aimed to improve the quality of pre-primary education and establish a strong foundation for primary and subsequent education. This curriculum is still in use in every government pre-primary class in Bangladesh. As of now, no new curriculum or policy for pre-primary and early childhood education has been published. This article offers an analysis of the curriculum for a school readiness program designed for five-year-old children. A comprehensive curriculum analysis of the government-run school readiness program in Bangladesh would inform its implementation, substantiate its significance, and provide feedback on effective practices, areas for improvement, and aspects requiring emphasis. Furthermore, it will provide an understanding of the country's contextualised strategy to meet pre-primary education goals. The curriculum analysis used a critical approach to evaluate school readiness program goals and objectives. The school readiness curriculum has been compared with preschool curricula in India and Nepal, as these neighboring countries share similar Early Childhood Education goals. Lessons from their curricula are being used to develop a high-quality early childhood education sector in Bangladesh.

This paper assesses the School Readiness program as delivered in two Ontario Early Years Centres (OEYCs) in Toronto. Information about program goals and delivery methods gleaned from interviewing three Child Development Consultants who ran the program in the last year is analyzed within the context of existing scholarship on and practices in early childhood learning and development. The interviewers' observations and comments form the basis for the assessment of the effectiveness of the OEYC School Readiness program. An important part of assessing effectiveness is determining whether the OEYCs and program workers have set clearly defined learning outcomes for program participants and how, if at all, the program measures these outcomes. In assessing program effectiveness, one of the factors considered is to what extent the OEYCs acknowledge and address the needs of an important demographic: immigrant children (and their support network of parents/caregivers and families). The observations and recommendations made in this study are intended to help service providers in the OEYCs develop a best practice model for program delivery, including arriving at a better sense of how they conceive of school readiness.

This paper assesses the School Readiness program as delivered in two Ontario Early Years Centres (OEYCs) in Toronto. Information about program goals and delivery methods gleaned from interviewing three Child Development Consultants who ran the program in the last year is analyzed within the context of existing scholarship on and practices in early childhood learning and development. The interviewers' observations and comments form the basis for the assessment of the effectiveness of the OEYC School Readiness program. An important part of assessing effectiveness is determining whether the OEYCs and program workers have set clearly defined learning outcomes for program participants and how, if at all, the program measures these outcomes. In assessing program effectiveness, one of the factors considered is to what extent the OEYCs acknowledge and address the needs of an important demographic: immigrant children (and their support network of parents/caregivers and families). The observations and recommendations made in this study are intended to help service providers in the OEYCs develop a best practice model for program delivery, including arriving at a better sense of how they conceive of school readiness.

Objectives: 1. To assess level of stress among first year nursing student in a selected nursing college. 2. To evaluate the effectiveness of mindfulness movement to overcome the stress among first nursing student in a selected nursing college. 3. To find out the association between pre test score among first nursing student with selected socio demographical variable Material and Methods: The research approach adopted in this study is Interventional approach. A one group pre test and post test design was chosen for the study. The sample were selected conveniently to suit the study. Sample size was 60. Results: 1. The above table shows that each 40% of the first year nursing students were having moderate stress, 6.6% have of them were having severe stress, 6.6% have no stress and 46.6% students have mild stress Minimum stress score in pretest was 14 and maximum stress score in pretest was 55. Mean stress score in pretest was 33.15 and mean percentage of stress score in pre test was 55.25%. 2. The above bar graph shown that out of 70% first students have no stress, 23.3% have mild stress and 6.6% have moderate stress. Minimum stress score in posttest was 13 and maximum stress score in post test was 42. Mean stress score in post test was 9.0 and mean percentage of stress score in post test was 15% 3. Demographical variables age, religion, family income, had shown statistically significant association with pre test level of stress score at p<0.05 among first year nursing students. level mode of stay, family income, area of residential, had not statistically significant association with pre test score at p<0.05 among first year nursing students. Conclusion: The present study assessed the effectiveness of mindfulness movements to overcome the stress among first year nursing students in selected nursing college. The study revealed students have stress about academic and environments managements for that manage we administrated mindfulness movements. The pre-test conducted to identify the level of stress among first nursing students. The results revealed that mindfulness movements is very effective in decreasing the level stress at p<0.05 level. From the findings of the study, the investigator concluded that mindfulness movements has an important role in decreasing the level of stress among first year nursing students. The results of the study will enable the students was mange with external environments and academic, when dealing with any stress. mindfulness movements is one of the effective methods in imparting the overcome stress among first year nursing students. the mindfulness movements may be implemented by involving first year nursing students for overcome the stress. Hence it is concluded that the mindfulness movements is an effective strategy where by the first year students could be helped overcome stress and mange with academic environments.

