Characteristics Of Preschool Children Research Articles

THIẾT KẾ TRÒ CHƠI HỌC TẬP GIÚP TRẺ MẦM NON LÀM QUEN BIỂU TƯỢNG TOÁN VỚI SỰ HỖ TRỢ CỦA PHẦN MỀM WORDWALL

Digital game-based learning is gradually becoming a trend in education, with certain positive impacts. Thanks to the game element, children's learning process becomes easier and more enjoyable. This study surveyed over 100 preschool teachers in Hue city, Thua Thien Hue province, to clarify the importance of applying technology software in designing educational games. Consequently, the process of designing and using educational games to help children become familiar with Math symbols is proposed based on Wordwall software. The proposed process received strong agreement from preschool teachers. To use Wordwall software-based games effectively in math familiarization activities, teachers need to be flexible and proactive in selecting games that are appropriate for the lesson’s objectives and content as well as the characteristics of preschool children. This study serves as a useful tool to support preschool teachers in designing educational games in general and educational games for familiarizing children with mathematical symbols in particular. Keywords: Educational games; Mathematical symbols; Wordwall; technology software; Thua Thien Hue

Does sleep correlate with neurodevelopmental outcomes in preterm and term infants in early-preschool children?

Does sleep correlate with neurodevelopmental outcomes in preterm and term infants in early-preschool children?

Sleep and 24-hour rhythm characteristics in preschool children born very preterm and full term.

Sleep impacts the quality of life and is associated with cardiometabolic and neurocognitive outcomes. Little is known about the sleep of preterm-born children at preschool age. We, therefore, studied sleep and 24-hour rhythms of preschool children born very preterm compared with full-term children. This was a prospective cohort study comparing sleep quality and quantity of children born very preterm (gestational age [GA] < 30 weeks) with full-term children at the (corrected) age of 3 years, using (1) 2 parent-reported questionnaires (Brief Infant Sleep Questionnaire and The Munich Chronotype Questionnaire) and (2) at least 3 days of triaxial wrist actigraphy combined with sleep diary. We performed regression analyses with adjustment for sex (corrected), age, and birth weight standard deviation (SD) score. Ninety-seven very-preterm-born (median GA 27+5; interquartile range 26 + 3;29 + 0 weeks) and 92 full-term children (GA 39 + 3; 38 + 4;40 + 4 weeks) were included. Sleep problems and other reported sleep parameters were not different between groups. As measured with actigraphy, sleep and 24-hour rhythm were similar between groups, except for very-preterm born children waking up 21 minutes (4;38) minutes later than full-term children (adjusted P = .001). Based on parent reports and actigraphy, very-preterm-born children sleep quite similar to full-term controls at the corrected age of 3 years. Reported sleep problems were not different between groups. Actigraphy data suggest that preterm-born children may wake up later than children born full term. Further studies are needed to explore how sleep relates to cardiometabolic and neurodevelopmental outcomes after preterm birth and whether early interventions are useful to optimize 24-hour rhythm and sleep. Bijlsma A, Beunders VAA, Dorrepaal DJ, etal. Sleep and 24-hour rhythm characteristics in preschool children born very preterm and full term. J Clin Sleep Med. 2023;19(4):685-693.

TỔNG QUAN NGHIÊN CỨU VỀ PHÁT TRIỂN KHẢ NĂNG SÁNG TẠO NGÔN NGỮ CHO TRẺ MẦM NON

In recent years, the issue of developing language creativity for preschool children - a special type of creativity - has received special attention from both theoretical and practical aspects. However, with the current limited number of studies, it can be affirmed that this is a new research topic in early childhood education in Vietnam. This review research focuses on clarifying the concept, nature and characteristics of preschool children's creative language ability. On that basis, several orientations have been proposed to support the development of language creativity for preschool children.

Analysis of Graphic Perception Education for Young Children Based on Fuzzy Clustering Analysis.

