Awareness In Preschool Children Research Articles

The effects of ‘The Don’t Waste! – Recycle Programme’ on waste management among preschool children: A cluster randomised controlled trial

Objectives: The habit of recycling should be acquired at an early age in order to promote the sustainable use of natural resources. The limited number of studies carried out with early-years children highlights the need for more research with members of this age group. This study aimed to evaluate the effects of the ‘Don’t Waste! – Recycle’ Programme on developing waste management awareness in preschool children. Methods: A cluster-randomised experimental study design was used with a pretest-posttest control group and repeated measurements. A total of 164 Turkish preschool children, matched in terms of socioeconomic aspect, were selected to participate in the study by random sampling. The intervention group received the Don’t Waste! – Recycle Programme for 4 weeks, with 30-minute sessions 3 days a week. Data collection took place using a demographic form and a Waste Knowledge and Behaviour Form before the intervention, in the first week, and during the third month after the intervention. Data were also collected simultaneously from a matched control group. Results: The intervention group showed statistically significant improvement in knowledge and behaviour scores in comparison to the control group ( p < .05). Progress was observed to be sustained for 3 months after the intervention with a large (.87–3.83) effect size. Conclusion: The Don’t Waste! – Recycle Programme was found to be efficacious in raising waste management awareness among children. By starting recycling programmes in schools, health professionals and educators can help children build good habits early, which benefits both the environment and the community’s health and well-being.

Evaluating the effect of dental explosion boxes on oral health awareness in preschoolers

Many children experienced anxiety during their initial dental visits, often fearing medical equipment and the procedures they would undergo. The Dental Explosion Box served as an alternative approach to enhance oral health awareness and functioned as an educational tool integrated with a game. This study aimed to assess the effectiveness of the Dental Explosion Box in introducing oral health concepts to early childhood. This research employed a pre-experimental design featuring a one-group pre-test and post-test approach. Sampling relied on the purposive sampling technique, with the sample size determined using the Isaac and Michael formula, resulting in a cohort of 25 preschool students. Variables examined in this study encompassed the Dental Explosion Box and Oral health Awareness. Oral health awareness in preschool children was measured using a checklist of questions. The Dental Explosion Box had undergone rigorous testing and had been endorsed by media and material experts. The study's hypotheses were tested using the Wilcoxon Sign Rank Test. The average pre-intervention oral health introduction score was 6.68, while the post-intervention score increased to 11.00. Analysis through the Wilcoxon Sign Rank Test revealed a significant difference (p-value of 0.000, <0.05) between the level of oral health awareness in early childhood before and after receiving intervention with the Dental Explosion Box. The findings from this study highlighted the effectiveness of the Dental Explosion Box in introducing oral health concepts to early childhood. It enhanced children's familiarity with oral health and motivated them to regularly visit the dentist.

Fonološka i fonemska svesnost kao preduslovi početnog čitanja i pisanja

The paper aims to examine the frequency of application of language games and activities in the function of developing phonological and phonemic awareness in preschool children. It examined how children's stay in preschool affects the development of their speech. The opinions of forty-six educators on this issue were analyzed using a survey. The main conclusion of the research is that educators often apply language games and activities to develop phonological and phonemic awareness in preschool children.

Rhyming in the Context of the Phonological Awareness of Pre-School Children

Rhyming is one of the basic skills associated with phonological awareness. This paper aims to introduce theoretical starting points and the results of research into children’s rhyming in the context of phonological awareness. The text explains theoretical circumstances pertaining to the theme and defines key concepts. The main part of the paper includes the results of the research of pre-school children in Slovakia. There were 866 respondents (children) of 4 to 7 years of age. The subject of the research was the rhyming skills of children, which was tested in three independent areas: completing the rhyme in a nursery-rhyme, awareness of rhymes, and the production of rhymes.

Do children know what they know? Metacognitive awareness in preschool children

This metacognitive ability of young children is of great interest because of its relation to children's ability to notice and reflect on their own mental states.Since Piaget's early work, young children have been considered as having little or no awareness of their mental activity. Traditionally, there was a belief of a general lack of introspective awareness and that preschoolers show little understanding of cognitive cueing (Gordon and Flavell, 1977). More recent research, however, (Louca-Papaleontiou, Melhuish and Philaretou, 2012; Gonzales, 2015) support the idea that – in contrast to previous theories-preschool children do possess metacognitive awareness and the ability of introspection. This paper tries to review most of the main studies on children's metacognitive awareness (i.e. introspection) and to explain any inconsistencies in their findings.