A comparative study with two group pre- test–post test group design was carried out to assess the effectivenessof Lecture versus Power Point presentation to gain knowledge regarding postpartum haemorrhage among B.Sc. Nursing students of R.D. Memorial College of Nursing, Bhopal. ”Total 40 subjects were selected (20 sample selected for Lecture method and 20 sample selected for Power Point presentation) was given to the B.Sc. Nursing students Of R.D. Memorial College about postpartum haemorrhage. Data collection tool included socio demographic variables, and structured knowledge questionnaire. The findings of studies shows that the mean pretest knowledge score was 10.15 and post test score was 18.68, the mean difference was 8.53 in lecture method. The mean pre test knowledge score was 10.45 and post test score was 21.56, the mean difference was 11.11 in power point presentation Than pre-test score (SD=1.3) and post-test score (SD=1.37) in lecture method and pre-test score (SD=1.53) and post-test score (SD=1.9) in powerpoint presentation computed paired value shows there is significant difference between mean pre-test knowledge score (t=5.37) in lecture method and (t=5.2) in powerpoint presentation. These indicates the Lecture versus PowerPoint presentationis effective in increasing knowledge level B.Sc. Nursing students regarding postpartum haemorrhage

The extension of the human lifespan has led to an increase in the proportion of the elderly population worldwide. This situation has also brought the issue of healthy aging to the agenda. The importance of more active participation of elderly individuals in life in the development of health is increasing. Depression and self-efficacy of the elderly people are primarily addressed to support this situation. This study is a randomized controlled intervention study in which evaluating the change in depression and self-efficacy levels of elderly individuals after the empowerment intervention. In the study, which was conducted to improve elderly individuals’ depression and self-efficacy levels, an empowerment intervention consisting of 7 sessions was applied to these individuals. In the sessions, practices were carried out to increase the functionality of the elderly in cognitive, social, emotional, physical and spiritual areas. In this study, 60 elderly individuals (intervention and control groups) who were hospitalized for physical therapy and rehabilitation in a state hospital in Turkey between September 2019 and December 2020 were included. The simple random sampling method was used for sampling. The sample size was determined by G Power analysis. Geriatric depression and self-efficacy scales were used in the study. The study data were analyzed on the IBM SPSS Statistics 25.0 software package. Descriptive statistics were used to calculate descriptive data. Pearson, Chi-Square, and Fisher Exact tests were used to compare the sociodemographic and clinical characteristics of the participants. Paired Samples t-test was used to compare the intervention and the control groups’ pretest and posttest scores. In the study, it was determined that the mean geriatric depression pretest score was 15.43 ± 7.05 in the control group and 14.46 ± 7.21 in the intervention group, and there was no significant difference between the groups’ geriatric depression pretest scores (p = .602). However, it was determined that the mean geriatric depression posttest score was 13.50 ± 9.02 in the control group and 9.23 ± 6.71 in the intervention group, and there was a significant difference between the posttest scores of the groups (p = .042). No significant difference was found between the pretest and posttest geriatric depression scale scores of the control group (t = 1.346; p = .189). The posttest geriatric depression score of the intervention group was significantly lower than the pretest score (t = 5.966; p = .0001). In the study, it was determined that the mean self-efficacy pretest score was 79.63 ± 12.62 in the control group, 75.63 ± 14.20 in the intervention group, and there was no significant difference between the pretest scores of the groups (p = .254). It was determined that the mean self-efficacy posttest score was 83.10 ± 11.35 in the control group and 84.50 ± 14.41 in the intervention group, and there was no significant difference between the posttest scores of the groups (p = .678). The posttest self-efficacy score of the intervention group was found to be significantly higher than the pretest score (p = .001). The empowerment intervention was determined to decrease the elderly individuals’ depression and increase their self-efficacy levels.

