Preschool Behavior Research Articles

فعالية برنامج قصص إلکترونى لتعديل بعض مظاهر السلوک المشکل للأطفال(4- 6) سنوات ضعاف السمع. The effectiveness of electronic stories program To modifying some of the problem behaviors of pre-schoolers(4-6)years with impaired hearing.

هدف هذا البحث إلى التحقق من فعالية برنامج قصص الکترونى لتعديل بعض مظاهر السلوک المشکل للأطفال(4-6) سنوات ضعاف السمع وتم استخدام المنهج شبه تجريبى فى دراسة مشکلة البحث، ويتمثل مجتمع الدراسة في(8) أطفال ضعاف السمع بالفئه العمريه من(4-6)سنوات بمدرسة الأمل للصم وضعاف السمع بمحافظة الإسماعلية، وتم عمل تجربة استطلاعيه شملت (5) أطفال ضعاف السمع بغرض التقنين العلمى لبطاقة ملاحظة السلوک المشکل للأطفال ضعاف السمع،واستخدم البحث الأدوات التالية: قائمة ببعض مظاهر السلوک المشکل لدى أطفال ماقيل المدرسة ضعاف السمع (اعداد الباحثه). بطاقة ملاحظة السلوک المشکل لأطفال ماقبل المدرسة ضعاف السمع (اعداد الباحثة). برنامج القصص الالکترونية لأطفال ماقبل المدرسة ضعاف السمع (اعداد الباحثه)،وکانت النتائج کالتالى: توجد فروق ذو دلالة احصائية بين متوسطى رتب درجات الأطفال ضعاف السمع في التطبيق القبلى والتطبيق البعدي لبطاقة ملاحظة سلوک الأطفال المشکل ککل وأبعاده الفرعيه لصالح التطبيق البعدي. -لا يوجد فرق ذو دلالة احصائية بين متوسطى رتب درجات الأطفال ضعاف السمع الذکور والإناث في التطبيق البعدي لبطاقة ملاحظة سلوک الأطفل المشکل ککل وأبعاده الفرعيه. Abstract The aim of this study was to verify the effectiveness of an e-story program to modify some of the behaviors of children (4-6) years of hearing loss,The study was used semi-experimentally in the study of the problem of research, and the study community in (8) children with hearing impaired age group (4-6) years school HopeDeaf and Hearing Impaired in Ismailia Governorate,( 5) children with hearing impairments for the purpose of scientific regulation of the note card for the behavior of children with hearing loss. The research used the following tools: - List of someof the behavior of the childrenofthe hearing impaired (preparation of the researcher). - Card to note the behavior of pre-school children who are hearing impaired (prepared by the researcher). - Electronic Stories Program for pre-school children who are hearing impaired (prepared by the researcher,and Its result was: is a statistical significance between the average grade levels of children with hearing impairment in the application of before and after implementation of the behavior observation card of children as a whole and its sub-dimensions ended up in the favor of the post-application . -There is no statistically significant between the average grades of male and female children with hearing impairment in applying the post-application of the behavior observation card of children as a whole and its sub-dimensions.

Measuring and understanding social-emotional behaviors in preschoolers from rural Pakistan.

The Strengths and Difficulties Questionnaire (SDQ) is widely-used to measure symptoms of common childhood behavioral problems that may lead to mental health difficulties. In a sample of 1,302 highly-disadvantaged mothers and their preschoolers, we evaluated the factor structure and reliability of the parent-report version of the SDQ in rural Pakistan. Confirmatory factor analyses suggested that the original structure of the SDQ was not appropriate for our data. We created conceptually- and empirically-coherent measures of children’s externalizing behavior problems and prosocial skills. Child and family correlates of social-emotional behaviors were similar to those found in other countries, supporting the validity of our new composites. Girls and children with more siblings had fewer externalizing behavior problems and more prosocial behaviors at four years. Further, maternal depressive symptoms and food insecurity were uniquely linked to more externalizing behavior problems at four years. In contrast, maternal education, home environment quality, and social-emotional skills at two years were associated with more prosocial behaviors at four years.