Geometric ability includes elements of identification, conceptualization, combination, drawing, and reasoning, and graphic perception is an important part of it. Kindergarten science education includes geometry instruction. Children are guided to perceive the relationship between shapes and figures through direct perception, first-hand experience, and practical operation through concentrated educational activities, and form image-concrete thinking over time, enhancing their perception and experience of the relationship between shapes in the objective world, and accumulating certain mathematical perceptual experience. Clustering is a branch of unsupervised pattern recognition that is very useful. Fuzzy clustering, which establishes the uncertainty description of samples to categories and can objectively reflect the real world, has become the mainstream of cluster analysis research. The graphics perception education of children is investigated using fuzzy clustering analysis. The main topic of this paper is how to apply children's graphics to the design of children's educational institutions and open up new creative perspectives for the design of children's educational institutions. The method of graphic perception education: perception education for preschool children is proposed based on the multichannel characteristics of preschool children's aesthetic perception and with reference to the theory of perception. The experimental results show that the improved algorithm reduces segmentation time by 171.48 s when compared to the traditional FCM algorithm for both noisy and high-quality images and that it is significantly faster than the FCM algorithm in terms of segmentation speed. As a result, the model construction of a set of children's graphic perception education for the cognitive characteristics of the age group children can provide corresponding references and references for related topic research.

Социально-психологические особенности детей дошкольного возраста с непопулярными социометрическими статусами

The article presents the results of the study of some socio-psychological characteristics of preschool children with unpopular sociometric statuses. The sociometric structure of a small social group is the result of its development and has a significant impact both on the functioning of the group itself and on the socio-psychological development of its members. On the one hand, personality traits along with other factors of psychical development and socialization contribute to or hinder the acquisition of favorable sociometric statuses. On the other hand, the possession of a certain sociometric status has an impact on the development of socio-psychological characteristics of the individual. Children with unpopular statuses are situated at the zone risk. The aim of the work was to study the socio-psychological characteristics of children with unpopular sociometric statuses. The study was conducted in preschool educational institutions of Petrozavodsk, Prionezhsky and Medvezhyegorsky districts of the Republic of Karelia. We used some methods to test the hypothesis. These are the «Secret» method, «Observation of children's communication», the Rosenzweig test, the «Monitoring aggressive behavior of children» method. The results of the study. The study found that neglected and ignored children have got by aggression and anxiety; demonstration of aggression and anxiety in children with unpopular sociometric statuses are determined by the strength of the need for communication (initiative). These qualities are inherent in children who have a high need for communication. In rejected and isolated children with low need for communication, these qualities are not expressed. Anxiety differs in situations of interaction with peers or adults. The results of the study determine new tasks and the direction of correctional and developmental work with unpopular children.

Analysis of the Educational Environment in Kindergartens for Gender Equality and Preschoolers’ Gender-Role Development

The preschool period is critical for gender equality education. Through analyzing the results of the questionnaires on gender equality awareness and gender equality education answered by 492 preschool teachers from 18 kindergartens, this study is aimed at having a basic understanding of the status quo of the educational environment in kindergartens for gender equality. Additionally, the questionnaires on preschoolers’ gender role behaviors were answered by 3712 parents to understand the status quo and characteristics of preschool children’s gender-role development. On this basis, the relationship between the educational environment in kindergartens for gender equality and preschoolers’ gender-role development was illuminated. The study found that: preschool teachers’ awareness of gender equality was in the middle to upper level overall and there were age differences. The overall performance of gender equality education in kindergartens was good, and the aspects of gender integration and promotion need to be improved. Preschool teachers’ education and gender equality awareness significantly and positively predicted the level of kindergarten gender equality education. There are gender differences in the distribution of different gender roles among preschool children, and gender roles are in constant development. Therefore, it is recommended that kindergartens create a gender-equal environment, deepen the promotion of gender equality in society, highlight gender-equal education topics in family education guidance, support teachers’ learning and development, and provide systematic post-service training for preschool teachers on gender equality education.

