Competence In Preschool Children Research Articles

Changes in Motor Competence after a Brief Physical Education Intervention Program in 4 and 5-Year-Old Preschool Children.

Low motor competence (MC) can cause low participation in physical activities in preschool children, and together with a high caloric intake, it can lead to obesity. Interventions on motor skills are effective in the short term to improve MC, therefore the objectives of this study were (1) to investigate the effect of a short six-week program on levels of motor competence in preschool children, and (2) to examine the effects of gender-based intervention. A total of 156 preschool children (5.20 ± 0.54 years old) from Lugo (Spain) participated. A quasi-experimental pre–post-test design was used with a control group of 76 students. The Movement Assessment Battery for Children—2nd Edition (MABC-2) was used to collect the data. Significant differences between the control and experimental groups were found after the intervention program in aiming and catching (p < 0.001), balance (p < 0.001), the total score of eight tests (p < 0.001), and total percentile score (p < 0.001). The results regarding gender in the experimental group showed a reduction in differences with respect to the initial results except in aiming and catching, where scores were higher in boys. The data suggest that the application of specific intervention programs in MC could positively influence the improvement of MC in preschool children, thus reducing differences between genders.

Effect of a 6-Week Physical Education Intervention on Motor Competence in Pre-School Children with Developmental Coordination Disorder.

The objective of this research was to analyze the impact of an intervention program performed by a specialist in physical education (PE) to contribute to the development of motor competence (MC) in pre-school children with motor development problems. The sample consisted of 28 children (12 from the intervention group and 16 from the control group) aged between 4.1 and 5.9 years (mean = 4.71 ± 0.54) who were in the fifth and sixth grades of pre-school education in two schools from Lugo, Spain. The Movement Assessment Battery for Children-2 (MABC-2) was used for data collection. The data revealed that, in the pre- and post-test intervention groups, there are statistically significant differences in manual dexterity (p < 0.001; d = 2.63), aiming and catching (p < 0.002; d = 1.13), balance (p < 0.001; d = 1.68), total test score (p < 0.001; d = 3.30) and total percentile score (p < 0.001; d = 1.88). Between the control and intervention post-test groups, significant differences were found in manual dexterity (p = 0.015; η2 = 0.22), aiming and catching (p = 0.003; η2 = 0.32), balance (p = 0.050; η2 = 0.15), total test score (p < 0.001; η2 = 0.47) and total percentile score (p < 0.001; η2 = 0.48). Based on the results obtained, a specific MC program implemented by a PE specialist contributed to the improvement of manual dexterity, aiming and catching and balance, as well as a better percentile in the general MC of pre-school children diagnosed with motor skill problems.

FORMATION OF HEALTH COMPETENCE IN PRESCHOOL CHILDREN IN THE PROCESS OF INTERACTION BETWEEN PRESCHOOL EDUCATION AND FAMILY

The family is the natural environment for the physical, spiritual, intellectual, cultural, social development of the child, its material support and is responsible for creating the appropriate conditions for this. The participation of parents or persons replacing them in the development of the child's competencies, the involvement of families in the educational process of preschool education confirms the position that each parent is responsible for the upbringing, development and education of the child, for saving his life, health and a conscious attitude to a healthy lifestyle, the formation of a sense of human dignity. The article reveals the problem of forming, maintaining and strengthening the health of preschool children. The concepts of “child’s readiness to be healthy” and “health competence” are considered. The competence approach to the problem of health care is analyzed, as it is one of the strategic directions of development of the education system of Ukraine, its new conceptual guideline. The functions of the technology of formation of health-preserving competence in preschool children are considered, namely: didactic, educational, developmental, stimulating, psychological. Recognition of preschool education as an open educational and socio-cultural space allows educators to introduce such various forms of interaction with foster families as trainings for parents, family interest clubs, teaching parents some non-traditional methods of improving the child's body - herbal medicine, aromatherapy and more. That is why the creation of a healthy environment in the health care system requires a clear awareness of all participants in the educational process of the importance of a responsible attitude to their own health. In conclusion, the article emphasizes that it is the interaction of preschool education and the family to promote health and ensure the effective physical development of the child will create conditions for the formation of preschool children health competence.

