Development Of Preschool Children Research Articles

Games and Didactic Exercises to Promote Graphomotor Development in Preschool Children in Children with Intellectual Disabilities

Games and Didactic Exercises to Promote Graphomotor Development in Preschool Children in Children with Intellectual Disabilities

Peculiarities of Speech Development of Preschool Children with Cochlear Implantation Having Additional Disorders

Peculiarities of Speech Development of Preschool Children with Cochlear Implantation Having Additional Disorders

Preparing for Parenthood; Parenting Training Module on six Child Development Aspect in East Jakarta


 The age period of 0-8 years is the most important moment for every human being to develop all the developmental features supported by parents at home and teachers / tutors at the Early Childhood Education Institute (ECE). In parenting, six main aspects must be known and applied by each parent. Lack of education, nutritional knowledge, care and care, and aspects of clean-living habits in the family can have an impact on children's growth and development processes. This study aims to develop a module 6 aspects of child development for parental guidance. This study uses a research and development approach to test the effectiveness of the posttest design. Respondents in this study are parents who have children up to 5 years and early childhood educators. The findings show that from these six main aspects, it seems that parents and ECE tutors do not yet understand the ECE concept. In another perspective, there is still a lack of knowledge about these 6 main aspects which require training and parenting modules to develop the 6 aspects of child development.
 Keywords: Early Childhood Education, Child Development Aspect, Parenting Training Module

Development of Preschool Children’s Communication Skills Assessment Scale - Educator Form

The communication between the teacher and student is important in the educational process because it strengthens the interaction between them and helps students to better adapt to the educational environment. During the communication process, teachers’ communication skills can be as effective as children’s communication skills. This study aims to develop the teacher form of a scale that will be used to assess pre-school children’s communication skills. Teachers assessing a total of 503 children took part in the study. In the process of developing the scale, principal components analysis was used in factor analysis. The common factor loads of the items of the scale and the loads they take from the factors they were in were calculated separately for each age group. It was found that the scales have sub-dimensions for all age groups, each item highly contributed to the common variance of the scales and the loads of factors in which each item was included were also high. The results of the Internal Consistency, Discrimination and Item Analysis for all modules showed that Cronbach’s alpha internal consistency coefficients for all modules were high, the items included in the modules were highly related to the total scores of the module and the items in all the modules were distinctive for high and low groups.

Dynamics of indicators of physical development of preschool children of ufa

A comparative analysis of indicators ofphysical development ofpreschool children of Ufa for 1978, 1999 and 2014 showed mixed changes or no statistically reliable changes in the indicators in preschool children of different groups from 1978 to 1999. In the periodfrom 1999 to 2014 in some groups of preschool children revealed statistically reliable positive changes in the indices, whereas statistically reliable decrease of indicators was not. A favorable fact is also increase in comparison with 1999, the percentage of preschool children with harmonious physical development.

Pre-Academic Readiness Skills and Social/Emotional Development of Preschool Children in the United States: Impact of Preschool Attendance

Pre-Academic Readiness Skills and Social/Emotional Development of Preschool Children in the United States: Impact of Preschool Attendance

The Relationship between Perspective Taking Skills and Language Development in Preschool Children

The Relationship between Perspective Taking Skills and Language Development in Preschool Children

Whole-Language Approach: Improve the Speaking Ability at Early years School Level

Whole-Language Approach: Improve the Speaking Ability at Early years School Level

The Correlation between Caregivers’ Characteristics and Emotional Development of Pre-School Children in Depok, Indonesia

ABSTRACT This study aimed to identify the correlation between emotional developments in pre-school children and the caregivers’ characteristics. This study employed cross sectional design with cluster sampling technique and involved 206 respondents. The inclusion criteria were mothers of a child aged 3–6 years old and willing to participate in the study. The result showed 42.7% children exhibited deviation in emotional development. There was a significant relationship of mother’s education and emotional development in children (p = 0.024; α = 0.05). Children of unemployed mothers had higher percentage of emotional deviation compared to working mother, although it was not significantly different (p = 0.387; α = 0.05). There was no significant correlation between caregivers and emotional development in children (p = 0.102; α = 0.05), child’s age and emotional development (p = 0.183; α = 0.05), and child’s gender and emotional development (p = 0.206; α = 0.05). Based on these findings, the stimulation of emotional development should be integrated into the curriculum for pre-school children in order to optimize their development.

Psychometric Properties of the Merrill-Palmer-Revised Scales of Development in Preschool Children With Autism Spectrum Disorder.

Psychometrically sound tests of intellectual ability are indispensable for research and assessment of children with autism spectrum disorder (ASD), yet few tests have been validated for use with this population. The Merrill-Palmer-Revised Scales of Development (M-P-R) is a standardized test of intellectual ability that was validated for use with typically developing preschoolers. The current study's aim was to investigate the criterion validity of the M-P-R for assessing cognitive skills in preschoolers with ASD (N = 180). Good concurrent validity was demonstrated, with a large positive correlation between the M-P-R Receptive Language domain and the PLS-4 Auditory Comprehension subscale. The Cognitive domain of the M-P-R showed a medium positive correlation with later WISC-4 scores, showing acceptable predictive validity. Cognitive strengths and weaknesses assessed using the M-P-R mirrored those described for other measures, with most children obtaining higher standard scores on the Cognitive than the Receptive Language domain. An exploratory factor analysis suggested that one factor accounted for the majority of variability in M-P-R domains.