Psychological conditions for the formation of moral qualities in preschool children

Improving educational endeavors, elevating them to the level of global models, and applying scientific advancements to real-world situations are still side issues. Education and education of the younger generation in particular, as well as the valorization of knowledge, skills, and capacities in them in relation to the foundations of Science, are the top priorities of state policy. Continued development of the preschool education system, ensuring that all children have access to high-quality preschool instruction. The psychological circumstances for the development of moral characteristics in preschool children are kept in mind throughout this text.

Movement Games as a Means of Overcoming Aggression in Preschool Age

Physical education influences the development of moral, volitional, and personal qualities in individuals. The formation of behavioural culture is an essential component of the personal characteristics of preschool children. It is the result of the impact of educational and social relations and the activities related to them. Emphasis is placed on movement games as a factor in overcoming aggressive behaviour in childhood.

MƏKTƏBƏQƏDƏR YAŞLI UŞAQLARIN YAŞ XÜSUSİYYƏTLƏRİ VƏ DƏYƏRLƏNDİRMƏ PROSESİNİN APARILMASI

In the article "Aged characteristics of preschool children and conducting their evaluation process" the importance of the precise evaluation of the properities of autistic spectrum disorder by experts and the same time the importance of the accurate usage of evaluation methods conducted by experts is emphasised. Knowing the characteristics of the psychological development according to the age, the possibility of the assessment of the children with general developmental disorder is reflected in the article. Taking into consideration of developmental signs, the vitality of collecting of individual learning programs for a child and the assessment tools which can be applied are interpereted comprehensively in the article. Key words: Autism, development, setback, assessment, object permenance, eye contact, stereotypical behaviours

Characteristics of pre-school children’s creative activity

The article deals with the problem of preschool children’ formation of the creative activity. The author understands creative activity as integrative, qualitative characteristic of personality, which includes a complex of motivational, creative, volitional components. According to the selected indicators, a diagnostic methodology for the three main blocks was constructed. All indicators were evaluated by a 3-point system, in which each score expressed the content of the existing level of formation of diagnosed indicators. Four levels of creative activity of older preschool children are distinguished: high (creative), middle (research), below average (imitative), low (performing). It is established that the most unformed components of creative activity in preschool age are creative and volitional. It is substantiated that development of speed, flexibility and originality of thinking, as well as stimulation of children’s initiative and independence will allow to increase the level of creative activity.

Evacuation characteristics of preschool children through bottlenecks

Pedestrian movement through bottlenecks have been widely studied from various aspects to understand the effects of bottlenecks on the pedestrian flow. However, few attentions have been paid to the movement characteristics of preschool children, who show obvious differences behaviour compared to adults due to the poor balance and understanding of danger especial under emergencies. In this study, we focus on the evacuation characteristics of preschool children through bottlenecks with laboratory experiments. From all the experiment, we do not observe clear lane formation process from the trajectories diagrams. It is found that the first arrive first out principle does not work in the situation with competition. Compared to adults, children are more likely to fall and hard to be controlled during movement, which is very dangerous in emergencies. The highest speed for the preschool children can beyond 3 m/s and is depend on the location in the crowd for each individual. For a given number of evacuees, the total evacuation time firstly decreases a linear with the increasing the bottleneck width and then keeps a constant if nobody falls down during the movement. Falling down of children will increase the evacuation time incredibly. The findings will be beneficial for the evacuation drill design in kindergarten as well as the facility design for young children.

Факторы формирования социального опыта дошкольников

We provide a detailed analysis of the factors of preschoolers social experience formation: internal and external. The analysis of internal factors contains information on the psychophysical characteristics of preschool children: a characteristic of attention, memory, imagination, thinking of a given age children is given, the role of speech as a system-forming tool regulating the child’s mental processes is revealed. The analysis of external factors is based on a model that assumes the division of social development into four spheres: family, adults, peers, self-image. At the same time, self-image is considered as the result of the intersecting effect of three other spheres. Each of these areas is considered separately, taking into account the specifics of modern social trends and taking into account the nature of the organization of the modern preschool educational process. We give the characteristics of family relationships, the role of the adult world as a basic source of social standards for children is analyzed. When considering peers as one of the areas of social development of preschool children, special attention is given to the presence of children with disabilities among them. We point out the special role of relationships between children and peers with special educational needs, and these relationships are described as one of the meaning-forming foundations of preschool children’s formative social experience.