The correlation between family microculture and social competence of preschool children

The correlation between family microculture and social competence of preschool children

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

FORMATION OF ECOLOGICAL COMPETENCE IN PRESCHOOL CHILDREN

The article is devoted to the study of the levels of formation of ecological competence in preschool children. Based on the selected criteria (knowledge of nature, the right behavior in nature; natural motivation, positive emotions and feelings from the relationship with nature; manifestation of volitional qualities; basic values; natural behavior, environmental actions), we identified indicators and selected appropriate methods and techniques of diagnostics. Among them: observations, conversation, «Incomplete sentences» method, icons, didactic game, problem solving. Experimental data have shown that preschool age children have difficulty in identifying the essential features of living objects, in establishing cause-and-effect relationships. Often attribute plants to inanimate nature, because they do not move, and human is not perceived as component of nature, putting it separately. The vast majority of preschoolers have a pragmatic emotional-affective motivation for action in nature, and only one-fifth of children have cognitive motivation. In general, children are emotionally sensitive, sympathize with living beings, show kindness, sensitivity to nature, joy and admiration when meeting with objects of nature. In the rank of values, nature is not in the first place, giving way to toys, delicious food. The consolidated results showed that 25% of children are at a low level of environmental competence, 50% are sufficient, a high level is typical for 25%. The child is rarely the initiator of helping nature, but most accept the task set by the adult, solving it under his guidance. In general, the children showed an unstable interest in nature. Therefore, we conclude that special attention should be paid to the formation of value-motivational and, of course, behavioural sphere.

Методика формирования иноязычной лингвистической компетенции дошкольников

Методика формирования иноязычной лингвистической компетенции дошкольников

The Development of Social Competence in Preschoolers with Disabilities as the Condition for Their Successful Educational Integration

The article presents the results of a theoretical and experimental study of an age-related psychological formation - social competence in preschool children with disabilities. The characteristic of diagnostic tools aims at studying the cognitive, emotional and behavioral component of social competence is given. The article reveals the conceptual foundations and stages of experimental research. At the first stage of the study, the levels of social competence formation have been identified and described in accordance with the identified assessment criteria. The analysis of the influence of the level of development of social competence components on the process of social adaptation to new conditions in special (correctional) and inclusive educational organizations has been presented. The experimental data presented in the study indicate systemic lack of social competence in preschool children with disabilities of various nosological groups (children with mental retardation, children with mild mental retardation, children with general speech underdevelopment, and children with visual impairments). At the second stage of the study, it has been indicated that the pedagogically organized inclusion of children with disabilities into the system of new social relations (at the stage of adaptation to school) is a key condition for their successful socialization. The necessity of the activation of their developmental capabilities in a changing situation of social development has been substantiated. It is proved that the social competence of children with disabilities will be the subjective prerequisite of school adaptation.

The role of phonetic skills in the formation of socio-cultural competence in pre-school children

The role of phonetic skills in the formation of socio-cultural competence in pre-school children

Екологічна стежка як компонент розвитку екологічної компетентності дітей дошкільного віку

Екологічна стежка як компонент розвитку екологічної компетентності дітей дошкільного віку

Influence of Infant Cleft Dimensions on Velopharyngeal Function in 5-Year-Old Danish Children Born With Unilateral Cleft Lip and Palate.

To examine the association of cleft severity at infancy and velopharyngeal competence in preschool children with unilateral cleft lip and palate operated with early or delayed hard palate repair. Subgroup analysis within a multicenter randomized controlled trial of primary surgery (Scandcleft). Tertiary health care. One surgical center. One hundred twenty-five infants received cheilo-rhinoplasty and soft palate repair at age 3 to 4 months and were randomized to hard palate closure at age 12 or 36 months. Cleft size and cleft morphology were measured 3 dimensionally on digital models, obtained by laser surface scanning of preoperative plaster models (mean age: 1.8 months). Velopharyngeal competence (VPC) and hypernasality assessed from a naming test (VPC-Sum) and connected speech (VPC-Rate). In both scales, higher scores indicated a more severe velopharyngeal insufficiency. No difference between surgical groups was shown. A low positive correlation was found between posterior cleft width and VPC-Rate (Spearman = .23; P = .025). The role of the covariate "cleft size at tuberosity level" was confirmed in an ordinal logistic regression model (odds ratio [OR] = 1.17; 95% confidence interval [CI]:1.01-1.35). A low negative correlation was shown between anteroposterior palatal length and VPC-Sum (Spearman = -.27; P = .004) and confirmed by the pooled scores VPC-Pooled (OR = 0.82; 95% CI: 0.69-0.98) and VPC-Dichotomic (OR = 0.82; 95% CI: 0.68-0.99). Posterior cleft dimensions can be a modest indicator for the prognosis of velopharyngeal function at age 5 years, when the soft palate is closed first, independently on the timing of hard palate repair. Antero-posterior palatal length seems to protect from velopharyngeal insufficiency and hypernasality. However, the association found was significant but low.

