Greek Preschoolers Research Articles

Prevalence of Motor Difficulties in Greek Preschoolers: The Effect of Gender, Age, BMI, Place of Residence, and Hand Preference

The main aim of the present study was to identify motor difficulties in Greek preschoolers. Secondary aims were to identify possible differences in prevalence of motor difficulties related to gender, age, body mass index, place of residence, and hand preference. 302 preschoolers were assessed using the first age band (3–6 years) of the Movement Assessment Battery for Children (2nd edition). The results showed high prevalence of significant (12.3%) and moderate (12.3%) motor difficulties in preschool children. Moreover, gender, age, BMI, residence, and hand preference effects showed no statistically significant differences (p > 0.05) and need further consideration among preschool children. However, there was evidence that some differences may exist between boys and girls, 4- and 5-year-old children, children with high and typical body mass index, children living in rural or urban areas, and right and left-handed children, regarding the occurrence of motor difficulties. These findings highlighted the need for early assessment in domains of motor development, such as hand dexterity, ball skills and balance in order for developmentally appropriate preschool physical education programs to be applied, with the aim to help preschoolers improve their difficulties and be physically active later in life. L'objectif principal de la présente étude était d'identifier les difficultés motrices chez les enfants grecs d'âge préscolaire. Les objectifs secondaires étaient d'identifier les différences possibles dans la prévalence des difficultés motrices liées au sexe, à l'âge, à l'indice de masse corporelle, au lieu de résidence et à la préférence manuelle. 302 enfants d'âge préscolaire ont été évalués à l'aide de la première tranche d'âge (3-6 ans) de la batterie d'évaluation du mouvement pour les enfants (2e édition). Les résultats ont montré une forte prévalence de difficultés motrices importantes (12,3 %) et modérées (12,3 %) chez les enfants d'âge préscolaire. Deuxièmement, les effets du sexe, de l'âge, de l'IMC, du lieu de résidence et de la préférence manuelle n'ont pas montré de différences statistiquement significatives (p > 0,05) et nécessitent un examen plus approfondi chez les enfants d'âge préscolaire. Toutefois, des éléments indiquent qu'il peut exister des différences entre les garçons et les filles, les enfants de 4 et 5 ans, les enfants ayant un indice de masse corporelle élevé et ceux ayant un indice de masse corporelle normal, les enfants vivant dans des zones rurales ou urbaines, et les enfants droitiers et gauchers, en ce qui concerne l'apparition de difficultés motrices. Ces résultats soulignent la nécessité d'une évaluation précoce dans les domaines du développement moteur, tels que la dextérité manuelle, les habiletés avec le ballon et l'équilibre, afin d'appliquer des programmes d'éducation physique préscolaire adaptés au développement, dans le but d'aider les enfants d'âge préscolaire à surmonter leurs difficultés et à être physiquement actifs plus tard dans la vie.

Greek preschoolers drawing the TV of their dreams

This research illustrates how young children conceptualize the image and role of ideal television in their life. Building upon Kress and Van Leeuwen’s (2006) theoretical framework of Visual Grammar, 70 drawings of children from kindergartens of Thessaloniki were analyzed both qualitative and quantitative. Children’s pictorial depictions of their understanding of dream TV suggested they viewed the desirable TV quite close to the traditional TV that has two main aims: entertainment and environmental education. Moreover, the concept of dream TV was closely defined by play both as outdoor activity and organized sports but also toys advertisements. The results of this research revealed that children sketch a quite positive and powerful image of dream TV painted with vivid colors and joyful pictures which has an active role in their lives.

Making sense of the image of TV in Greek preschoolers’ drawings

This research illustrates how young children conceptualize the image and role of television in their lives. Building upon Kress and Van Leeuwen’s theoretical framework of Visual Grammar, 70 drawings of children from kindergartens of Thessaloniki were analyzed both qualitative and quantitative. The research found that children sketch a rich and varied profile of TV. Children’s open–ended construction of meaning surfaced content that reflected themes such as: the profile of the journalist, emotions connected to television, the use of TV, TV as an object, TV as a children’s program or an adult program. Future research should also address the challenge of investigating the diverse and rapidly changing media landscape to which the current generation of children experience.