Fonološke sposobnosti dece predškolskog uzrasta

The aim of the research is to identify phonological abilities - voice analysis and word synthesis - and elements of phonological awareness in preschool children. The sample consisted of 85 children (42 boys and 43 girls), ages 6-7. The Test of the Speech Sound Analysis and Word Synthesis (Radičević & Marinković, 1993) was used to assess the ability of the speech sound analysis and synthesis, while the Test for Assessing Phonological Awareness - FONT Test (Subotić, 2011) was used to assess the respondents' phonological awareness. The results of the research showed that, in six out of eight tasks assessing the elements of phonological awareness, the children demonstrated an average and above average development of phonological abilities: syllable merging, syllabic segmentation, identifying the initial phoneme, identifying rhyme, phonemic segmentation, and identifying the final phoneme, while the lowest achievement was observed in the tasks of eliminating the initial phoneme and phonemic substitution of the initial phoneme. No statistically significant differences were found between boys and girls in their achievement on the FONT test tasks (p> 0.05). By further analyzing the results, and based on the results of average achievement, we found that the children constituting the research sample were more successful in the tasks of synthesizing monosyllabic and two-syllable words, than in the analysis of monosyllabic and two-syllable words. Differences in achievement between boys and girls regarding the speech sound analysis and synthesis tasks were identified in the tasks involving the speech sound synthesis (p <0.05).

어린이집 유아의 영어 음운 인식 발달 종단 연구

어린이집 유아의 영어 음운 인식 발달 종단 연구

어린이집 유아의 영어 음운 인식 발달 종단 연구

This study investigated the development of English phonological awareness in preschool children based on a longitudinal study. It carried out a phonological matching task, mispronunciation task, articulation test, explicit phoneme awareness task, rhyme matching task, and initial-phoneme matching task for three-, four- and five-year-old children. A letter knowledge test was also added to the tests for the 5-year-old children. The results revealed that the development of phonological awareness follows a progression of syllable, then onset and rhyme, then phoneme. It was also revealed that language skills such as vocabulary, detection of mispronunciations, and articulation were partially related to the development of phoneme awareness. Finally, we also found that letter knowledge partially affected the children’s development of phonological awareness.

The Analysis of Traffic Awareness in Pre-School Children in Terms of Certain Variables:The Case of Hilvan/Şanlıurfa

Araştırmada, okul öncesi eğitime devam eden beş yaş çocukların trafik farkındalığını belirlemek, trafik farkındalığında cinsiyet, devam edilen kurum türü ve anne baba öğrenim durumunun etkili olup olmadığını incelemek amaçlanmıştır. Tarama modelinde olan bu çalışmaya Urfa ili Hilvan ilçesinde okul öncesi dönem çocuklarına yönelik olarak gençlik merkezi bünyesinde açılan akıl oyunları-zeka kulübüne ve eğlence merkezine katılan 56’sı anaokuluna, 44’ü ise anasınıfına devam eden beş yaş, çalışmaya gönüllü katılan ve normal gelişim gösteren toplam 100 çocuk dahil edilmiştir. Çalışmada çocuk ve ailesi hakkında bilgi edinebilmek amacıyla Genel Bilgi Formu ile çocukların trafik farkındalıklarını belirlemek amacıyla Aral vd. (2016) tarafından geliştirilen “Trafik Bilinci Değerlendirme Ölçeği-Çocuk Formu” kullanılmıştır. Verilerin toplanma sürecinde çocuklar ayrı ayrı bir sınıfa alınmış ve veri toplama süresi her çocuk için ortalama 15-20 dakika sürmüştür. Verilerin analizinde %95 güven düzeyi ile çalışılmış ve verilerin normal dağılım gösterip göstermediği analiz edilmiştir. Analizler sonucunda veriler normal dağılım göstermediği için parametrik olmayan test tekniklerinden Mann Whitney U ve Kruskal Wallis testleri kullanılmıştır Farklılığa yönelik yapılan analizlerde (k&amp;gt;2), anlamlı farklılık bulunan gruplardaki farklılaşmanın nereden kaynaklandığının belirlenmesinde Mann Whitney U testi kullanılmıştır. Araştırma sonucunda çocukların trafik farkındalıklarının orta düzeyde olduğu belirlenmiştir. Trafik Bilinci Değerlendirme Ölçeğinden elde edilen puan ortalamasının baba öğrenim durumuna göre anlamlı düzeyde farklı olduğu (X2=14,042; p&amp;lt;0,05) saptanmıştır. Bu farklılığın hangi gruplardan kaynaklandığını belirlemek üzere yapılan “Mann Whitney-U” testi sonucunda üniversite mezunu olan babaların çocuklarının trafik konusundaki farkındalıklarının okuma yazma bilmeyen, ilkokul, ortaokul ve lise mezunu olan babaların çocuklarına göre daha yüksek olduğu görülmüştür. Ayrıca okuma yazma bilmeyen babaların çocuklarının trafik konusundaki farkındalıklarının ortaokul ve lise mezunu olan babaların çocuklarına göre daha düşük olduğu görülmüştür. Çocukların cinsiyet, okul öncesi eğitime devam ettikleri kurum türü, anne öğrenim düzeyinin Trafik Bilinci Değerlendirme Ölçeği puan ortalamalarında istatistiksel olarak anlamlı düzeyde bir farklılık oluşturmadığı saptanmıştır.