Context: Hospital sanitation workers are at the frontlines of the global crisis caused by COVID-19 and facethe challenge of lack of awareness about the disease and methods of protecting themselves and others fromgetting infected. A targeted health education intervention was conducted among them on knowledge andpractice regarding basic epidemiology, clinical features and prevention of COVID-19.Aim: To evaluate effectiveness of targeted health education intervention with focus on knowledge andpractice regarding COVID-19 pandemic among hospital sanitation workersSettings and Design: Quasi-experimental one group pre test, post test designMethods and Material: Study was done among 46 hospital sanitation workers using structured questionnairecovering demographic variables, knowledge on the basic epidemiological characteristics, clinical featuresand practice on the prevention of COVID-19. After obtaining informed consent, pre-test was conducted anda targeted health education was given. On the 3rd day, post-test was conducted using same questionnaire. Themean pre and post test scores were calculated and difference between the scores was analyzed.Statistical analysis used: Data was analyzed using SPSS version 25. Demographic information wastabulated using descriptive statistics. The difference between the mean pre test and post test scores wasanalyzed using paired t test.Results: The mean pre test score was 9.39±1.5, with 35(76%) having good and 11(24%) poor pre testscores. Those in the age group 36-45 years had significantly higher pre test scores compared to other agegroups (p=0.03). The mean post test score was 10.6±1.13. There was a statistically significant improvementin the post test scores of the study subjects (p=0.001). Hence, the targeted health education interventionwas effective in improving the knowledge and practice of hospital sanitation workers regarding basicepidemiology, clinical features and prevention of COVID-19.Conclusions: Given the heightened vulnerability of hospital sanitation workers to nosocomial infections, allhealth care institutions should integrate targeted health education intervention into their epidemic responseplan

Web-based modules may facilitate instruction on core topics in allergy and immunology (AI). Pretests (PTs) have been shown to improve learning in Web-based courses, but their effectiveness in comparison with advance organizers (AOs) is unknown. We performed a randomized controlled trial of a Web-based educational intervention for teaching the practical aspects of allergen immunotherapy (AIT). AI Fellows-in-Training were randomly assigned to receive the introduction to the modules in an AO outline (AO group) or as PT questions (PT group). The primary outcome was the difference in posttest scores between groups. The secondary outcome was the difference in PT and posttest scores in the PT group. Thirty participants in the AO group and 35 in the PT group completed the modules and the posttest. The mean (SD) posttest score for the AO group was 74% (14%) compared with 73% (9%) for the PT group, a mean difference of -1% (95% CI, -7%, 5%; p = 0.67). A multivariate analysis controlling for year-in-training and total time spent on the modules revealed virtually identical results. The mean (SD) PT score for the PT group increased from 49 (10%) to 73% (9%), a mean difference of 24% (95% CI, 19%, 28%; p < 0.0001). Introducing Web-based allergy education with PT questions or an AO resulted in similar posttest scores. Posttest scores in the PT group improved significantly compared with PT scores.

In 2015, a school readiness program was created for children who will turn 5 before the start of the school year and will start studying at the first grade of school in September. The components of the school readiness program are: «School Readiness Educational Standard», a teacher’s guideline, a collection of activities describing specific activities and provided relevant supplements.The goals of the study are: Study of the course of school readiness program on the example of Tbilisi kindergartens; Based on the situation, developing methodology for effective implementation of school readiness program. The project was implemented in Tbilisi. The selection of experimental and controlled preschool institutions was based on the existence of similar infrastructure (newly built building, existence of a yard) and three or four large size school readiness groups in kindergartenAs a result of the works carried out, experimental preschool institutions have improved in the following directions: Educators conduct dialogue and ask children questions individually and in small groups; Children have the opportunity to engage in different types of activities and games (games with rules, role playing games, movable games, creative activities); Children can independently take and use learning and gaming resources; The group uses handmade and secondary resources; Group space is organized into thematic centers; The natural materials are used in the group; Children can independently take toys and resources; Educators have planned and prepared a wide variety of activities (activity, games with rules, role playing games, project) related to the topic; Educator observes children in order to evaluate them.