Evaluation of Diadochokinesis in Greek Preschoolers With Speech Sound Disorders Using a Diadochokinetic Rates Protocol

The study aimed at evaluating the diadochokinetic (DDK) skills of Greek-speaking preschool children with phonological disorder (PD) by means of a structured evaluation protocol and at proposing cut-off points for children at risk of speech impairment. The participants were 36 children with PD and 60 typically developing (TD) peers. The groups were matched on age and gender. The PD group performed significantly slower than the TD group in all speech DDK tasks but not in the oral-motor tasks. The ROC analysis showed a statistically significant positive discrimination for all speech tasks. The internal consistency of the protocol was excellent (Cronbach’s α = .844), while complex stimuli showed a better discriminatory ability. The obtained results agree with Dodd’s classification for speech sound disorders (SSDs). Different types of speech stimuli must be included in the evaluation of DDK performance as a clinical predictor for preschoolers with SSDs who face difficulties in speech maturation.

Motor Competence Levels in Young Children: A Cross-Cultural Comparison Between Belgium and Greece

The targeted continent and/or country driven promotion of physical activity and health from an early age onwards requires more insight into cross-cultural differences in motor competence. Using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition Short Form (BOT-2 SF), this study assessed and compared both fine and gross motor skill performances of 5- and 6-year-old children from Belgium (n = 325) and Greece (n = 245). Linear mixed effect models and a χ2test analyzed between-country differences in BOT-2 SF scores and the distribution across descriptive performance categories. Overall, Belgian and Greek participants displayed quite similar levels of motor competence, with fewer children performing (well-)below average than could be expected. On test item level, however, several significant differences emerged. Large effect sizes were found for knee push-ups (Hedges’g = 1.46) and copying a square (Hedges’g = 2.59), which demonstrated a better outcome for Belgian and Greek preschoolers, respectively. These findings might be attributed to different (physical) education practices in both European countries. The present study also highlights the importance of using an assessment tool covering the entire range of motor skills as well as a focusing primarily on raw performance scores, containing and explaining more variance, for international comparative research purposes.

Intervention and Diagnostic Tools in Preschool Education

A representative study of some of the most important intervention, assessment and diagnostic tools of the preschool education is presented. Additionally, a list of some of the most well known intervention and diagnostic tools that are used for the Greek preschoolers by specialist is examined briefly. The importance of their use and the domains that are examined by these tools are investigated thoroughly.

Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.

Smart mobile devices are extremely popular among young children compared with other digital devices. International research indicates that these devices can be used as an educational tool with preschoolers, supporting under proper conditions, certain as-pects of teaching and learning. However, children's ability to participate in rich and dy-namic learning environments within and outside the school environment is closely linked to the quality of mobile applications. One of the key issues that have emerged from a re-view of the literature is the low quality of self-proclaimed educational apps. This research, which is the first of its type in Greece, examines whether self-proclaimed educational An-droid apps for Greek preschoolers have been designed in accordance with developmen-tally appropriate practices to contribute to children’s cognitive development within and outside the school environment. A standardized questionnaire, the Rubric for the EValu-ation of Educational Apps for preschool Children (REVEAC) was used as an assessment tool. The analysis showed that only 5% of the sample was in e-storybook form. The re-maining 95% of the apps was of the edutainment game type, i.e. apps which combine en-tertainment activities to achieve their educational goals. Almost all apps were drill-and-practice-type activities. The apps were based on a low level of thinking skills and they did nothing more than promote mechanical learning, a memorization technique which is based on repetition. There were no apps which aimed to develop a learning environment motivating and enabling children to learn. Some applications offered the possibility of coloring predefined shapes, but these in no way can be considered apps aiming at the development of children's creativity through play and learning. The researchers used the results of the REVEAC scale to evaluate whether the apps have been designed in line with child development principles and practices, so as to stimulate children's overall cognitive, emotional, physical and social development. The study results, consistent with the results from international studies, showed that almost all of the apps were not developmentally appropriate, i.e., they are not designed in such a way as to encourage children to use tech-nology to promote their optimal development. Naturally, we cannot isolate children from technology, but we can ensure that they are not harmed in any way by it. With the prolif-eration of smart mobile devices and their accompanying apps, concerns over the content of apps (content matters) have become even more topical. In this context, researchers, ed-ucators and app developers must ensure that apps addressed to young children should be based on a solid theoretical basis and high-quality standards.

