Kindergarten Group Research Articles

STEM ОБУЧЕНИЕТО В ПОДКРЕПА НА ДЕТСКОТО РАЗВИТИЕ В ПЪРВА ГРУПА В ДЕТСКАТА ГРАДИНА

STEM education is an activity providing a great opportunity to support children’s development. Through it, the teacher can provoke an interest in the child, which will subsequently serve to discover facts about the world, to make decisions, to propose solutions, to prepare the child for future life. STEM helps children learn skills that will be useful in the outside world. The paper presents example of STEM based work at kindergarten with the smallest kids from the First kindergarten group (3-4 years old kids)

EFFORTS TO IMPROVE CHILDREN'S ABILITY TO EXPRESS OPINIONS THROUGH STORYTELLING AT SWAN NATIONAL SCHOOL PELEMWATU

Expressing opinions is one of the activities in kindergarten to develop children's basic abilities. The aim of this research is to find out whether storytelling in learning can improve the ability to express opinions of children in group A of the Swan National School Kindergarten. This activity uses the Classroom Action Research (PTK) method which is divided into 2 cycles with each cycle lasting 5 days. In improving the learning, 17 students in group A of the Swan National School Kindergarten were observed, they were motivated to be able to express their opinions through storytelling activities. The results obtained from all 17 Swan National School Kindergarten group A students in cycle I showed that there were 7 children who achieved very good development, and 6 children developed according to expectations. In the second cycle, improvement results were obtained, namely 11 children developed very well and 4 children developed as expected. Based on the data obtained, there was an increase in the ability to express opinions in group A of the Swan National School Kindergarten, namely from 76.5% in cycle I to 86% in cycle II, so it can be concluded that through storytelling activities it was quite successful in increasing children's ability to express opinions. Therefore, this research was carried out in only two cycles, in order to maximize storytelling activities, so that the ability to express opinions can achieve satisfactory results. Apart from that, it is hoped that teachers will be more creative in finding fun teaching methods and in the end learning objectives can be achieved.

STIMULASI KEMAMPUAN BERBICARA MELALUI MEDIA WAYANG KARDUS PADA ANAK USIA 5-6 TAHUN

The social environment provides its own challenge for the child’s development phase, especially in communicating verbally or speaking. This ability can also affect a child's performance at school. However, there are still many children who have less ability to speak, so this study aims to determine the stimulation of speaking ability with wayang cardboard media in children aged 5-6 years at Kindergarten ABA 5 Ganjuran. Subjects in the study were 5-6 years old, totaling 16 children, consisting of 7 boys and 9 girls. This Classroom Action Research was conducted in three cycles and each cycle was conducted in three meetings. The results of the research conducted show that shildren’s speaking ability can be improved through the application of the storytelling method. This is proven by the increase in the results of the assessment in each cycle, the ability to speak at pre-action reached 12% good, and in cycle I it increased to 19% well, the ability to speak in cycle II was 44% good and in cycle III it increased to 81.25% good . The conclusion from this classroom action research is that the storytelling method can improve the speaking skills of the children in the ABA 5 Ganjuran Kindergarten group.
 Keywords: early childhood education, storytelling, speaking ability

‘You don’t know how to say cow in Polish’. – Co-creating and navigating language ideological assemblages in a linguistically diverse kindergarten in Germany

ABSTRACT This study examines how language ideologies are negotiated and navigated in a linguistically diverse kindergarten group in Germany, focusing on the multilingual language practices of teachers and children. Drawing on data generated during 3months of focused linguistic ethnographic fieldwork, I analyse situations in which children and teachers actively include languages other than German into the kindergarten discourse through, e.g. translation requests, switches to family languages, and references to family languages. An ethnomethodological approach is adopted to trace how participants locally assign meanings to different languages and language use in interaction. The findings show that teachers and children express various, at times opposing language ideologies, leading to the dynamic formation of language ideological assemblages. Children position themselves in these assemblages by reworking them and/or foregrounding different aspects of their own multilingual identifications.