KESADARAN FONOLOGI PADA ANAK USIA PRASEKOLAH

Phonological awareness is one of a critical aspect in early literacy development that develop during preschool period. Phonological awareness is sensitivity to the sound structure of language. This study was conducted to analyse the phonological awareness in preschool children. This study was also identify learning activity in the class that support phonological awareness of preschool children. Research with cross sectional design was conducted in August-November 2016 in one kindergarten in Jambi City, Jambi Province, Indonesia. Data were collected through observation, child’s performance, and interview with teacher. The collected data were analyzed by descriptive analysis. Result showed that phonological awareness had arisen at the word, syllable, and onset-rime levels. However, children have difficulty in sounding syllables and rime. Teachers have supported the phonological awareness of children through playing and learning activities. However, the activities that has been given to children didn’t vary so not all of phonological awareness aspects got sufficient support. Keywords: child learning, early childhood education, phonological awareness

СУЧАСНІ ПЕДАГОГІЧНІ ТЕХНОЛОГІЇ ФОРМУВАННЯ ПРИРОДНИЧО-ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

The current ecological state of the environment determines the relevance of environmental education for the younger generation. The problem of ecological upbringing of children of preschool age is considered in the researches of many scholars and teachers. Based on the study of scientific works, we identified three structural components of the formation of natural and ecological competence of preschool children: cognitive, activity and value-motivational. American scientists, studying the problem of children's attitude to nature, offer the concept of «biofilia» and «biophobia». The scientific approaches to the interpretation of the concept of «pedagogical technology» are generalized and formulated as the creation of an optimally organized educational process, developed on the basis of a systematic approach and aimed at the planned result. It is proved that for the formation of natural and ecological competence of preschool children, it is necessary to use traditional and non-traditional pedagogical technologies in order to implement systematic and targeted educational impact on children, using current methods. Studying the peculiarities of the formation of the ecological and natural competence of preschool children, the necessity of creation and proper use of developing ecological environment in pre-school establishments, organization of children's activities in nature, as well as systematic work with children was clarified. The experience of using pedagogical technologies for the ecological upbringing of preschool children, in particular the creation of an ecological footprint, the technology of regional studies and tourism activities, the experimental research activity of preschoolers in nature and the technology of using the author's fairy tale, which allows raising the level of ecological upbringing of preschoolers and forming the natural and ecological competence of a preschool child, is briefly highlighted. The analysis of the experience of using environmental technologies from different countries proves that the main task of preschool education is to promote environmental education and awareness of preschool children.

Phoneme processing skills are reflected in children's MMN responses.

Phonological awareness (PA), the core contributor in phoneme processing abilities, has a link to later reading skills in children. However, the associations between PA and neural auditory discrimination are not clear. We used event-related potential (ERP) methodology and neuropsychological testing to monitor the neurocognitive basis of phonological awareness in typically developing children. We measured 5-6-year-old children's (N=70) phoneme processing, word completion and perceptual reasoning skills and compared their test results to their brain responses to phonemic changes, separately for each test. We found that children performing better in Phoneme processing test showed larger mismatch negativity (MMN) responses than children scoring lower in the same test. In contrast, no correspondence between test scores and brain responses was found for Auditory closure. Thus, the results suggest that automatic auditory change detection is linked to phoneme awareness in preschool children.