Educational apps from the Android Google Play for Greek preschoolers: A systematic review

In the seven years since the introduction of the tablet (Apple iPad) in 2010, the use of software for smart mobile devices has grown rapidly in popularity and has become a hotly debated issue in the field of education and child development. However, the rise in popularity of mobile applications (apps) mainly addressed to young children is not in line with a corresponding increase in their quality, as there is conflicting evidence about the real value and suitability of educational apps. The purpose of this study was to examine whether self-proclaimed educational apps for Greek preschoolers have been designed in accordance with developmentally appropriate standards to contribute to the social, emotional and cognitive development of children in formal and informal learning environments. The study results were discouraging. The majority of the apps aimed to teach children the basics about numbers and letters. Overall, they were drill-and-practice-style, based on a low level of thinking skills, thereby promoting rote learning, and were unable to contribute to a deeper conceptual understanding of certain concepts.

Physical Activity Promotion in Greek Preschools: The Gap Between Theory and Practice

Recent research evidence has revealed that Greek preschoolers’ physical activity (PA) levels are not satisfactory. Taking into account the amount of time spent daily in preschool settings as well as the finding that preschool appears to be a significant predictor of children’s PA, the aim of the present study is to provide an overview of the role of Greek preschool settings in children’s PA promotion. For that purpose, data regarding PA in Greek preschools are presented and the possible relevance of school characteristics to PA enhancement, namely the curriculum, school facilities and equipment, are critically discussed. Emphasis is also given to the need for the inclusion of developmentally appropriate physical education in the daily school schedule. Last but not least, the importance, of training not only the physical educators but also preschool teachers in promoting their students' PA is underscored.

Prevalence of overweight and obesity in preschool children in Thessaloniki, Greece.

Data on obesity in preschoolers are scarce in Greece, a country particularly affected by the obesity epidemic. The present study aimed to assess overweight and obesity prevalence of preschoolers in Thessaloniki, Greece, by using three different standards for defining childhood overweight and obesity. One thousand two hundred and fifty (1250) preschool children (657 boys and 593 girls) aged 2.0-6.0 years old from all public municipality kindergartens of Thessaloniki, Greece, participated in this cross-sectional survey conducted from 2009 to 2010.Body weight and height were measured and detailed anthropometry measurement was undertaken. BMI was classified to weight categories based on the CDC (US Centers for Disease Control and Prevention), IOTF (the International Obesity Task Force) and WHO (the World Health Organization) references. Rates of excess body weight varied significantly according to the different international criteria: IOTF: overweight (including obesity) 21.2%, obesity 5.8%;CDC: overweight (including obesity) 30.5%, obesity 13.5%; and WHO: overweight (including obesity) 32.6%, obesity 5%. Boys and older children were particularly affected. Overweight prevalence is high in Greek preschoolers and varies significantly according to the different criteria used, from 21.2% (IOTF reference) to 32.6% (CDC reference).

Differences in energy balance-related behaviours in European preschool children: the ToyBox-study.

