Development Of Preschool Children Research Articles

Factors Influencing Language Development in Preschool Children in Karanganyar Regency, Central Java

Factors Influencing Language Development in Preschool Children in Karanganyar Regency, Central Java

A bibliometric analysis of research on physical activity and fitness among preschool children in Asia (2020-2024)

Background: Physical activity (PA) and physical fitness (PF) are essential for preschool children's development. However, rising childhood obesity and sedentary lifestyles are concerning. A comprehensive analysis of the research landscape is necessary to inform better interventions and policies. Research Objectives: This study aims to conduct a bibliometric analysis of research on physical activity and physical fitness among preschool children in Asia from 2020 to 2024. Methods: The analysis was based on publications from Scopus and Web of Science, focussing on keyword co-occurrence, citation analysis, and co-authorship networks. We used tools like ScientoPy and VOSviewer to assess key metrics such as the number of publications, citations, and influential contributors. Findings/Results: The study reveals significant trends, with a peak in research productivity in 2022, reflecting heightened global attention on early physical health. China, Japan, and Iran led contributions, with China dominating in publication volume. Notable researchers included Saeed Ghorbani and emerging contributors Ahmad Chaeroni and Amir Dana. Leading journals, such as the International Journal of Environmental Research and Public Health and Frontiers in Public Health, were prominent sources. Conclusion: Despite a decline in productivity post-2022, PA and PF research for preschoolers remains important. These shifting trends provide opportunities for researchers to explore new areas or innovate approaches. Significant contributions from Asian researchers also indicate a geographic shift in the global research focus. This study also highlights the importance of physical activity in preschoolers and how trends in scientific publications can help policymakers formulate more effective interventions to improve children's fitness.

Improving Emotional and Social Development in Preschool Children: Exploring the Effects of Mindfulness‐Based Mandala Intervention in Social Work Practice in Macao

Improving Emotional and Social Development in Preschool Children: Exploring the Effects of Mindfulness‐Based Mandala Intervention in Social Work Practice in Macao

The Effect of Brain Gym on Psychomotor Development in Preschool Children

The Effect of Brain Gym on Psychomotor Development in Preschool Children

A Comparative Analysis of Social Development in Preschool Children of Working and Non-Working Mothers

Background: Children's social development affects how they socialize with their surrounding environment, where some children have difficulty socializing and adjusting to the environment. The purpose of this study was to compare the social development of preschool-age children in working mothers and non-working mothers.Methods: This study used analytical observations with a cross-sectional design conducted by 113 mothers with preschool children aged 4-6. Data was collected using the DDST II questionnaire sheet specifically for aspects of personal social development. Results: The respondents were 20-35 years old (79.6%), almost half of the children were four years old (40.7%), and also half of the children were female (64.6%). Next, half of the mothers were working (75.3%), the nuclear family type (61.9%), and the social development of preschool children were mostly in the caution category, as much as 47.8%. There was a difference in the social development of children in working mothers and non-working mothers (p-value<0.05). Conclusion: It is expected that working mothers can manage their time, guide and supervise the development of their children, and provide independent trust and freedom to children so that they are not dependent on their parents to carry out age-appropriate developmental tasks.

The Influence of Kindergarten Environment on the Development of Preschool Children's Physical Fitness.

The aim of this research is to find out to what extent the special qualifications of physical education teachers and the physical environment of kindergartens influence the physical development of preschoolers. Forty-four kindergartens across Estonia participated in the study, half of which had a physical education teacher (PEt), whereas the remaining 22 kindergartens were taught by non-qualified kindergarten teachers (NoPEt). Six Eurofit fitness tests were used to assess the physical development of children (n = 704; aged 6-7 years old, with an average age of 6.55 ± 0.5 years). An analysis of variance was used to compare the mean values of the fitness test results of the two groups. Linear regression analysis was applied to clarify the influence of individual and environmental factors on children's fitness scores. In kindergartens where the position of a PEt had been created, the results of children's physical fitness were statistically significantly better, more specifically in handgrip strength (m = 12.0, 95% CI = 11.8-12.3 vs. m = 11.5, 95% CI = 11.2-11.7) and in speed tests (m = 23.0, 95% CI = 22.8-23.2 vs. m = 23.6, 95% CI = 23.3-23.8). According to the teacher interviews, these kindergartens also had more rooms and areas specially created for physical exercises. The study revealed that the physical development of children is, when controlling for other individual and environmental factors, influenced by the professional qualification of the PE teacher (95% CI = 0.06-0.56) as well as children's participation in sports training (95% CI = 0.29-0.83). These findings are important for preschool institutions and municipalities in designing the optimal physical environment for facilitating children's physical fitness.