Aesthetic encounters and agency in ECEC: Materiality, intra-action, and sensitive entanglements

Abstract The aim of the article is to analyse aesthetic encounters in Danish early childhood and care (ECEC) centres and create knowledge of and a language for aesthetics as sensitive encounters and vibrant matters between humans and the world. The article thus challenges traditional assumptions about and understandings of aesthetics as simply impression, expression, and rather formal hands-on work (also referred to as ‘aesthetic learning processes’). The article links to fieldwork taking place in two Danish ECEC centres – a kindergarten (3–5-year-olds) and an age-integrated centre for kindergarten groups and nursery groups (0–2-year-olds). The fieldwork is framed as focused ethnography, and the methods used are written and visual field notes (video recording, photos) and interviews with artists who visited the ECEC centres and worked with the pedagogues. In the analysis process, the author revisits the empirical data and dwells on micro-moments that, in the article, are sampled into vignettes. With and through theoretical perspectives related to aesthetics as sensitive, vibrant, intra-active, and entangled encounters with materiality, new insights appear and lead to findings that highlight aesthetics as subtle and informal processes engaging materiality as a symmetric co-player alongside the artists and pedagogues and in support of children’s aesthetic agency.

Наглядная модель как культурное средство детей дошкольного возраста

<p>This study is aimed at testing the hypothesis of the relationship between visual modeling and the development of arbitrariness. The results of an empirical study conducted on a sample of 149 children (44,3% boys) aged 53 to 70 months (M=62,8; SD=3,53) are presented. The "Schematization" technique and subtests of the NEPSY II battery were used to diagnose executive functions. The results showed that schematized representations act as cultural means of regulating the behavior of preschoolers. A correlation was found between the results of the execution of the methodology for schematization by children of the senior kindergarten group and the results of diagnostics of the development of executive functions of preschoolers, both in the senior kindergarten group and in the preparatory group (longitudinal study). The results showed that in boys, the structuring of behavior control mechanisms is associated with the processes of schematization using signs. In girls – with the processes of schematization with the help of directions. It is suggested that the development of the mechanism of regulation of behavior with schematized representations in preschoolers follows two lines: 1) along the line of strengthening the emerging links and 2) along the line of their differentiation.</p>

Technique for Diagnosing Cognitive Flexibility in Preschoolers: Comparison of Blank and Digital Forms

Cognitive flexibility is considered a trait of human cognition that helps people adapt to new and changing environments by activating cognitive resources; it develops mainly at preschool age, being a predictor of children's future social and academic successes, which emphasizes the importance of diagnosing its formation. The present study is intended to assess the diagnostic capabilities of the digital version of the Dimensional Change Card Sort technique by P.D. Zelazo aimed at diagnosing the cognitive flexibility of preschoolers, compared with the traditional blank version. The digital version of the technique was tested on a sample of 55 children attending two senior kindergarten groups (57.1% of boys) aged 5 to 6 years (M = 64.03, SD = 2.14). An intra-individual scheme with the division of the subjects into two groups was applied. The first group was initially tested using the blank technique, and a month later using the digital one. The second group, on the contrary, was first tested using the digital technique and, a month later, using the blank one. Thus, the transfer effect was controlled. Sufficient indicators of reliability and consistency of the results of both measurements were obtained for the blank and digital versions of technique. No statistically significant differences were found between the mean values of the same indicators measured by digital and blank techniques different methods (Student’s t -test for paired samples). The results of the study show that the digital version of the Dimensional Change Card Sort technique has high indicators of validity and reliability and can be used in diagnostic work. However, these results indicate that the digitalization of techniques cannot always be reduced to a simple translation of them into the form of a software product, and requires additional research when adapting them.