Корекція негативної поведінки у дітей старшого дошкільного та молодшого шкільного віку засобами соціально­педагогічних і реабілітаційних ігор

The article provides with the analysis of psychological and pedagogical literature on correctional opportunities of rehabilitation and social pedagogical games in preventing negative behavior of preschoolers and primary school children. The concepts "game" and "game activity" are characterized; the priority of games incorrecting children's physical development, health and behavior is defined. The author analyzes the existing classifications of games and proves the efficiency of application of two major games categories, i.e. rehabilitation and social pedagogical ones, according to the main directions of correctional activity, namely health-improving and social and educational. The paper explicates the expediency of rehabilitation games usage to correct physical health, speech development disorders, psychophysiological processes of memory, attention, imagination, thinking, prevention of fast fatigue and reduced working capacity, as well as attests the capacity of social and pedagogical games in correction of children's aggression, impulsiveness, uneasiness, dishonesty, indifference, inclination to negative habits; education of diligence, diligence, politeness, responsiveness, truthfulness, goodwill, and humanity.

Effects of Alternative Seating on Attention and In-Seat Behavior for Children With Autism

Abstract Date Presented 4/19/2018 The purpose of this study was to determine the effects of alternative seating on attention and in-seat behavior of preschoolers with autism. Preliminary results indicate that alternative seating was effective in improving attention. Results advance the profession as school therapists may recommend alternative seating. Primary Author and Speaker: Kristen Morgus Additional Authors and Speakers: Jeryl Benson, Elena Donoso Brown, and Deborah Smitsky

Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills.

Efforts to improve the achievement gap between low-income children and their more affluent peers has led to the development of classroom interventions and curricula to increase executive functioning (EF) and social-emotional skills (SE), thought to be foundational for learning. The Second Step Early Learning (SSEL) curriculum is a commercially available curriculum designed to improve school readiness by building EF and SE skills. However, although widely used, it has not been widely studied. Modeling SSEL’s underlying theory of change, structural equation modeling (SEM) was used to longitudinally examine the effects of the curriculum on low-income preschool children’s kindergarten school readiness through the hypothesized mediating role of EF and SE skills in improving pre-academic skills and task behavior in preschool. In a cluster randomized trial, 972 children attending 63 preschool classrooms within 13 low-income Head Start or community preschools were individually tested at the beginning (T1) and end of preschool (T2, n = 836) and followed into kindergarten. Children’s average age at T1 was 53 months, with 51% male, 42% Anglo-American, 26% African–American, and 40% Hispanic-American. Children’s EF, social skills, pre-literacy/language, and pre-math skills were assessed by trained child assessors blind to study conditions at T1 and T2. Assessors also rated children’s task behavior in the testing situation at T1 and T2. School records of children’s kindergarten screening scores were obtained on 345 children at T3. It was expected that SSEL would have both direct and indirect effects on kindergarten readiness through improvements in children’s SE and EF skills preschool academic skills and on-task behavior. We found no direct effects of SSEL on either pre-academic or on-task behavior outcomes in preschool, nor on later kindergarten readiness. However, SSEL significantly increased EF, and as expected by SSEL’s theory of change, growth in EF predicted gains in both pre-academics (particularly pre-math), and on-task behavior in preschool. End-of-year pre-academic skills and on task behavior in turn predicted better kindergarten readiness. Further, SE (although not impacted by SSEL) had direct and indirect effects on kindergarten readiness. Thus, overall, our findings largely support SSEL’s theory of change, particularly in relation to EF.

25.2 Reducing Preschool Behavior Problems in an Urban Mental Health Clinic: Comparing the Effectiveness and Cost of Two Evidence-Based Parenting Programs for Low-Income Families

Although parent management training (PMT) is the first line of treatment for preschoolers with externalizing behavior problems, current PMT models tend to be less effective for families in poverty. This pragmatic randomized trial compared the effectiveness and cost of 2 different PMT models among low-income, predominantly African American families of children aged 2–5 years seeking treatment for behavior problems. Parent satisfaction, PMT completion rates, and the impact of psychosocial adversity on completion rates were also compared.