Sex-Specific Associations between Maternal Thyroid Peroxidase Antibodies and Cognitive Development in Preschool Children: A Prospective Cohort Study.

Background: An association between maternal thyroid dysfunction throughout pregnancy and the subsequent risk of neurodevelopmental abnormalities in offspring has been demonstrated. However, the potential effects of maternal thyroid autoimmunity on neurodevelopment in the absence of maternal hypothyroidism remain unclear. Therefore, in this study, we explored the association between maternal thyroid peroxidase antibody (TPOAb) positivity and cognitive development in preschool children. Methods: A total of 1849 mother-child pairs were recruited from the Ma'anshan Birth Cohort (MABC) Study. During the follow-up period, an electrochemiluminescence immunoassay was used to retrospectively measure serum TPOAb levels in pregnant women. The cognitive development of preschool children was evaluated by using the Chinese version of the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition (WPPSI-IV). A growth mixture model was used to fit the trajectory of TPOAb. Multiple linear regression and logistic regression models were used to explore the associations between the developmental trajectory of TPOAb-positivity at different gestational periods and the cognitive development of preschool children by sex. Results: A total of 1849 mother-child pairs (mean [SD] age: 26.7 [3.6] years) were enrolled in the final study. Maternal TPOAb positivity in the first trimester was associated with a risk of below-average processing speed index in girls (OR: 2.07; 95% CI 1.06 to 4.01) and below-average full-scale intelligence quotient (FSIQ) in boys (OR: 2.36; 95% CI: 1.10 to 5.05). Maternal TPOAb positivity in the third trimester (T3) was associated with below-average working memory index (WMI) (OR: 2.51; 95% CI: 1.02 to 6.20) in girls. In girls, the WMI (β = -3.17, 95% CI: -5.82 to -0.52), fluid reasoning index (FRI) (β = -4.49, 95% CI: -7.18 to -1.80), and FSIQ score (β = -2.43, 95% CI: -4.77 to -0.08) decreased, whereas in mothers, the level of log-transformed thyroid peroxidase antibody (lgTPOAb) increased during pregnancy. Conclusions: Positive maternal TPOAb levels during pregnancy may be associated with poorer cognitive development in preschool children. These findings require independent confirmation in other populations.

Socioeconomic Status and Its Impact on Language Development in Preschool Children in South Sudan

Purpose: The aim of the study was to analyze the socioeconomic status and its impact on language development in preschool children. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Socioeconomic status significantly influences language development in preschool children, with higher SES linked to better language skills. Disadvantaged backgrounds often correlate with delayed language acquisition and poorer linguistic abilities. Factors like access to resources and parental education impact language outcomes. Unique Contribution to Theory, Practice and Policy: Social interactionist theory, the theory of cultural capital & the ecological systems theory may be used to anchor future studies on socioeconomic status and its impact on language development in preschool children. Provide professional development opportunities for educators and caregivers to enhance their understanding of the impact of socioeconomic factors on language development and equip them with effective strategies for addressing language disparities in diverse preschool settings. Advocate for policies that prioritize equitable access to high-quality early childhood education and childcare services, including targeted funding initiatives aimed at improving resources and staffing ratios in preschools serving low-income communities.

Investigating the Relationship of Serum CD163, YKL40 and VILIP-1 Levels with Autism Severity and Language-cognitive Development in Preschool Children with Autism.

This study aimed to compare serum levels of CD163, YKL-40, and VILIP-1 between children with autism spectrum disorder (ASD) and healthy controls, while also investigating their association with the severity of ASD and language development. The study included 40 ASD-diagnosed patients (aged 18-72 months) and 40 age-matched healthy controls. Childhood Autism Rating Scale, Preschool Language Scale-4, and Ankara Development Screening Inventory were administered to children in the ASD group. Serum CD163, YKL-40 and VILIP-1 levels were measured with an enzyme- linked immunosorbent assay kit. In the ASD group compared to the control group, serum VILIP-1 levels were significantly higher (p = 0.046). No significant differences were observed in mean serum CD163 and YKL-40 levels between patients and controls (p = 0.613, p = 0.769). Interestingly, a positive correlation was observed between CD163 and YKL-40 levels and ASD severity (p < 0.001 for both). Additionally, CD163 and YKL-40 levels showed significant predictive value for ASD severity. While no significant associations were found between CD163 and YKL-40 levels and language development, a negative correlation was observed between VILIP-1 levels and language development (p < 0.001). Our findings highlight that the levels of CD163 and YKL-40 significantly predicted ASD severity, indicating a potential role of neuroinflammation in the development of ASD.