Background: Episiotomy is a common surgical procedure performed during second stage of labour to enlarge the vaginal introits and facilitate delivery. Although episiotomy aids in safe delivery of the child, the discomfort of episiotomy is an added concern in the already over stressed situation of puerperium. Episiotomy pain often interferes with even basic daily activities of the postnatal mother. Considering the high rates of episiotomy, following vaginal deliveries, we need to offer patients treatment alternatives for perineal pain, based on scientific evidence.Objectives: To assess the intensity of episiotomy pain before and after sitz bath among postnatal mothers. To assess the effectiveness of sitz bath on episiotomy pain among the postnatal mothers. To find out the association between effectiveness of sitz bath on episiotomy pain and selected demographic variables.Method: A quasi-experimental (one-group pretest and posttest) design was used for this study. The sample size consisted of 30 postnatal mothers who had normal delivery with episiotomy. Purposive sampling technique was used to select the samples. Data was collected by using numerical pain scale for assessing episiotomy pain. Intervention (sitz bath) administered for 15-20 minutes, and continued for two days both morning and evening.Data was analyzed using descriptive and inferential statistics.Result: In this study, Age wise distribution of samples shows out of 30 majority of samples 17(56.67%) lie in the age group of 24 to 29 years, 10(33.33%) samples lie in the age group of 18 to 23 years, 3(10%) samples lie in the age group of 30 to 35 years and no one sample lies in the age group of more than 35 years of age. Parity wise distribution of the samples shows, that majority of the samples 20(66.67%) were primi mothers and 10(33.3%) of the samples were multiparous mothers in the study. According to the place of residence, majority 19(63.33%) samples were living in rural area and 11 (36.67%) were living in urban area. According to Education, majority of the samples 13(43.33%) were graduate, 12(40%) were higher secondary, 5(16.67%) were high school and no one was illiterate. Nutritional status wise distribution of samples shows that, out of 30 majority 22(73.33%) of them were well nourished, 4 (13.33%) were mal nourished and 4(13.33%) were over nourished. Nature of delivery wise distribution of samples shows, that majority of samples 23(76.67%) had normal vaginal delivery and 7(23.33%) had instrumental delivery. According to the indication of episiotomy, majority 25(83.33%) had rigid perineum, 5(15.67%) had Macrosomia and no one had breech presentation. The effectiveness of the sitz bath therapy is checked by‘t- value’. The mean score of pretest is 5.367, the mean percentage of the pretest score is 53.67 and standard deviation of the pretest is 1.88. The mean score of the post test is 4.433, the mean percentage of the post test score is 44.33 and standard deviation is 1.77. The mean difference between pretest and post test score is 0.934. The mean percentage difference of the pre and post test score is 9.34. After application of T-test, the T calculated value is 11.7475. I also calculated the degree of freedom (DF) which is 29. Checked T- table value at the level of 0.05% of significance is 2.045, which is less than T calculated value. So, the result shows that the sitz bath therapy was effective on episiotomy wound pain reduction among postnatal mothers. There is a significant difference between pre and post test score of the pain level. There is significant association between the post test and demographic variables (age and parity). And there is no significant association between the posttest and other demographic variables like (place of residence, educational qualification, nutritional status, nature of delivery and indication of episiotomy) at 0.05 level of significance.

To achieve the purpose of this study, a school level taekwondo Athlete were selected from Premier Vidya Vikash School, Coimbatore. The selected (N= 30) thirty subjects were randomly divided into two equal groups (n-15), experimental group named as asana programme and control group. The pre-test was conducted on selected physiological variables (flexibility and balance), for all the groups. The readings were carefully regarded in the respective unit as pre-test score. After pre-test experimental group was treated with sit and reach test and stork balance test programme and the control group was not treated with any special programme. They kept as a control group. The subject was tested on criterion measures on flexibility – Sit and Reach Test and balance- Stroke balance the readings were carefully recorded in their respective units as pre-test score. The experimental groups underwent the respective training schedule one half hour per day in the morning session for a period of six weeks. After completion of 6 weeks of training, all the two groups were tested again on flexibility and balance the scores were recorded in their respected units as post-test scores. The pre and post test scores were taken for appropriate statistical analysis. In order to find out the significant changes if any paired ‘t’ ratio was be applied 0.05 level of confidence. The present study experimented effects of selected asana practices on flexibility and balance among school level taekwondo athlete. The result of this study indicated that there was is a change in flexibility and balance due to the proper planning, preparation, and execution of the training package given to the athlete