Latent profile analysis: another approach to look at parent–teacher agreement on preschoolers’ behavior problems

ABSTRACTInformant agreement is a common research issue in the context of children social emotional assessment. The present study analyzed parent–teacher agreement in ratings of behavior problems (BPs) using latent profile analysis (LPA). Analyses were performed for 1000 preschoolers rated, for the Preschool and Kindergarten Behavior Scales – Second Edition (PKBS-2), independently by parents and teachers. Eight clusters were obtained based on the five supplemental subscales of the Problem Behavior scale of the PKBS-2. These clusters isolated groups of children across the entire range of BPs that varied in level of rater agreement. Results highlighted that parents tend to rate their children with more BPs than teachers do. Agreement is better for children with extreme levels of BPs (low or high). Findings reinforce the usefulness of the PKBS-2 and support the use of LPA as an alternative to traditional approaches.

The relations of children’s emotion knowledge to their observed social play and reticent/uninvolved behavior in preschool: Moderation by effortful control

AbstractUsing data from a study of 140 preschool children (39% female), we examined the relations between direct assessments of emotion knowledge and naturalistic observations of behavior during free‐play periods, and tested parent‐ and teacher‐reported effortful control as a moderator of these relations. Basic emotion recognition was unrelated to social play and reticent behavior, whereas situational understanding of emotions (thought to be a relatively sophisticated aspect of emotion knowledge) was negatively related to reticent/uninvolved behavior and marginally positively related to social play. Effortful control significantly moderated these relations, such that situational emotion understanding was more strongly related to reticent/uninvolved behavior and social play at low levels of effortful control, and unrelated to outcomes at high levels of effortful control. These results highlight the unique role of situational understanding in predicting children’s social competence and suggest that emotion knowledge is particularly important for children who struggle with effortful regulation skills.

The Mediation of Maternal Occupational Skillfulness on Maternal Education and Chinese Preschoolers' Behavior.

There is growing evidence supporting the individual associations of maternal occupation and maternal education with children's behavioral outcomes. However, few studies have linked these factors together in a mediation model. The current study is the first to examine the mediating effect of maternal occupational skillfulness on the relationship between the length of maternal education and preschool children's behavioral outcomes in the Chinese context. To assess children's behavior, parents and teachers of 286 preschoolers from the China Jintan Cohort Study completed the Child Behavior Checklist (CBCL) and Caregiver-Teacher Report Form (C-TRF), respectively. Sociodemographic information, such as maternal occupational skillfulness and education level, was also collected. Using PROCESS and kappa statistics, maternal occupational skillfulness was found to mediate the effect of length of maternal education on both internalizing and externalizing behaviors of preschoolers, as rated by parents but not on behaviors as rated by teachers. Such findings can provide insight for counseling psychologists or family therapists in providing mothers, particularly those in low-skill jobs, appropriate advice and strategies for handling job-related stress. Mother-child relationships would consequently improve, which could then minimize the development of children's internalizing and externalizing behaviors. Furthermore, teachers could identify at-risk children and provide early intervention. Our findings also offer insight for policy makers to consider legislation providing financial assistance from the government to low-income mothers. Future replication studies should be conducted in other countries so as to determine whether similar results can be obtained.

Subjectively and Objectively Assessed Behavioral, Social, and Physical Environmental Correlates of Sedentary Behavior in Preschoolers

To investigate associations between preschoolers' objective leisure-time sedentary behavior and a comprehensive set of subjective and objective potential correlates of sedentary behavior across the behavioral, social, and physical environmental domains on both the family and community level. In 3- to 6-year-old preschoolers (n = 738) from 52 preschools in Southern Germany, leisure time spent in sedentary behavior was assessed by accelerometry in 2008-2009. Family- and community-level potential correlates of sedentary behavior from different domains (behavioral, social, and physical environmental) were subjectively (ie, by parent-proxy report) and objectively (ie, by routine administrative data) assessed. None of the objective social and physical environmental correlates showed associations with sedentary behavior. Leisure-time sedentary behavior decreased with greater levels of moderate-to-vigorous physical activity (both weekends and weekday afternoons), participation in organized sports, parental leisure-time physical activity, as well as greater parental traffic safety perceptions (weekends only). Targeting multiple health behaviors at the same time (ie, physical activity and sedentary behavior) and focusing on the entire family (ie, preschoolers, parents, and potentially older siblings) might be useful opportunities to reduce sedentary behaviors in preschoolers.