CPLC 체크리스트를 통한 어휘 발달 지연 위험군(at risk) 취학 전 아동의 화용 능력 분석

목적: 취학 전 어휘발달 위험군 아동들은 향후 학령기에 겪는 문제들이 보고되고 있으나, 일반아동이나 지체아동과 다른 특성을 일상 언어생활에서 분간하기가 쉽지 않다. 본 연구는 취학 전 어휘발달지연 위험군 아동의 화용 발달 특성을 살펴보고자 하였다. 방법: 연구의 대상은 인지나 정서, 감각 문제를 동반하지 않는 만4세, 만5세 아동이며, 수용표현어휘력검사(REVT) 결과를 근거로 일반 아동, 어휘발달 지연 위험군 아동, 어휘발달 지연 아동 세 그룹으로 15명씩 나누었다. 아동의 부모들은 담화관리, 상황에 따른 조절, 의사소통 의도, 비언어적 의사소통의 4가지 하위 영역으로 구성된 44개 문항의 아동화용능력 체크리스트(CPLC)를 작성하였다. 아동의 반응을 정반응율(%)로 환산하여 집단과 하위 영역별 혼합 이원분산분석(3X4 Two-way mixed ANOVA)을 실시하였다. 결과: 전반적인 화용언어 능력에서 집단 간 유의한 차이가 있었다. 일반아동은 다른 두 집단과 유의한 차이가 있었으나, 어휘 발달위험 아동과 어휘발달지체아동 간에는 유의한 차이가 없었다. 화용언어 하위영역 중 ‘담화관리’와 ‘의사소통 의도’ 영역에서 어휘발달위험아동은 일반아동 보다 유의하게 낮았으며, 어휘발달지체아동 보다 유의하게 높지 않았다. ‘상황에 따른 조절능력’과 ‘비언어적 의사소통’ 영역에서 일반아동이 어휘발달 지체아동 보다 유의하게 높았으나, 일반아동과 어휘발달위험아동, 어휘발달위험아동과 어휘발달지체아동 간에 유의한 차이가 없었다. 결론 : 어휘발달위험아동은 상황조절능력과 비언어적 의사소통에서는 일반 아동에 비해 유의하게 낮지 않았고, 어휘발달지체아동과 차이를 보이는 하위영역은 없었다. 이에 따라, 어휘발달위험아동들을 일반아동이나 지체아동과 쉽게 판별할 수 없는 이유를 상황조절능력과 비언어적 의사소통능력에서 찾을 수 있음을 암시한다.

Methodological rigour and coherence in the construction of instruments: The emotional social screening tool for school readiness

The need for a contextually relevant and empirically grounded measure of emotional social competence in Grade R children was identified in the literature. The aim of this study was to develop a contextually relevant instrument for emotional social competence in preschool children. The study adopted a four-phase approach with each phase using distinct methodological approaches. This article reports on the use of multiple research methods to achieve methodological rigour and coherence in the construction. Phase 1 used systematic review methodology to establish a theoretical foundation for the instrument. The results identified two domains and nine subdomains that formed the theoretical model for the instrument. In phase 2 stakeholder perceptions of emotional and social competence were identified through concept mapping to increase contextual relevance and sensitivity. The results highlighted that early stimulation and contextual factors impacted school readiness and needed to be included. The construction of the instrument incorporated the findings from the first two stages. The draft instrument was presented to a panel of experts, using the Delphi technique, for validation of content and scalar decisions in phase 3. The results supported the proposed format and content of the screening tool. The resulting instrument was piloted in phase 4 with survey research. Good internal consistency was reported and the factor structure supported. The multiphase methodology provided an overarching framework with methodological rigour and coherence. The grounding in the literature, stakeholder consultation and rigorous validation processes enhanced the resultant instrument. The articulation of one phase into the next ensured methodological coherence.