Developing Multicultural Awareness in Preschool Children: A Pilot Intervention

The increasing diversity of the U.S. population presents a need to address developing stereotypes. Racial and ethnic attitudes and biases can develop at young ages. The current study examined a pilot classroom intervention, which exposed preschool children to different cultures and considered the intervention’s influence on racial attitudes. Sixteen preschool students in two classrooms were randomly assigned to the experimental condition, multicultural themed lessons, or the control condition, animal themed lessons. Attitudes about children of various ethnicities were assessed before and after the intervention. Variables considered included same group bias and outgroup bias. The results indicated that children who received the multicultural intervention changed favorably their attitudes towards children of other ethnicities compared to children who did not receive the experimental intervention. This study demonstrates that attitudes and biases towards others may be influenced through early education and increased awareness.

Innovative аpproaches to the formation of ethnic and cultural awareness of preschool children

Abstract: The article is updated to use innovative approaches to social and personal development of the young generation with the multi-ethnic nature of the environment. Identified and the theoretical bases and or-ganizational-pedagogical conditions of formation of ethno-cultural awareness among children in preschool edu-cational institution. Keywords: ethno-cultural awareness, innovative forms and techniques, integrated classes, preschool age. Цеева Лидия Хусеновна, Адыгейский государственный университет, профессор, факультет педагогики и психологииE‑mail: Rimma.simbuletova @ mail.ruПанеш Бэла Хамзетовна, доцент, факультет педагогики и психологииE‑mail belapanesh1@yandex.ruСимбулетова Рима Казбековна, доцент кафедры иностранных языковE‑mail: Rimma.simbuletova @ mail.ru Инновационные подходы к формированию этнокультурной осведомленности детей старшего дошкольного возраста Аннотация: В статье актуализируется использование инновационных подходов к социально-личностному развитию подрастающего поколения с учетом полиэтнического характера среды. Выявлены и раскрыты теоретические основы и организационно-педагогические условия формирования этнокультурной осведомленности детей в дошкольном образовательном учреждении.

A Study of Print Awareness in Preschool Children in Terms of Maternal Reading Beliefs and Age, Gender,Type of SchoolVariables

Article History: Received: 24.11.214 Received in revised form: 05.02.2015 Accepted:28.02.2015 Available online31.03.2015 This study was conducted to determine the relationship between print awareness of preschoolers and maternal reading beliefs and also to examine print awareness in terms of age, gender and the type of school. Study group included 203 children who attended public preschools in Kirikkale province during 2012-2013 school year and mothers of these children. Two instruments were utilized so as to collect data in the study. First was the Parent Reading Belief Inventory (PRBI) developed by DeBaryshe and Binder (1994) to assess the reading beliefs of mothers. The other was the Control List for the Evaluation of the Print Awareness of Preschoolers(CLEPAP), which was developed by Simsek Cetin and Alisinanoglu (2013) to evaluate children’s print awareness. Results indicated no significant relationship between maternal reading beliefs and print awareness of children. It was also found that print awareness of children differed significantly only in terms of age, with no significant difference for gender or the type of school. It was seen that print awareness of 5 year-olds was higher than that of 3 and 4 year-olds. © 2015 IOJES. Tum haklari saklidir

Investigating the relationship between social behaviors and phonological awareness in preschool children

PurposeThis study examined the longitudinal effects of social behaviors in predicting phonological awareness outcomes in 4-year-old children. MethodOne hundred two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighborhoods in a large metropolitan city and were assessed at the beginning and end of the preschool year. All children received assessments of their phonological awareness skills, expressive vocabulary, non-verbal IQ, and teachers completed behavioral ratings at pretest. At the end of the academic year, children participated in tests of phonological awareness using standardized assessments. ResultsThe results of a multiple regression analysis indicated that being excluded by peers contributed up to 3% of the variance in negatively predicting phonological awareness outcomes after controlling for initial phonological awareness skills, expressive vocabulary, and cognition which is a small effect size. ConclusionEarly peer exclusion can impact negatively on the acquisition of phonological awareness skills in 4-year-old children in preschool. The results of this study suggest that a child's overall behavioral competence and how they are treated by the peer group may play an important role in their ease of academic skill attainment. Given the link between peer exclusion and difficulties with phonological awareness outcomes, additional professional development programs that provide teachers with strategies to create inclusive classrooms may be warranted in preventing against the emergence of maladaptive behaviors at first entry into formal schooling.