Craniofacial, dental arch morphology, and characteristics in preschool children with mild obstructive sleep apnea

Background/purposePediatric obstructive sleep apnea (OSA) might be a serious cause of neurocognitive deficits, behavioral changes, and craniofacial disharmony in children at very young age with mild type of OSA. This study aims to examine the effect of mild OSA on craniofacial morphology as well as dental arch morphology and characteristics in preschool children. Materials and methodsThe test group comprised 16 preschool children (11 boys, 5 girls; mean age: 5.14 years old; mean AHI: 2.02) with confirmed polysomnographic diagnosis of mild OSA. Ten control subjects also underwent polysomnography (5 boys, 5 girls; mean age: 5.18 years old; median AHI: 0.43). Lateral cephalometric radiographs and dental arch impressions were obtained and measured. A survey on characteristics and quality of life (OSA-18) was filled out by study participants' caregivers. ResultsFor craniofacial morphology, a significant increase in ANB angle, a decrease in SNB angle, and larger overjet size were seen in the group with mild OSA, compared with the control group. More frequent sleep disturbances and mood swing were also found in children with mild OSA, based on the OSA-18 assessment. ConclusionPreschool children with mild OSA present the following: skeletal Class II pattern with a more retrognathic mandible, increased overjet size, and more pronounced symptoms in the domains of sleep and emotion. Dental arch constriction is not a typical feature in our sample of Asian preschool children with mild OSA.

Behavioral characteristics of preschool children aged 5-6 years with attention deficit hyperactivity disorder comorbid with enuresis

Objective To investigate the behavioral characteristics of preschool children aged 5-6 years with attention deficit hyperactivity disorder(ADHD) comorbid with enuresis. Methods Conner’s Parent Symptom Questionnaire and Digital Cancellation Test were used to investigate 42 children with ADHD(ADHD group), 36 children with ADHD comorbid with enuresis (ADHD+ NE group) and 48 normal controls. Results In the Conner’s Parent Symptom Questionnaire, the score of the conduct factors ((0.79±0.13), (0.83±0.50)), learning factors ((1.55±0.49), (1.92±0.62)), mind-body factors ((0.61±0.35), (0.67±0.22)), hyperactivity impulse factors ((1.96±0.48), (2.21±0.69)), anxiety factors((0.76±0.53), (1.02±0.58)) and hyperactivity indices ((1.57±0.14), (2.19±0.33)) in ADHD group and ADHD+ NE group were higher than those of the control group((0.59±0.39), (0.64±0.28), (0.35±0.74), (0.82±0.63), (0.51±0.40), (0.86±0.59), (all P<0.05)). The scores of learning factors, hyperactivity impulse factors, anxiety factors and hyperactivity indices in ADHD+ NE group were higher than those in ADHD group(P<0.05). In the digital cancellation test, the gross scores((52.37±1.48), (57.42±1.05))and net scores ((39.15±8.84), (38.99±5.72)) of ADHD group and ADHD+ NE group were lower than those in the control group ((89.40±7.82), (80.16±12.54))(均P<0.05). The error scores ((38.16±9.60), (40.59±9.28)) and error rate(0.40±0.27, 0.59±0.44)of ADHD group and ADHD+ NE group were higher than those of the control group ((14.01±5.32), (0.15±0.08))(all P<0.05). The error rate of ADHD+ NE group were higher than those of preschool ADHD group(P<0.05). Conclusion The behavioral problems of preschool children aged 5-6 years with ADHD comorbid with enuresis are more serious and anxiety is more obvious, which should be paid attention to. Key words: Preschool children; Attention deficit hyperactivity disorder; Enuresis; Behavioral characteristics

