Attending Preschool Research Articles

Nasal Carriage and Antimicrobial Susceptibility of Staphylococcus aureusin healthy preschool children in Ujjain, India

BackgroundThere is increasing evidence that community acquired S. aureus infections are spreading among healthy children. Nasal colonization with S. aureus plays pivotal role in the increasing prevalence of resistant community acquired S. aureus infections worldwide. A regular surveillance system is important in ensuring quality of patient care. The aim of the study was to assess the prevalence of and the factors associated with nasal carriage of S. aureus and its antibiotic sensitivity pattern among healthy children in Ujjain, India.MethodsA prospective study was done in paediatric outpatient clinics of R.D. Gardi medical college Ujjain, India. Healthy children from 1 month to 59 months of age were included. Information on previously known risk factors for nasal colonization was collected using a pre-tested questionnaire. Swabs from anterior nares were collected and transported in Amies transport media with charcoal and cultured on 5% sheep blood agar. Antibiotic sensitivity tests were performed using Kirby Bauer's disc diffusion method according to performance standards of Clinical and Laboratory Standard Institute guidelines.ResultsOf the 1,562 children from 1-month up-to five years of age included in the study 98 children tested positive for nasal carriage of S. aureus. The prevalence of nasal carriage of S. aureus was 6.3% (95% CI 5.1-7.5) out of which 16.3% (95% CI 8.9-23.8) were methicillin-resistant S. aureus (MRSA). The factors associated with nasal carriage were "child attending preschool" (OR 4.26, 95% CI 2.25-8.03; P = 0.007) or "school" (OR 3.02, 95% CI 1.27-7.18; P < 0.001) and "family size more than 10 members" (OR 2.76 95% CI 1.06-7.15; P = 0.03). The sensitivity pattern of isolated S. aureus showed resistance to commonly used oral antibiotics while resistance to glycopeptides was not noted.ConclusionsWe found a relatively low rate of nasal carriage of S. aureus in children below five years when compared to children of older age groups in India. Yet, prevalence of MRSA was relatively high.

Preschool Children's Turkish Language Skills Related to Various Variables (Sample of Denizli).

The purpose of this research is to study 5 - 6 years old preschool children’s Turkish language skills related to various variables (socioeconomic status, profession of fathers, working of mothers, education levels of parents, numbers of siblings, age of children and gender of children) in Denizli. The sample of the research consisted of 223 (114 boys and 109 girls) preschool children of 5 - 6 years old attending preschools education in the central region of Denizli city. A personal information form and language development subscale of Marmara developmental scale was used to collect data. According to the results, the gender, age of the children and the parents’ working status did not lead to any significant differences as a function of language usage skills of children. However, educational levels of the parents, profession of the fathers, numbers of the siblings and socioeconomic status did present significant differences as a function of language usage skills of children. Key words: Language skills, preschool children, family variables, socioeconomic status, gender

Social Skills and Problem Behaviours of Children with Different Cognitive Styles Who Attend Preschool Education

The study investigated whether social skills and problem behaviours of preschool children differ according to their cognitive styles. The sample group included 366 six-year-old children who attend preschools in Konya. Form A of the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP), developed by Wright (1971), was used to determine whether the participants had reflective or impulsive cognitive styles, while Preschool and Kindergarten Behaviour Scales (PKBS), developed by Merrell (2003), were used to evaluate social skills and problem behaviour dimensions. Results found that impulsive children were less efficient than reflective children in regards to their social cooperation and social interaction skills, and they exhibited more problem behaviours like self-centred/explosive behaviours, lack of attention/hyperactivity, antisocialism/aggression and social withdrawal.

Parental Influences and Physical Activity of Children Attending Preschools

Parental Influences and Physical Activity of Children Attending Preschools

Personal Characteristics and Demographic Factors Associated with Objectively Measured Physical Activity in Children Attending Preschool

Independent associations between personal- and demographic characteristics and physical activity in 3-6 year old children attending preschool were identified in this study. Boys spent a larger proportion of the time on moderate-and-vigorous physical activity (MVPA; p < .001) and had a higher total physical activity level compared with girls (p < .001). The 3-4 year old children spent less time on MVPA and had a lower total physical activity level compared with both 4-5 (p < .01) and 5-6 year old children (p < .001). The individual preschool, gender and age of preschool children were strong predictors of physical activity (R2-total model=(0.36-0.39)) during preschool attendance.