Musical Fruits-Zotic: A Play Approach Introducing Exotic Fruits to Preschool Children

The Musical Fruits-Zotic program seeks to enhance preschool children's awareness and knowledge of exotic fruits and their ability to identify exotic fruits. Program objectives include (1) increasing preschool children's self-efficacy to use the 5 senses and to help in the identification of exotic fruits; (2) augmenting their awareness of health benefits associated with exotic fruits, using the expectations construct of the social cognitive theory; and (3) expanding their knowledge of exotic fruits via teacher modeling to explore fruits by using observational learning.

Body awareness in preschool children with psychiatric disorder

The purpose of this study was to investigate the body awareness of preschool children with a psychiatric disorder as measured by the test imitation of gestures ( Bergès & Lézine, 1978), using the subsections for pointing to body parts (passive vocabulary) and naming body parts (active vocabulary). Seventy-seven children from 37 to 72 months of age with psychiatric disorders and 67 children without psychiatric disorders were matched for age and sex. A MANOVA indicated no significant interaction effects on the results between the sexes in the psychiatric group and the control group for passive vocabulary ( F(1,150) = .59, p ≥ 0.05) or for active vocabulary ( F(1,150) = .61, p ≥ 0.05). An ANOVA was conducted to determine the differences between the boys and girls for passive and active vocabulary, and the differences between the psychiatric group and the control group for passive and active vocabulary. No significant differences between the boys and girls for passive vocabulary ( F(1,150) = 1.968, p ≥ 0.05) and active vocabulary ( F(1,150) = 1.57, p ≥ 0.05) were found. There was a significant difference between the psychiatric and the control group for passive vocabulary ( F(1,150) = 9.511, p = 0.002) and active vocabulary ( F(1,150) = 16.18, p = 0.00009). The study provides support for the presence of language disorders associated with active and passive body awareness in children with psychiatric disorders compared to typically developing children.

Foundations of phonological awareness in pre‐school children with cerebral palsy: the impact of intellectual disability

Children with cerebral palsy (CP) and accompanying disabilities are prone to reading difficulties. The aim of the present study was to examine the foundations of phonological awareness in pre-school children with CP in comparison with a normally developing control group. Rhyme perception was regarded as an early indicator of phonological awareness, whereas non-verbal reasoning, speech ability, auditory perception, auditory short-term memory and vocabulary were regarded as foundation measures. A number of tasks were administrated to examine group differences in rhyme perception and its foundation measures. Correlations between the tasks were analysed for both groups followed by multiple regression analyses wherein rhyme perception was predicted by its foundation measures. Children with CP scored below their normally developing peers on emergent phonological awareness and its foundation measures. Regarding the prediction of phonological awareness, non-verbal reasoning followed by pseudoword articulation, were found to predict phonological awareness, i.e. rhyme perception, in the group of children with CP. In the control group, auditory perception was a significant predictor of emergent phonological awareness. The CP group was further split up into two groups according to the children's non-verbal reasoning skills, i.e. general IQ. The below-average IQ group scored below the average IQ group on phonological awareness and on most foundation measures. In addition, the average IQ group of the children with CP scored lower than the control group. The results of this study indicate that general intelligence and speech ability (i.e. pseudoword articulation) can be seen as important facilitators of emergent phonological awareness in children with CP. These findings support the role of intelligence in the emergence of phonological awareness in children with CP. Children with CP with intellectual disabilities seem to have a disadvantage in acquiring phonological awareness, especially when their speech abilities are also impaired. However, general intelligence is not enough to predict phonological awareness as other foundation measures are also important for phonological awareness independent of general intelligence.

Speech development patterns and phonological awareness in preschool children

To examine the association between speech production and early literacy skills, this study of 102 preschool children looked at phonological awareness in relation to whether children were delayed, typical, or advanced in their articulation of consonants. Using a developmental typology inspired by some of the literature on speech development (Kahn and Lewis, The Kahn-Lewis phonological analysis, 1986; Shriberg, Journal of Speech and Hearing Research 36(1):105-140, 1993a), we found that failure to master the early-8 consonants and a greater prevalence of certain types of production errors were associated with deficient phonological awareness. We also found that children who made no consonant errors had advanced phonological awareness relative to other children in the sample. In all cases, both productive speech patterns and speech errors were more closely linked with rhyme awareness than with phoneme awareness. The association between speech production and rhyme awareness may provide some new directions for the early preschool assessment of risk for reading problems.