Factors associated with concentrations of hemoglobin in preschoolers

This study sought to identify the association between the concentration of hemoglobin and socio-environmental, maternal, biological-nutritional and health condition characteristics in preschool children; as well as the serum concentrations of zinc and retinol. It involved a cross-sectional study with 335 individuals, a representative sample of children enrolled in child day care centers in the city of Campina Grande, Paraíba. In the 294 children studied, the adjusted model showed lower concentrations of hemoglobin when the house was not made of bricks; there was no sewerage system; no public garbage collection; no treatment of drinking water; maternal difficulties for reading, writing and making calculations; age between 9 - 24 months; weight/age < - 2 score Z and health problems in the last 15 days, as well as in cases of lower serum concentrations of zinc and retinol. The multicausality of lower hemoglobin levels included socio-environmental conditions and child-maternal characteristics that reinforce the importance of measures that prioritize the younger children of mothers with lower education levels and prejudiced in weight, health and nutritional status of other important micronutrients for growth.

ВІКОВІ ОСОБЛИВОСТІ ПОВЕДІНКОВИХ ХАРАКТЕРИСТИК ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

ВІКОВІ ОСОБЛИВОСТІ ПОВЕДІНКОВИХ ХАРАКТЕРИСТИК ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

Profiling Movement and Gait Quality Characteristics in Pre-School Children

ABSTRACTThere is a dearth of suitable metrics capable of objectively quantifying motor competence. Further, objective movement quality characteristics during free play have not been investigated in pre-school children. The aims of this study were to characterize children's free play physical activity and investigate how gait quality characteristics cluster with free play in pre-school children (3–5 years old). Sixty-one children (39 boys; 4.3 ± 0.7 years, 1.04 ± 0.05 m, 17.8 ± 3.2 kg) completed the movement assessment battery for children and took part in free play while wearing an ankle- and hip-mounted accelerometer. Characteristics of movement quality were profiled using a clustering algorithm. Spearman's rho and the Mann-Whitney U tests were used to assess relationships between movement quality characteristics and motor competence classification differences in integrated acceleration and spectral purity, respectively. Significant differences were found between motor competency classifications for spectral purity and integrated acceleration (p < .001). Spectral purity was hierarchically clustered with motor competence and integrated acceleration. Significant positive correlations were found between spectral purity, integrated acceleration and motor competence (p < .001). This is the first study to report spectral purity in pre-school children and the results suggest that the underlying frequency component of movement is clustered with motor competence.

The Relationship Between Sensory Processing and Academic Readiness in Preschool-Age Children of High-Need Families

Abstract Date Presented 3/30/2017 This session reviews study results describing the relationships among sensory processing, child behavior, academic readiness, and caregiver characteristics in preschool children from high-risk families. Results of the study and implications for occupational therapy practice are presented. Primary Author and Speaker: Jeanne Zobel-Lachiusa Contributing Authors: Kathryn Wiezbicki-Stevens, Dawn DiStefano

Language Development and Brain Magnetic Resonance Imaging Characteristics in Preschool Children With Cerebral Palsy.

The purpose of this study was to investigate characteristics of language development in relation to brain magnetic resonance imaging (MRI) characteristics and the other contributing factors to language development in children with cerebral palsy (CP). The study included 172 children with CP who underwent brain MRI and language assessments between 3 and 7 years of age. The MRI characteristics were categorized as normal, malformation, periventricular white matter lesion (PVWL), deep gray matter lesion, focal infarct, cortical/subcortical lesion, and others. Neurodevelopmental outcomes such as ambulatory status, manual ability, cognitive function, and accompanying impairments were assessed. Both receptive and expressive language development quotients (DQs) were significantly related to PVWL or deep gray matter lesion severity. In multivariable analysis, only cognitive function was significantly related to receptive language development, whereas ambulatory status and cognitive function were significantly associated with expressive language development. More than one third of the children had a language developmental discrepancy between receptive and expressive DQs. Children with cortical/subcortical lesions were at high risk for this discrepancy. Cognitive function is a key factor for both receptive and expressive language development. In children with PVWL or deep gray matter lesion, lesion severity seems to be useful to predict language development.