BackgroundThe aim of the current study was to compare levels of energy balance-related behaviours (physical activity, sedentary behaviour, and dietary behaviours (more specifically water consumption, sugar-sweetened beverage consumption and unhealthy snacking)) in four- to six-year-old preschoolers from six European countries (Belgium, Bulgaria, Germany, Greece, Poland, and Spain) within the ToyBox cross-sectional study.MethodsA sample of 4,045 preschoolers (4.77 ± 0.43 years; 52.2% boys) had valid physical activity data (steps per day), parents of 8,117 preschoolers (4.78 ± 0.46 years; 53.0% boys) completed a parental questionnaire with questions on sedentary behaviours (television viewing, computer use, and quiet play), and parents of 7,244 preschoolers (4.77 ± 0.44 years; 52.0% boys) completed a food frequency questionnaire with questions on water consumption, sugar-sweetened beverage consumption and unhealthy snacking.ResultsThe highest levels of physical activity were found in Spain (12,669 steps/day on weekdays), while the lowest levels were found in Bulgaria and Greece (9,777 and 9,656 steps/day on weekdays, respectively). German preschoolers spent the least amount of time in television viewing (43.3 min/day on weekdays), while Greek preschoolers spent the most time in television viewing (88.5 min/day on weekdays). A considerable amount of time was spent in quiet play in all countries, with the highest levels in Poland (104.9 min/day on weekdays), and the lowest levels in Spain (60.4 min/day on weekdays). Belgian, German, and Polish preschoolers had the lowest intakes of water and the highest intakes of sugar-sweetened beverages. The intake of snacks was the highest in Belgian preschoolers (73.1 g/day) and the lowest in Greek preschoolers (53.3 g/day).ConclusionsAcross six European countries, differences in preschoolers’ energy balance-related behaviours were found. Future interventions should target European preschoolers’ energy balance-related behaviours simultaneously, but should apply country-specific adaptations.

Psychometric Properties and Factor Structure of the Greek Version of the Preschool Learning Behavior Scale

New developments in the kindergartens in Greece have necessitated the availability of assessment tools that cover a wide range of children's skills and competencies that are related to the promotion of children's learning and development. The present study focuses on children's approaches to learning and aims to provide evidence for the Greek form of the Preschool Learning Behaviors Scale as a promising assessment tool for the Greek preschoolers. A nationally stratified sample of 398 boys and girls attending kindergarten classes provided data for the factor structure of the instrument. Two reliable and valid factors emerged describing children's motivation, determination to engage and persist in learning activities, as well as their responses toward novelty and frustration with an emphasis on attention. Upon identifying children's strengths and weaknesses when participating in learning activities, teachers could organize rich and challenging learning environments in the classroom, and design activities and intervention programs to foster children's adaptive behavior and promote later school success.

Differences in energy balance-related behaviours in European preschool children: The ToyBox-study

Introduction Weight gain is determined by the cumulative effect of low levels of physical activity, high levels of sedentary behaviour, and unhealthy dietary behaviours, also referred to as energy balance-related behaviours. The aim of the current study was to compare levels of energy balance-related behaviours in 3.5–5.5 year-old children from six European countries (Belgium, Bulgaria, Germany, Greece, Poland, and Spain) within the ToyBox-study ( http://www.toybox-study.eu ) [1] , [2] . Methods A sample of 4045 preschoolers (4.77 ± 0.43 years; 52.2% boys) had valid physical activity data (steps per day), parents/caregivers of 8117 preschoolers (4.78 ± 0.46 years; 53.0% boys) completed a parental questionnaire with questions on sedentary behaviours (TV/DVD viewing, PC/video games, and quiet play), and parents of 7244 preschoolers (4.77 ± 0.44 years; 52.0% boys) completed a food frequency questionnaire with questions on water consumption, sugar-sweetened beverage consumption and unhealthy snacking. Results Across six European countries, significant differences in preschoolers’ energy balance-related behaviours were found. The highest levels of physical activity were found in Spain (12,669 steps/day on weekdays), while the lowest levels were found in Bulgaria and Greece (9777 and 9656 steps/day on weekdays, respectively). German preschoolers spent the least amount of time in television viewing (43.3 min/day on weekdays), while Greek preschoolers spent the most time in television viewing (88.5 min/day on weekdays). A considerable amount of time was spent in quiet play in all countries, with the highest levels in Poland (104.9 min/day on weekdays), and the lowest levels in Spain (60.4 min/day on weekdays). Belgian, German, and Polish preschoolers had the lowest intakes of water and the highest intakes of sugar-sweetened beverages. The intake of unhealthy snacks was the highest in Belgian preschoolers (73.1 g/day) and the lowest in Greek preschoolers (53.3 g/day). Conclusions Future interventions should target European preschoolers’ energy balance-related behaviours simultaneously, but should apply country-specific adaptations.