Preschoolers’ sleep behaviour: associations with parental hardiness, sleep‐related cognitions and bedtime interactions

Childhood sleep problems which are prevalent in Western societies are associated with a wide range of emotional, cognitive and behavioural disturbances. Growing evidence suggests that parents play a pivotal role in children's sleep behaviour and that a parenting style which promotes self-regulation is beneficial. This study tested a unique model that included parental hardiness, sleep-related cognitions, bedtime interactions and child sleep behaviour. Parents (N = 110) with a child attending preschool (mean age = 3.81 years, SD = .84) responded to a survey assessing their level of hardiness, sleep-related cognitions, bedtime interactions and their child's sleep behaviour and temperament. Secondary caregivers completed a survey assessing child sleep and temperament, and teachers/childcare workers also reported on child temperament. In line with previous research, 37% of children in this community sample met criteria for a sleep problem. Regression analyses and structural equation modelling confirmed that low parental hardiness, problematic sleep-related cognitions and a greater number of parental interactions at bedtime significantly predicted child sleep problems, after considering child temperament. This study's theoretically driven model not only offers an explanation for what contributes to and maintains sleep problems in childhood but also suggests new areas for research. Importantly, the model can also be readily translated into clinical interventions to develop and enhance effective authoritative parenting.

Multiple Intelligences of 6-Year-Old Children Attending Preschool in Turkey

Multiple Intelligences of 6-Year-Old Children Attending Preschool in Turkey

What's worth talking about? Meaning‐making in toddler‐initiated co‐narratives in preschool

To elaborate narratives, toddlers are dependent on adult co‐construction. Both children and teachers make meaning and learn together. This article examines what themes toddlers introduce in mealtime conversations in preschool. The object of analysis is 39 toddler‐initiated co‐narratives constructed by toddlers and teachers in 15 videotaped meals during a case study in Norway in 2003/2004. (In Norway children from one to six years old attend preschool.) The results unfold variations of co‐narratives about important life themes. Emotions not only influenced what was said and how it was said, they also constituted issues in children's lives. The stories were about anger, fear, loss and desire. The utterances and voices in the co‐narrations bear a polyphony of cultural meaning.

Children with Autism Attending Preschool Facilities: The experiences and perceptions of staff

Increasing numbers of children are being identified from age 2 years onwards as having autistic spectrum disorders. The majority of parents aspire for their child to attend mainstream education facilities, and many already do so. However, there is limited knowledge about the needs of preschool personnel if they are to support the inclusion of children with autistic spectrum disorders. In particular, what are their experiences of taking such children, what supports are available to them and what help do they require? This survey of fiftysix staff working in thirty-eight preschools of various types in the Greater Belfast area found that a sizeable number had the experience of taking with children with autistic spectrum disorders and that staff do receive some advice and support from a range of professionals. Nearly all were committed to enrolling such children in the future but they felt that a lack of staffing could preclude this. A majority of staff felt they have had inadequate or no training to equip them to meet the children's particular needs, and they report a lack of knowledge and skills to help these children. The implications of these results are discussed in terms of the specific skills required by staff to manage these children and promote their learning; the professional support required and the contribution this could make to the preschool and the training requirements of staff working on these setting in either a paid or voluntary capacity.

The editors' choice

The editors' choice

An Outbreak of Varicella among children attending preschool and elementary school in Illinois.

In our investigation of a varicella outbreak among students in preschool, kindergarten, and grades 1-3 in Winnebago County, Illinois, we found an overall varicella vaccine efficacy of 88%, evidence that the circulating virus was a wild-type strain (as determined by polymerase chain reaction analysis), and evidence that vaccination of children </=15 months of age was associated with an increased risk for breakthrough varicella (relative risk, 3.7; 95% confidence interval, 1.1-13.1; P=.04). The efficacy of varicella vaccine might be improved if administration of the initial vaccine dose is delayed until children are >/=15 months of age.