Longitudinal changes of refractive error in preschool children with congenital ectopia lentis.

Congenital ectopia lentis (CEL) is a hereditary eye disease which severely impacts preschool children's visual function and development. This study aimed to evaluate the longitudinal changes in spherical equivalent (SE) refractive error in preschool children with CEL. A retrospective cohort study was conducted at Zhongshan Ophthalmic Center, Guangzhou, China. Medical records of CEL patients under 6-year-old who were diagnosed with Marfan syndrome at the initial visit from January 2014 to March 2022 were collected and were divided into surgery and non-surgery groups. Mean change rate of SE in the two groups was evaluated, and the potential associated factors of SE change rate were investigated by mixed-effect regression model. A total of 94 preschool patients from 14 provinces of China were included. Among the 42 children of the surgery group, the mean age with standard deviation (SD) was 5.02 ± 0.81years and patients experienced a myopic shift of -0.05 ± 0.09D/month in average. The mean age with SD of the 52 children of the non-surgery group was 4.34 ± 1.02years, and the mean myopic shift was -0.09 ± 0.14D/month. The mixed-effect regression model identified that higher degree of myopia at baseline was associated with slower myopic shift both in surgery (β = 0.901, 95% CI: 0.822 ~ 0.980, P < 0.001) and in non-surgery group (β = 1.006, 95% CI: 0.977 ~ 1.034, P < 0.001) in CEL patients. Surgical treatment (β = 2.635, 95% CI: 1.376 ~ 3.894, P < 0.001) was associated with slower myopic shift in all participants CEL patients. Myopic progression was slower in the surgery group than in the non-surgery group of CEL. Preschool CEL patients who met the surgical indication are suggested being performed with timely surgery to slow down the myopic progression.

Pre-school children's literacy development in the Kazakh home learning environment

The home environment and experiences before a child enters formal schooling have a significant impact on their educational progress and results. Most research in this area has been conducted in Western countries and may differ across different countries and cultures. The purpose of this study is to investigate how literacy skills are developed in Kazakh homes and the kinds of social interactions that take place between parents and children to foster this development. An ethnographic case study design through participant observations and interviews was used to further understand the relationship between the Kazakh home learning environment (HLE) and literacy development in four affluent and highly educated families. The findings of this study suggest that parent-child social interactions play an important role in the development of literacy skills in Kazakh families. The parents purposefully used play, joint book reading and storytelling to focus on oral language development and to establish skills in one language first despite the fact that Kazakhstan is a bilingual country that is gradually moving towards a trilingual policy (Kazakh, Russian and English). The study highlights the types of regular and high-quality literacy-related social interactions parents engage in to help their children succeed educationally in school and beyond. The findings of this study suggest that children would benefit from regular parent-child interactions and policymakers and other stakeholders responsible for early years learning and development should encourage parents to be actively involved in their children's learning and literacy development in the home environment.

An Exploration of Mandarin Language Development in Preschool Children in Ethnic Areas

An Exploration of Mandarin Language Development in Preschool Children in Ethnic Areas

Cultivation Approaches of Personality Development in Preschool Children through Family Education

The personality development of preschool children constitutes a crucial task in the realm of family education. Simultaneously, family education plays an indispensable role in shaping the personality of preschool children. This paper delves into an in-depth exploration of methodologies to effectively facilitate the personality development of preschool children. It focuses on providing a stable family environment, establishing positive parent-child relationships, nurturing proactive emotional expression abilities, fostering the development of social skills, cultivating self-control capabilities, and encouraging autonomy and creativity in preschool children. Through these approaches, family education can effectively stimulate the personality development of preschool children, thereby laying a solid foundation for their future growth.

Research and Improvement of Language and Reading Development in Preschool Children

Research and Improvement of Language and Reading Development in Preschool Children

Research on problems and countermeasures of preschool children's character development from the perspective of family education

Research on problems and countermeasures of preschool children's character development from the perspective of family education

Parental and Teacher Factors Associated with Cognitive Development of Preschool Children