Psychomotor Development of Preschool Children By Means of Musical Improvisation

This article is a fragment of a research project devoted to the study of the impact of the systematical musical influence on the integrated mental development of children. In this paper, we present an unique approach to the use of a criteria-oriented system for assessing the levels of psychomotor development of preschool children. Three estimated levels (from high to low) of child’s psychomotor development have been singled out. The range of characteristics of each level reflects the varying formation degree of the main indicators of the child’s psychomotor development and allows to establish both actual features of this development and to predict potential opportunities. The analysis of the results of the ascertaining experiment revealed some motor failures in a significant number of children aged 6-7 years. The failures manifested themselves in: difficulties of performing movements in accordance with instructions; violation of motor coordination, motor memory, inability to perform movements in accordance with spatial, temporal and dynamic characteristics, in thedistortion of tempo, rhythm and amplitude of movements (32.15%). The development program ”Music of My Body” presented in the article is aimed at overcoming the psychomotor underdevelopment of children and bringing them to the level of optimally realized age opportunities by means of musical improvisation plastics.As a result of the program, the following tasks are solved: developing a sense of rhythm and motor skills, the formation of correct posture and expressiveness of the movements, and facial expressions of children. The results of the program revealed positive changes in the psychomotor development of children. As a result of the program, the number of preschool children who demonstrated the first level in the development of motor skills almost doubled (from 13.82% to 38.09% at the control stage). The number of children with a low level of psychomotor development decreased (from 32.15% to 13.09% at the control stage). The dynamics of development based on the results of the control phase was statistically significant at a high level of reliability (p <0.001).
 Keywords: psychomotor development, emotional and physical comprehension of music, ”sounding gestures”, improvisation, mimic intonation of music.

Qualitative study on parental behavior as the source of dental fear development as reported by preschool students in Bandung.

Objective:This study aimed to analyze the contribution of parental behavior in DF development in preschoolchildren and seek its correlation with the level of DF.Materials and Methods:This study was addressed to preschoolchildren (3–6 years) in Bandung area using qualitative method through interviews with children. Data analysis was done using Spearman's rank correlation to find the correlation of parental behavior and level of DF.Results:Results revealed eight acquisition themes based on the parental behavior; two themes related to negative information, three themes related to direct conditioning, and three themes related to vicarious learning. Statistical analysis showed a significant Spearman rank correlation rs 0.42% or 17.38% (P < 0.01).Conclusion:Parental behavior contributes to the development of DF in children at preschool ages through negative information, direct conditioning, and vicarious learning, as evidenced by the correlation of these parental behaviors with the level of DF in children.

Passive Smoking Effect on Cognitive and Motor Development in Preschool Children in Cairo

Passive Smoking Effect on Cognitive and Motor Development in Preschool Children in Cairo

Minute‐to‐minute trajectories of child unresponsiveness and parent sensitivity in parent–child interactions: The role of DRD4

AbstractElevated and persistent childhood unresponsiveness to others (not responding to cues from others during interactions) may be due to a combination of early environmental and biological influences. However, little is known about how sensitive parenting may influence minute‐to‐minute changes in child unresponsiveness. The present study examines trajectories of child unresponsiveness to parent and parent sensitivity across a 10‐minute parent–child interaction, and also examines variation by children's DRD4 genotype. Child unresponsiveness and parent sensitivity were assessed minute by minute for 246 twins during a puzzle task. Latent growth curve models demonstrated that increasing trajectories of child unresponsiveness and decreasing trajectories of parent sensitivity were associated across the 10‐minute interaction. When examined by genotype, this association was present only for children with the DRD4 7‐repeat allele (the putative ‘risk’ allele). In addition, initial levels of parent sensitivity predicted trajectories of child unresponsiveness only in children with a DRD4 7‐repeat allele. This examination of gene‐environment interaction illustrates the value of considering both genotype and the parenting environment in consideration of preschool children's development of unresponsive behavior. It also supports the importance of investigating the interplay between minute‐level parenting and child behavior in explaining child development.

The Validity of the Cracow Instrument in the Prediction of Antisocial Development in Preschool Children: A Five-Year Longitudinal Community-Based Study

ABSTRACTRisk-focused early intervention is a very promising approach for preventing antisocial development in childhood and youth. Therefore, at a NATO Advanced Study Institute the Cracow Instrument was developed (Corrado, 2002). The Cracow Instrument is a developmentally based risk management instrument designed to identify children and youth at-risk for serious and violent antisocial behavior. The current study examines the prospective validity of the Cracow Instrument utilizing the Erlangen-Nuremberg Development and Prevention Study (e.g., Lösel, Stemmler, & Bender, 2013). At the first assessment, the community sample contained 675 male and female children at preschool age (M = 4.7 years). For example, for a broad scale on externalizing problems the predictive validity was r = .52 (AUC = .78) after one year and r = .42 (AUC = .75) after five years. Overall, the predictive validity of the Cracow Instrument was satisfactory. Implications for its practical application in risk management are discussed.