The Effects of Temperamental Dimensions and Maternal Parenting Stress and Parenting Behavior on Externalizing Problem Behavior in Preschoolers

The Effects of Temperamental Dimensions and Maternal Parenting Stress and Parenting Behavior on Externalizing Problem Behavior in Preschoolers

부부갈등이 유아의 문제행동에 미치는 영향 : 어머니의 분노 및 우울과 학대 및 방임의 매개적 역할

This study focused on the effects of marital conflict and maternal anger, depression, abuse and neglect on problem behaviors of preschoolers. A total of 1,517 mothers of 3 to 4-year-old preschoolers living in Seoul participated in this study. The Data were analyzed by Pearson correlations, and SEM using SPSS 21.0 and Amos 21.0 for the abuse and neglect models. The results are as follow: First, marital conflict had no direct effects in both models. Second, marital conflict had indirect effects on problem behaviors through maternal anger only for the neglect model, and through depression for both models. Third, marital conflict had indirect effects on problem behaviors through maternal abuse or neglect. Fourth, marital conflict had indirect effects on problem behaviors through maternal anger and abuse, sequentially, and through maternal anger and neglect, sequentially. Fifth, maternal conflict had indirect effects on problem behaviors through maternal depression and neglect, sequentially. Finally, marital conflict had indirect effects on problem behaviors through maternal anger, depression and neglect, sequentially. These results indicated that the neglect model was more influential than the abuse model. The results of this study have a lot of meaningful implications for future research and practice. It should be highlighted that improving maternal emotion regulation as well as marital relationships and parenting behaviors is so crucial for preventing and intervening problem behaviors of preschoolers.

The study aimed to investigate the effectiveness of implementing flipped Class Strategy in teaching my beautiful language on developing the academic achievement of the sixth grade students in the Kingdom of Saudi Arabia by comparing it with the usual meth: فعالية استراتيجية الثناء لتحسين سلوك إتمام المهمة لدى ذوي اضطراب الانتباه والنشاط الزائد في مرحلة رياض الأطفال

This study aimed to examine the effectiveness of using praise as an intervention to improve on- task behavior of preschoolers with Attention Deficit- Hyperactivity/Disorder (ADHD) . Participants of the study were five children (3 males and 2 females) ; two of them diagnosed with ADHD, and three of them were identified by their teachers as at risk of having ADHD. All participants were enrolled in a regular class at King Saud University kindergarten in Riyadh. The study was conducted in classroom setting the setting is a teacher- directed activity in which the teacher teach children some tasks. Two designs of Single Subject Designs (SSD) used in this study. The designs used are: A- B- A- B Withdrawal Design, and Multiple Baseline Designs across Participants. The researcher provide teachers with a workshop on praise strategy. Then she asked them to use the strategy, and assist them with children praise when needed. Data were collected by the researcher and two researcher assistants using direct observation. Behaviors were observed in the teacher- directed activity setting throughout several phases: baseline, implementation of the intervention, withdrawal of the intervention, reimplementation of the intervention, and follow- up; while in the open activity setting behaviors were observed in two phases: baseline and implementation of the intervention. Results of the study showed that there is a positive functional relationship between using praise and on- task behavior of preschoolers with ADHD.

Children's abilities to communicate with both parents in infancy wererelated to their social competence at the age of 15.

Studies of children's early ability to communicate have mainly focused on mother-child dyads. That is why this study analysed the long-term effects of triadic interactions involving both parents. This prospective pilot study monitored child-mother-father communication in 19 families from the general population in Sweden using the standardised Lausanne Trilogue Play method in a video studio. The families and their first-born child were initially followed from three months to 48months of age. Preschool teachers assessed the children at the age of four using the Preschool Behaviour Questionnaire and then their teachers assessed the subjects at the age of 15 using the Strengths and Difficulties Questionnaire. Early communication was analysed in relation to the children's social competence at the age of15. The child's skills in initiating turn-taking sequences and their parents' responses to this correlated with the child's social competence at the age of four, as reported in a previous study from our group, and at the age of 15, as reported here. The results of this study indicated that stimulating children's capacity to initiate turn-taking sequences in infancy improved their social competence at the age of 15, confirming positive results at four years of age.

Sleep habits as an indicator of social competence and behaviour in pre-schoolers in the context of neurodevelopmental disorders

ABSTRACTAIM: Sleep disorders can affect behaviours and social skills through various different mechanisms. The purpose of this study was to determine whether or not sleep habits can be used as a ma...