The relationship between language and social competence in high‐risk preschoolers

PurposeThis research study aims to examine: whether preschoolers at risk form a homogenous or a heterogeneous group of high‐risk children; and in case preschoolers form a heterogeneous group, what are the distinctive characteristics of specific language impairment and mild intellectual disabilities groups in language acquisition and social competence that make differential early intervention necessary.Design/methodology/approachA total of 143 Greek preschoolers aged 4.5 through 5.5 participated in the study. Among them, according to DTLA‐P:3, 42 with mild intellectual disabilities and 41 with specific language impairments were detected. A total of 60 typically developed children were also detected. Children's categorization to the above groups was verified by the Λ‐α‐T‐ω Language Competence Test Level I, which was used to estimate intra‐individual differences in language competence. To assess peer relations, a peer relation checklist was developed and standardized.FindingsThe findings of this study support the approach of the two distinct groups of high‐risk preschoolers in terms of their language and social characteristics.Originality/valueResearch findings highlight the different educational needs of high‐risk preschoolers, which make necessary the differential use of preschool curricula.

The Motor-Proficiency-Test for children between 4 and 6 years of age (MOT 4–6): An investigation of its suitability in Greece

Given the negative influence of motor difficulties on people's quality of life their early identification seems to be crucial and consequently the information provided by a sound assessment tool is of great importance. The aim of this study was to examine the suitability of the MOT 4-6 (Zimmer & Volkamer, 1987) for use with preschoolers in Greece. Seven hundred and seventy-eight Greek children aged 48-71 months participated in the study. The two-way ANOVA used on total MOT performance revealed significant differences among the age groups formed in preschool age within Greeks, while boys' and girls' scores were quite similar. From the comparisons of Greeks' scores with the German standardization sample's ones, statistically significant differences were found in two age groups. However according to the Cohen's d effect size they were not of great importance. The distribution of Greeks' scores according to the test cut-offs, revealed that the MOT can differentiate all levels of performance, although a slight deviation from the distribution of Germans' scores was noticed. Finally, both the test-retest reliability and internal consistency of the test were found to be excellent. The MOT 4-6 seems to be a valuable motor assessment tool for Greek preschoolers. Regarding its norms, despite the minor differences that were noticed between the motor development of Greek and German preschoolers, their adjustment was thought to be unnecessary. Instead of lowering the norms, efforts for preventing the motor performance decline should be enhanced.

The movement assessment battery in Greek preschoolers: The impact of age, gender, birth order, and physical activity on motor outcome

Early identification of possible risk factors that could impair the motor development is crucial, since poor motor performance may have long-term negative consequences for a child's overall development. The aim of the current study was the examination of disorders in motor coordination in Greek pre-school aged children and the detection of differences in motor performance with regards to age, gender, participation in sports and order of birth in the family. Performance profiles on the movement ABC were used to classify 412 Greek children aged 4-6 years old. It appears from the results that the occurrence rate of probable developmental coordination disorders (DCD) was 5.4%. Significant differences were observed in all independent variables except the order of birth in the family. The findings reinforce the need for the evaluation of motor performance in preschool-aged children, in order specific individual motor profiles to be established for optimizing and adapting early intervention programs.

E-learning activities for articulation in speech language therapy and learning for preschool children

The aim of this study was to investigate the possibility of creating computerized application software to be used for e-learning activities for Greek preschoolers particularly to improve: (a) speech articulation problems and (b) language learning. The pedagogical model of the application was based on social learning theories and especially the nearest neighbour learning method.This study took place in Greece, during 2009 in a self selected group of children. The results of the study have shown that the learning outcomes of the integrated e-learning activities of language articulation in preschoolers were above average comparatively to other methods. Specially, we classified the learning processes according to the children's needs embedding the technological developments and the current needs of our society.