Pain is a complex, multidimensional experience. For many people, it is a major problem which causes suffering and reduces quality of life. It is one of the major reasons that prompts people to seek health care. A "Quantitative research approach" was used in the present study. The pre-experimental research design was used. The setting of the study was Dhanwantri Nursing Institutions and Sri Venkateshwara College of Nursing. The population of the present study was B.Sc. Nursing students. Samples for the present study were the students studying B.Sc. Nursing. A probability random sampling strategy was utilized for the present study. The sample size of the present study was 100 B.Sc. Nursing Students. The results of the pre-test knowledge assessment revealed interesting findings regarding the care and prevention of complications of spinal anesthesia among B.Sc. nursing students. The highest frequency of scores fell within the range of 51-60, with 22 students achieving scores within this range. This suggests that a considerable number of students had a moderate level of knowledge regarding spinal anesthesia. However, the number of students scoring in higher ranges gradually decreased, indicating a smaller proportion of students with a deeper understanding of the topic. These findings highlight the variability in knowledge levels among the participants. To further evaluate the significance of the pre-test knowledge scores, a t-test was conducted comparing the mean score of 58.5 (assumed baseline knowledge) with the actual pre-test scores. The calculated t-value of 9.55 indicated a significant difference between the pre- test knowledge scores and the assumed baseline knowledge score. The results indicated a significant difference between the pre test knowledge scores and the assumed baseline knowledge, emphasizing the need for educational interventions to improve students' knowledge in this area. The mean pre-test score was found to be 58.5, indicating the baseline knowledge level of the participants. After the intervention, the mean post-test score significantly increased to 73.5. The standard deviation of the pre-test scores was 8.9, while the post-test scores had a standard deviation of 7.6. The calculated t-value of 19.74 indicated a significant difference between the pre-test and post test scores. In conclusion, the analysis of post-test knowledge scores among B.Sc. nursing students reveals a significant improvement in their understanding of the care and prevention of complications related to spinal anesthesia.

This study investigates the outcomes from a transitional first-grade school readiness program (SRP). SRP-placed and nonplaced SRP-recommended students advanced directly into first-grade samples were equated on sex, chronological age at entrance to kindergarten, Gesell School Readiness Test scores, and a developmental delay statistic. The role of teacher-rated student social, problematic, behavioral, motivation, success, self-esteem, classroom participation, and engagement domains, as well as selected demographic background variables, were examined along with standardized achievement outcomes. Referral and placement rate profiles support educational services of special education, remedial reading, Chapter 1, social skills, and counseling services across the two samples. Parent surveys examined the role of parental level of education, attitudes, and other contextual factors. Controlled analyses note nonsignificant academic outcome differences between SRP-placed and controlled nonplaced samples. Students recommended for SRP placement yet not placed did not exhibit significant second-grade differences compared with the year-older SRP-placed students across achievement, related services, parental factors, or teacher rating outcomes.

Objectives of the study: To assess the knowledge of school teachers regarding first aid management. To assess the effectiveness of structured teaching programme on knowledge of school teachers regarding First aid management. To determine the association between the knowledge of teachers with selected demographic variables. First aid is the provision of initial care for an illness and injury. Certain self limiting illness or minor injury may not require further medical care. It is generally consist of a series of simple and in some cases potentially life saving techniques that an d individual can be trained to perform with minimal equipment. Objectives: To assess the knowledge of school teachers regarding first aid management. To assess the effectiveness of structured teaching programme on knowledge of school teachers regarding First aid management. Methods: Pre experimental one group pre test and post test design was used to assess the effectiveness of STP on knowledge of school teachers regarding first aid management regarding in selected schools. Reliability of the tool was tested and validity was ensured in consultation with guides and experts in the fields of nursing. The study was carried selected school, Bangalore. The samples were selected by using non probability convenient sampling technique. Collected data was analyzed by using descriptive and inferential statistics. Results: The calculated value of the post test score (25.45) of the group was higher than the mean pre test score (14.36) of the same group. The mean difference between pre test score and post test score significant at 5% level as the ?t?=21.83 (p <0.01). Discussion: This chapter discusses the main findings of the research study and reviews that in relation to the finding from the results of the present study. The present study was conducted to assess the effectiveness of structured teaching programme on knowledge of school teachers regarding first aid management in selected school, Bangalore. The main pretest knowledge score of the group was 14.36 and standard deviation 19.10 on knowledge regarding First Aid Management suggesting that there was lack of knowledge. The effectiveness of structured teaching programme regarding the low treatment in fracture healing. The mean difference between pre-test and post test scores were significant at 5% level as t=21.82. Hence the structured teaching programme was effective. To find out the association between pre test knowledge score with selected demographical variables such as age, gender, educational status, working experience, area of working, previous source of information regarding First Aid Management and any certification course regarding First Aid Management. The finding of the study revealed that there was no association between pre-test knowledge score with any of the selected demographic variables.