Early years are the foundational stages for children's cognitive development. This study aimed at analyzing the parental and teacher characteristics associated with preschool children's cognitive development. A cross-sectional design based on quantitative data was adopted in the study. A standard checklist was used to test the cognitive skills of 280 preschool children sampled through multi-stage cum stratified method equally from community and institutional schools in Birendranagar Municipality of Surkhet district in Nepal. The 280 parents and 32 teachers of these children were interviewed for their background characteristics. Many parental and teacher characteristics had significant association with children's cognitive development. The mothers with secondary level and higher education and employing non-labour occupation were associated with their children's higher cognitive outcomes. Similarly, teachers with secondary level and higher degree, preschool experiences below ten years, and high-paid salaries had significant positive association with children's cognitive development. Additionally, parental interaction and engagement with children and their teachers were beneficial for better cognitive skills of the children. So, the educational plans, policies, and programmes should give equal priority to the parental programmes to sensitize and empower the parents, especially the mothers, for their active roles in caring their children and interacting with the teachers. At the same time, the government and all the educational institutions should minimize the gap on teacher's pay between preschool and higher levels.

The Relationship between Parenting Patterns and Gross Motor Development in Pre-School Children

Development is psychological change as a result of the process of maturation of psychological and physical functions in children, which is supported by environmental factors and the learning process over a certain period of time towards maturity. The purpose of this study was to determine the relationship between parenting patterns and gross motor development in pre-school children at TKIT Bina Insani, Mojoroto District, Kediri. The design of this research is correlation analytic. The population in this study were all parents and pre-school children at Bina Insani Islamic Kindergarten. In accordance with predetermined research criteria, In accordance with predetermined research criteria, a sample of 48 respondents was obtained. The results of data analysis using the Fisher's Exact Test show that p-value = 0.000 at α = 0.05, because p-value &lt; α then H0 is rejected and H1 is accepted, which means there is a relationship between sharpening patterns and gross motor development in pre-school children in TKIT Bina Insani, Mojoroto District, Kediri. It is hoped that we can develop outreach to parents so that parents can develop honing patterns that suit the child's needs so that the child's gross motor development can run well.

Pretend Play and Project-Based Learning as Factors in the Development of Preschool Children

In psychology, playing is traditionally considered the most developing form of preschool children’s activity. Nowadays, despite the large amount of research demonstrating the significant impact of pretend play on the psychological development of the preschoolers, project-based learning is widespread in kindergartens. Therefore, the purpose of this work is to determine whether it is enough for the successful development of the preschool children to include them in pretend play or whether it is important to use other educational technologies as well. According to the cultural-historical and activity-based approaches in the educational psychology, the key features of play and project-based learning are identified as fundamental for the development of the preschoolers. Based on the identified key features, the authors conduct a comparative analysis of play and project-based learning in order to determine their fundamental differences. The results of the analysis show that these types of activities have their own developmental tools: an imaginary situation (in play) and a space for children’s realization (for project-based activity). It is also demonstrated that inclusion in pretend play involves a process orientation caused by the underdevelopment of the operational sphere in the preschoolers, while project-based learning is result-oriented activity aimed at creating a socially significant product. Finally, an essential point in play and project-based activity is associated with the role of the adult. In play, the child is independent, being the subject of play activity. In project activities, the child is the author of an idea, with the adult being the child’s interpreter. The research shows the fundamental differences between pretend play and project-based activity for the development of the preschoolers, which should be taken into account when working with children of this age.

Effectiveness of Providing Brain Gym on Gross Motor Development in Preschool Children

Effectiveness of Providing Brain Gym on Gross Motor Development in Preschool Children

PERAN ORANG TUA PADA TUMBUH KEMBANG ANAK PRASEKOLAH DENGAN PENGGUNAAN GADGET DI BANDA ACEH

Introducing the gadget to children at an early age can affect their social interaction skills since they tend to be engrossed in their world by focusing on it. Furthermore, they tend to be less aware of their environment to ignore someone who greets or invites them to talk to them. Adversely, their obsession with games can reduce their interest and learning achievement. In addition, the eagerness to browse the internet to access such videos can preoccupy them so that they much less socialize with their peers or even their parents. The purpose of this study was to observe the role of parents on the growth of preschool children with the use of gadgets at TK AsyiahSukaRamai in Banda Aceh. The research design used in this study was descriptive and correlative. The sample was 40 respondents. The data were collected from 3rd to 6th December 2022 through the use of questionnaires. The data were analyzed using the Chi-Square test. The results showed that there is a relationship between the role of parents to preschool children with the use of gadgets as a guide with the value of p = 0.020, as an educator with p = 0.020, and as a supervisor with p = 0.001. In addition, there is a relationship between the role of parents as a motivator for preschool children with the influence of gadgets with a value of p = 0.021. It is expected that the result of this research can provide valuable insight to parents in guiding, educating, supervising, and motivating their preschool children's development in this digital era, especially in terms of the negative influence of gadgets.