Development of sun protection behaviors in preschoolers: A systematic review

Development of sun protection behaviors in preschoolers: A systematic review

The Effect of Co-parenting Style on Preschoolers’Behavior Problem Tendency both at Homes and in Preschool and Peer Play Behavior

The Effect of Co-parenting Style on Preschoolers’Behavior Problem Tendency both at Homes and in Preschool and Peer Play Behavior

Effects of anxiety, language skills, and cultural adaptation on the development of selective mutism

Although bilingual children are thought to be at higher risk for selective mutism (SM), little is known about the development of SM in this population. This study investigates the effects of children’s anxiety and language skills and parents’ cultural adaptation on the development of SM. 15 bilingual (11 mute, 4 speaking at the beginning of the study) and 15 monolingual children (7 mute, 8 speaking at the beginning of the study) between the ages of 3 years and 5 years 8 months were assessed longitudinally over a 9-month period. Children’s anxiety and parents’ cultural adaptation were examined via parent questionnaires. Receptive language skills were assessed with a standardized test. Every 3 months, parents and preschool teachers reported on the children’s speaking behavior via questionnaires. Anxiety best predicted the development of mute behavior. There was no effect of bilingual status on its own. The effect of language skills did not reach significance but was considerably higher in preschool settings in comparison with family and public situations. Results also indicated an association between parents’ orientation to the mainstream culture and children’s speaking behavior in preschool. Level of anxiety might function as an early indicator of SM, especially in bilingual children, when information on language proficiency is scarce. There is still a need for intensive research in order to further the understanding of the development of SM in bilingual children.

Application of a Multitrait-Multimethod Matrix to Social, Emotional, and Behavioral Screening

ABSTRACTThe authors' purpose was to evaluate the multiple-gate Preschool Behavior Screening System (PBSS) for identifying children's social, emotional, and behavioral (SEB) difficulties. The sample included 122 triads of preschool children between 3 and 5 years old and their parents and teachers. The teacher and parent samples were predominantly women and European American with a substantial African American representation. The design involved numerous indicators of the reliability of scores and the validity of ensuing inferences. Scores from the Behavior Assessment System for Children, Second Edition were used as criterion measures for scores from the PBSS. The PBSS scores were found reliable across scales with Cronbach's alpha values ranging from.85 to.97. Agreement between teachers and parents was consistent with findings from previous research. Analyzed within a Multitrait-Multimethod Matrix, correlational evidence supported inferences about externalizing difficulties, prosocial behavior, and total problems, as well as internalizing difficulties to a lesser degree. Receiver-operating characteristic curve analyses supported the PBSS across a range of scales and cut scores. Findings support the use of the PBSS as one method for identifying preschool children who may be at risk for SEB difficulties and underscore the importance of using multiple informants in the assessment of SEB difficulties.

The Use of a Fitbit Device for Assessing Physical Activity and Sedentary Behavior in Preschoolers

To determine the accuracy of the Fitbit Flex (FF) activity monitor for assessing preschoolers' physical activity (PA) and sedentary behavior (SED) in free-living conditions. This is a cross-sectional study of 27 preschoolers (41% girls; age, 4.9 years) who each wore the FF and ActiGraph GT3X+ (AG) simultaneously for 24 hours. Raw data from each device were temporally matched and summarized into estimates of SED, moderate-to-vigorous PA, and total PA after removing sleep and nonwear time periods. Equivalence testing was performed to compare the 90% CIs of the estimates from the FF with the respective equivalence zone (±15% of the mean estimates) from the AG. The FF yielded equivalent estimates of SED (mean difference, 42-71 minutes/day) and total PA (mean difference, 42-70 minutes/day), but lower moderate-to-vigorous PA (mean difference, 29-67 minutes/day) than the AG, on average. The FF showed strong correlations and relatively low mean absolute percent errors (MAPEs) in relation to the AG for SED (r = 0.87; MAPE = 9.1%) and total PA (r = 0.71; MAPE = 14.3%), but a moderate correlation and high MAPE for moderate-to-vigorous PA (r = 0.59; MAPE = 70.1%). The FF activity monitor accurately estimated the amount of time spent in SED and overall PA in preschool-aged children, but with an underestimation of moderate-to-vigorous PA. Our findings support the use of the FF as a feasible and a relatively accurate PA monitoring tool in clinical and research settings.