Diet Quality of Preschoolers in Greece Based on the Healthy Eating Index: The GENESIS Study

Background The current study aimed to assess the diet quality of Greek preschoolers and the potential role of several sociodemographic factors related to it. Methods A representative sample of 2,287 Greek children aged 2 to 5 years (from the Growth, Exercise, and Nutrition Epidemiological Study In preSchoolers) was used in this work. Dietary intake data was obtained using a combination of techniques comprising weighed food records, 24-hour recalls, and food diaries. A Healthy Eating Index (HEI) score was calculated summing the individual scores (0 to 10) assigned to each one of 10 index components. Results Eighty percent of participants had an HEI score <50 (ie, “poor” diet), 0.4% had an HEI score >80 (ie, “good” diet), and the overall mean HEI score was 59. HEI scores were significantly higher among boys, children aged 4 to 5 years, children participating in moderate to vigorous physical activities for more than 3 hours per week, children living in rural or small towns, and those whose mothers were employed and had higher educational status (>12 years). HEI score was also found to be strongly associated with several macronutrient and micronutrient intakes. Conclusions Based on HEI scores, the vast majority of Greek preschoolers was found to have a poor diet. Moreover, low HEI scores were associated with low levels of physical activity, low vegetable intake, high saturated fat intake, lower maternal educational level, and unemployment status.

Factors associated with television viewing time in toddlers and preschoolers in Greece: the GENESIS study

The aim of this work was to describe the television (TV) viewing time of preschoolers and to examine factors that may be associated with it. A representative sample of 2374 Greek children aged 1-5 years was examined (GENESIS study). Several anthropometric, socio-demographic and lifestyle characteristics were recorded. The mean value of children's TV viewing time was 1.32 h/day. Twenty six percent of participants spent > or =2 h/day in TV viewing. The percentage of children whose TV viewing time was longer than 2 h/day was higher in children aged 3-5 years (32.2%) than in those aged 1-2 years (11.1%). Multiple logistic regression revealed that the time parents spent viewing TV and the region of residence were significantly associated with child's TV viewing time among children aged 3-5 years. Among children aged 1-2 years, the maternal educational status, the region of residence and the maternal TV viewing time were found to be related to child's TV viewing time. The current findings suggest that almost one third of Greek preschoolers exceed the limit of 2 h/day TV viewing and that parental TV viewing time may be the most important determinant of children's TV viewing time.

Perinatal predictors of overweight at infancy and preschool childhood: the GENESIS study

To identify those perinatal parameters and characteristics predisposing children to an increased risk of overweight during infancy and preschool years. The analyses were performed using data from the Growth, Exercise and Nutrition Epidemiological Study In preSchoolers. A representative sample of 2374 Greek preschoolers 1-5 years old. Anthropometric data, such as body weight, recumbent length and standing height, were obtained by using standard procedures and measuring equipment. Structured interviews were conducted with both parents to collect information on anthropometric, demographic, medical and behavioral data. Finally, children's anthropometric data at birth, 6 and 12 months of age were recorded from their birth certificates and medical records. Children born large for gestational age were 4.59 and 2.19 times more likely for being overweight at 6 and 12 months of age, respectively, than children born appropriate for gestational age. On the other hand, children that were exclusively breastfed were 0.49 and 0.54 times less likely for being overweight at 6 and 12 months of age, respectively, than children that were exclusively formula fed. Furthermore, 3- to 5-year-old children born to mothers who were both active and passive smokers during pregnancy were 1.79 times more likely of being overweight compared to children born to nonsmoking mothers. Finally, having an overweight father significantly increased the likelihood of childhood overweight at 12 months, 1-3 and 3-5 years of age. Our findings showed that some of the perinatal parameters and characteristics examined in the current study predict overweight at infancy, while others at preschool years. Priority should be given to size at birth, breastfeeding, maternal smoking during pregnancy and parental overweight, when developing public health strategies to reduce the prevalence of childhood overweight and related chronic disease later in life.