The Influence of Guided Practice on Overhand Throwing Competence in Preschool Children in a Mastery Motivational Climate

The aim of this study was to determine the extent to which guided throwing practice volume influenced gains in throwing competency in young children during exposure to a mastery motivational climate physical play program. Fifty-four preschool children attended 13 biweekly 30-minute motor skill sessions over 7 weeks. Pre- and post-test throwing competency was measured in three ways (Test of Gross and Motor Development–Third Edition [TGMD-3], developmental sequence for throwing, and throwing velocity). Throwing practice behaviors (visits, time, and trials) were then coded for each participant using video recordings. Paired-samples t-tests revealed significant gains in throwing proficiency by the children from pre- to post-test on all three measures. Results from multiple hierarchical linear regressions highlighted that pre-test scores and guided throwing practice volume (a principle component analysis of throwing visits, time, and trials) accounted for 19% (TGMD), 52% (developmental sequence), and 60% (velocity) of the explained variance of post-test throwing competency, respectively. Results also revealed that although boys spent more time practicing throwing than girls, gender only appeared to be a significant predictor in the TGMD regression model. These findings provide empirical evidence of the importance of guided practice during mastery climate programs.

Emotional-behavioral resilience and competence in preschool children exposed and not exposed to intimate partner violence in early life

Exposure to intimate partner violence (IPV) during childhood is a risk factor for poor emotional-behavioral functioning. Despite this, many children show resilience in the face of IPV exposure. The current study aimed to identify characteristics associated with positive emotional-behavioral outcomes in 4-year-old children exposed to IPV in early life. Data were drawn from the Maternal Health Study (MHS), a prospective study of women during pregnancy and following the birth of their first child. Women were recruited from six Melbourne public hospitals between 2003 and 2005. Mother–child dyads (n = 1060) were included in the study using data collected during pregnancy; 12 months postpartum; and four years postpartum. Of the children exposed to IPV in early life, 38% displayed emotional-behavioral resilience at four years. Maternal physical wellbeing, mothers’ return to work or study and no exposure to IPV at four years were associated with child resilience. These results highlighted the importance of prioritizing mothers’ physical wellbeing and access to employment in promoting positive outcomes for their children. The results also reinforced the significant role of early intervention; when exposure to IPV stops at an early age, children are more likely to experience emotional-behavioral resilience.

Zachowania o charakterze destrukcyjnym w okresie średniego dzieciństwa: norma czy patologia?

&lt;p&gt;W okresie średniego dzieciństwa często pojawiają się takie zachowania, jak upór, nieposłuszeństwo, buntowniczość i napady złości, które mogą zostać uznane za problemowe. Ważne jest ustalenie, czy niepokojące problemy są jedynie mocniej zaznaczającymi się, lecz typowymi cechami rozwoju dziecka, przejściowym efektem frustracji związanej z pokonywaniem kryzysów rozwojowych czy też ich przezwyciężenie wymaga specjalistycznej pomocy. Dzieci, u których obserwuje się słabe kompetencje emocjonalne, znajdują się w grupie ryzyka rozwoju klinicznych symptomów zaburzeń zachowania. Wpływ na ich kształtowanie mają zarówno czynniki biologiczne, jak i środowiskowe. Wśród nich podkreślana jest jakość relacji między dziećmi i rodzicami, a także interakcji dziecko – nauczyciel. Szczególnie niekorzystne są oddziaływania nasycone negatywnymi emocjami, oparte na przymusie i karaniu. Prowadzą one do ograniczenia rozwoju kompetencji emocjonalnych dziecka, niezbędnych do prawidłowego regulowania relacji społecznych oraz kontroli własnego działania. Zidentyfikowanie występujących w tym okresie rozwojowym zachowań problemowych, mających wartość prognostyczną dla diagnozy zaburzeń zachowania u dzieci w wieku szkolnym, pozwala na podjęcie właściwych oddziaływań pomocowych.&lt;/p&gt;

Development of an Index of Socio-Emotional Competence for Preschool Children in the Growing Up in New Zealand Study