Cognitive, Musical and Environmental Correlates of Early Music Instruction

This study investigated the effects of early music instruction on music perception skills as well as specific areas of cognitive development (non-verbal/spatial abilities). Participants were 29 children enrolled in beginning music instruction, and 29 children matched in age and gender attending preschool, without formal music lessons. The children were assessed on a music perception task (melody recognition) and a variety of cognitive measures (receptive vocabulary, visual-motor integration, an embedded figures task, and puzzles), prior to beginning music instruction and four months later. The results indicated that preschool children taking music lessons may be a select group; they were more likely to have previous musical experience and additional extra-curricular activities. After four months of music lessons, children in the music group showed the greatest improvement on the music task. A transfer effect was observed primarily for visual-motor skills, with the music group improving significantly on the visual-motor integration task. The findings are discussed as relevant to previous research. Implications for music education are also discussed.

Urban Zimbabwean mothers' choices and perceptions of care for young children

Parental perceptions of quality preschool care and school choice patterns were assessed among 51 working mothers in urban Zimbabwe. Mothers of preschool aged children were administered face-to-face interviews. Mothers articulated their perceptions of what constitutes quality preschool care. Their responses were grouped into 10 categories; the most frequently articulated categories were (a) good food/diet, (b) hygiene, and (c) qualified teachers. Variations were found by income, occupation, and child care options. Although 67% of the mothers had a child attending preschool, primary child care was said to be fulfilled by female domestics or relatives. Preschool was perceived as an extension of formal education, not child care. Parental goals in the selection of preschools were also analyzed utilizing the Slaughter and Schneider (1986) model of school choice. Six typologies or goal types that reflected parent-centered or child-centered motivations for preschool choice were identified. Most mothers were child-centered in their goals for their preschool children. Eighty percent of parents were categorized by three goal types: Deliberate, Humanistic, and Practical. The distribution of goal types varied by family income and child care options.

Relations between mother-child discussions of children's preschool and kindergarten experiences

Twenty-seven mothers and their children recorded two conversations about a typical school day: Once when the children were 4 years old and attending preschool (Time 1) and approximately 18 months later, when they were in kindergarten (Time 2). The conversations were examined in order to identify mothers' tendencies to request information related to a variety of specific school-related topics, the types of requests made, and children's tendencies to provide information about their experiences. Also examined were the tendency of dyads to discuss specific school-related topics as a function of the gender of the child, and the relation between mothers' use of elaborations at Time 1 and children's reports of acts at Time 2. No differences were found in the tendencies for mothers to request information or for children to provide information in relation to school-related topics at Time 1; however, mother-son dyads discussed learning-related topics more often, and mother-daughter dyads discussed other individuals more frequently at Time 2. Maternal elaborations related to learning and other individuals at Time 1 were associated with children's reports of acts related to those topics at Time 2. The relation of these findings with children's implicit socialization experiences is discussed.

TEACHER-PARENT WORK IN THE HOME: AN ASPECT OF CHILD GUIDANCE CLINIC SERVICES

In a bleak, wood-shingled urban tenement, a teacher works at the kitchen table with a mother and two children-a girl , age six, and a boy, age five. They are learning to bake cookies. Mother's education stopped at sixth grade; she had never considered that she could read instructions, measure ingredients, or teach her children these skills. This island of family activity interrupts a monotonous day during which personal interaction is minimal. Both children are slow learners and withdrawn; the boy has been diagnosed psychotic. They have been attending special preschool classes at a community mental health clinic. Part of the treatment plan includes regular teacher home visits with the family to enable parents to help their children learn to learn and to interact appropriately with others. By actively searching for con tributions mother can make, the teacher builds an alliance with her, using activities as well as words for a medium exchange. Such a role for the early-childhood educator is evolving with the