Establishing a Longitudinal Comparable Scale of Chinese Children's Cognitive Development through Calibrated Projection Linking.

In the past decades, the longitudinal approach has been remarkably and increasingly used in the investigations of children's cognitive development. Recently, many researchers have started to realize the importance and necessity of examining measurement invariance for any further longitudinal analysis. However, there are few empirical studies demonstrating how to conduct further analysis when the assumption of measurement invariance of an instrument is violated. The primary purpose of this study is to explore how a newly-developed calibrated projection method can be applied to reduce the impact of lack of parameter invariance in a longitudinal study of preschool children's cognitive development. The sample consisted of 882 children from China who participated in two waves of the cognitive tests when they were 4 and 5 years old. Before this study was conducted, the IRT method was used to examine the measurement invariance of the instrument. The results showed that five items presented difficulty parameter drift and three items presented discrimination/slope parameter drift. In the study, the invariant items were treated as “common items” and calibrated projection linking was used to establish a comparable scale across two time points. Then the linking method was evaluated by three properties: grade-to-grade growth, grade-to-grade variability, and the separation of distributions. The results showed that the grade-to-grade growth across two waves was larger and exhibited a larger effect size; the grade-to-grade variability showed less scale shrinkage, which indicated a smaller measurement error; the separation of distributions showed a larger growth as well.

The Effect of Parenting Style, Bilingual School, Social Environment, on Speech and Language Development in Preschool Children in Surakarta, Central Java

The Effect of Parenting Style, Bilingual School, Social Environment, on Speech and Language Development in Preschool Children in Surakarta, Central Java

Immigrant Families' Perceptions of Fostering Their Preschoolers' Foundational Skills for Self-Determination

AbstractSupporting the development of students' self-determination, or ability to act volitionally in order to be the primary causal agent in one's life, is one way to increase students' success in inclusive educational environments. The purpose of this study was to explore the attitudes of immigrant families toward the concepts of self-determination and, in particular, the skills that young children with disabilities may need as a foundation for future self-determination. In this qualitative interview study, we examined 10 immigrant families' perceptions of the importance of fostering their preschool children's development of foundational skills leading to later self-determination (i.e., choice-making, engagement, and self-regulation), their roles in doing so, and factors that affected their intentional fostering of these skills. Findings showed that participants valued fostering these skills in general but espoused a variety of perceptions of their roles in doing so. Factors affecting families' intentional fostering of these skills included stress related to finances, social isolation, parenting style, family systems, school and home incongruence, and a desire to protect children. Implications for inclusive practice and research are discussed.

Polysyllable Speech Accuracy and Predictors of Later Literacy Development in Preschool Children With Speech Sound Disorders.

The aim of this study was to determine if polysyllable accuracy in preschoolers with speech sound disorders (SSD) was related to known predictors of later literacy development: phonological processing, receptive vocabulary, and print knowledge. Polysyllables-words of three or more syllables-are important to consider because unlike monosyllables, polysyllables have been associated with phonological processing and literacy difficulties in school-aged children. They therefore have the potential to help identify preschoolers most at risk of future literacy difficulties. Participants were 93 preschool children with SSD from the Sound Start Study. Participants completed the Polysyllable Preschool Test (Baker, 2013) as well as phonological processing, receptive vocabulary, and print knowledge tasks. Cluster analysis was completed, and 2 clusters were identified: low polysyllable accuracy and moderate polysyllable accuracy. The clusters were significantly different based on 2 measures of phonological awareness and measures of receptive vocabulary, rapid naming, and digit span. The clusters were not significantly different on sound matching accuracy or letter, sound, or print concept knowledge. The participants' poor performance on print knowledge tasks suggested that as a group, they were at risk of literacy difficulties but that there was a cluster of participants at greater risk-those with both low polysyllable accuracy and poor phonological processing.

Maternal emotional expressiveness affects preschool children's development of knowledge of display rules

We explored the development of knowledge of display rules in preschool children aged between 3 and 5 years and its relationship with the emotional expression of mothers, using a sample of 183 Chinese children together with their mothers. Children were tested individually with 6 scenario stories, and mothers completed a measure to assess their expressiveness within the family. Results suggested that the mother's positive expressiveness was significantly and positively related to the child's knowledge of display rules, but there was no significant correlation between the mother's negative expressiveness and the child's knowledge of display rules. In addition, knowledge of display rules improved significantly between the ages of 3 and 5 years. These findings indicate that the preschoolers had some knowledge of display rules, and that this improved with age. Thus, mothers should regularly express positive emotions to promote their children's development of knowledge of display rules.