Growing international recognition of the importance of socio-emotional competence has led to calls to understand the prevalence and development of such competence in young children. However, socio-emotional competence is a multifaceted concept and hence difficult to track. The present research describes the processes we used to develop an index of socio-emotional competence in preschool children taking part in the Growing Up in New Zealand (GUiNZ) study. We draw on data collected from 6156 children when they were 9 months, 2 years and 4.5 years of age. Twenty-six variables from seven measures were found to provide conceptual coverage of socio-emotional competence and had adequate discriminatory power and internal consistency. Our final sample consisted of 4839 participants who had adequate data on the variables of interest. Exploratory factor analysis led to the emergence of three dimensions: easy-going, regulation and exuberance. Multiple methods of weighting (equal, empirical and time-based) were used to calculate the index, which resulted in eight possible index versions. The index with equally weighted variables (including observations scores) and dimension scores, and time weighted scores of socio-emotional competence at each data collection wave, was found to be the most empirically sound. Both categorical and continuous index scores were calculated to allow for variety of later analytical usage. Our findings may be of interest to policy-makers and clinicians who could use this knowledge to better understand the trajectories of development of socio-emotional competence, and factors associated with any derived patterns and change. This may also help identify children at risk of poor socio-emotional development as early as possible, which may be of interest to those looking to mitigate the risk of poor socio-emotional development.

Theory of Mind Abilities and Social Competence in Preschool Children

Abstract Background and Objective Theory of mind (ToM) is the ability that can be attributed to mental status beliefs, intents, emotions, proficiency, etc., to oneself and to others, and the understanding that others also have intentions, conceptions, desires, and perspectives that are different from one’s own. Daily social life depends on the ability to evaluate the behavior of other people on the basis of their mental state such as their beliefs, intentions, compassions, and goals. This study was conducted to explore the ToM abilities in preschoolers. Methods A total of 36 preschoolers participated in the study. Two stories were narrated to the children, the classic Sally-Anne Task and the Smarty’s Task. In both the tasks, the responses of the children were scored as either true belief or false belief. Results The results of the present study revealed mixed responses among the preschoolers. It was found that 3- to 4-year-old children had more false beliefs for both the tasks when compared with 4- to 5-year-old. Conclusion This study highlights the importance of ToM abilities in typically growing children and other clinical population. It can be concluded that the ToM abilities were improved in typically developing children. Future studies are required to explore the higher levels of embedding of ToM, and also to incorporate it in the clinical population.

The acquisition of aquatic skills in preschool children: deep versus shallow water swimming lessons

One of the key factors in the swimming teaching-learning process seems to be the variation of water’s depth.However, there are almost no studies about this topic and the existing ones usually follow a basic approach and with no control of the educational program used. It was our purpose to determine the effect of deep versus shallow water differences on developing pre-schoolers’ aquatic skills after 6 months of practice. Twenty-one Portuguese school-aged children of both genders (4.70 ± 0.51 yrs.), inexperienced in aquatic programs, participated in this study. The children were divided into two groups performing a similar aquatic program but in a different water depth: shallow water (n=10) and deep water (n=11). Each participant was evaluated twice for their aquatic readiness using an observation check list of 17 aquatic motor skills: during the first session (T0) and after six months of practice (two sessions per week with a total of 48 sessions) (T1). The aquatic proficiency on each skill was compared between the groups and a stepwise discriminant analysis was conducted to predict the conditions with higher or lower aquatic competence. Results suggested that swimming practice contributed positively to improvements on several basic aquatic skills, in both groups. The results showed that shallow water group managed to acquire a higher degree of aquatic competence particularly in five basic aquatic skills (p&lt; .05): breath control combined with face immersion and eye opening; horizontal buoyancy; body position at ventral gliding; body position at dorsal gliding; leg kick with breath control at ventral body position, without any flutter device. The discriminant function revealed a significant association between both groups and four included factors (aquatic skills) (p&lt; .001), accounting for 88% between group variability. The body position at ventral gliding was the main relevant predictor (r=0.535). Shallow water swimming lessons generated greater aquatic competence in preschool children after a period of 6 months of practice.

Особенности развития коммуникативной компетентности у детей с ЗПР

The article presents the results of the study of communicative competence in children with mental retardation. Experimental data on the development of communicative competence in children with mental retardation are presented, a comparative analysis with the data of normally developing children is performed. The connection between types of communicative competence in preschool children with mental retardation, their ability to cooperate with their peers: to plan, coordinate and carry out joint actions to achieve a common goal is empirically revealed. It is proved that communicative competence as a regulatory mechanism of the program of joint activity in children with mental retardation is formed at a delayed pace and requires additional training in order to develop the ability to perform group tasks. Experimental data allow to develop a model of communicative competence formation in children with mental retardation on the basis of the development of the allocated communicative competences in the course of joint activity with a peer.