Development of a Group Emergent Literacy Screening Tool

It is important to identify children who are struggling with emergent literacy skills as early as possible to provide them with the support they need to prevent future academic failure. Screening tools administered in groups are more cost-effective than those administered individually, but few are available in Portugal. The goal of this study was to explore the psychometric properties (difficulty, reliability, and validity) of a group emergent literacy screening test for Portuguese-speaking children. The test includes two phonological awareness tasks, one vocabulary task, and one concepts of print task. The sample comprised 1379 children from pre-K (n = 314), kindergarten (n = 579), and first grade of primary education (n = 486). Measures of emergent literacy, reading and writing skills, and academic achievement were used to test the validity of the screening test. The Rasch model results suggest that the tasks were suitably difficult for the kindergarten group, but had varying levels of difficulty for pre-K and first grade. Reliability was adequate for the tasks with an appropriate level of difficulty. Scores for the screening test were highly correlated with measures of literacy and with academic achievement. These findings suggest that the presented emergent literacy screening test is valid and reliable, making it a useful tool for practice and research.

The Use of Corn Husks Through Storytelling Techniques to Develop Children's Character

The learning process does not lead to character education, so the child's character needs to be improved. The lack of interesting learning media development is because teachers use monotonous learning media. There are no learning innovations that can attract children's interest. This research aims to create interesting storytelling media using corn husks to build children's character to be better and have good morals. This type of research is R & D research, with this research method referring to the theory of Borg and Gall, which consists of ten steps of research implementation. Research subjects with 15 students as the experimental and five as the control classes. Data collection techniques used were interviews, observation, and questionnaires. The analysis used in this research is quantitative and qualitative. The results of developing media using corn husks through storytelling techniques based on the validation of material experts and media experts are feasible for building polite, honest, and disciplined characters in children. Media development using corn husks through effective storytelling techniques is used to build polite, honest, and disciplined characters in Kindergarten Group B children with a t-test of 21,189 and a t-table of 4,381 or 21,189 more than 4,381. At the same time, the N-Gain score is 71 in the effective category.

Чaстота носительства S. pneumoniae у организованных детей г. Ханты-Мансийска

Aim: to assess the landscape of pneumococcus serotypes among children organized in kindergarten groups in Khanty-Mansiysk city. Patients and Methods: the study included 510 children (2-6 years old) attending kindergartens in Khanty-Mansiysk city. The children were divided into 2 groups: vaccinated (n=50) and non-vaccinated against pneumococcal infection (n=460). The data on vaccination status were received from the prophylactic immunization records (Form 063/u) and child's medical records (Form 112/u). In addition, the following data were analysed: age, gender, gestation age at birth, attitudes of child's legal representatives towards vaccinations, and the presence of chronic health problems. Pneumococcal polysaccharide conjugate adsorbed 13-valent vaccine (PCV-13) was used for the prevention of pneumococcal disease. Nasopharyngeal swabs were collected from children as a source of biological material. The pneumococcus was detected using a culture-based method and PCR assay. Results: the average age of organized children examined in Khanty-Mansiysk for Streptococcus pneumoniae (S. pneumoniae, pneumococcus) was 54.31 [53.46–55.16] months. In 56% of the examined children, pneumococcal DNA was found in nasopharyngeal swabs by polymerase chain reaction assay. The identified serotypes in 71.1% of cases were the same as in the PCV13 vaccine formulation. The most common serotypes detected were 4 (27%), 19 F (13.3%), 23 F (3.6%) and serogroup 6 (11.6%). In children immunized against S. рneumoniae, the pneumococcal strain DNAs, same as the vaccine strain DNAs, were found in 53.7% of cases, while in non-immunized children — in 73% of cases (OR 0.54, 95% CI 0.29–0.97). Conclusion: the increasing prevalence of S. рneumoniae carriage in children as they get older and attend organized children's groups for a longer time, along with the predominance within the population of the same pneumococcus strains as those in the vaccine formulation, dictate the need for timely immunization against pneumococcal infection in compliance with the National Vaccination Schedule (vaccination at 2 and 4.5 months of age, revaccination at 15 months of age). KEYWORDS: children, pneumococcal infection, S. pneumoniae, vaccination, pneumococcal conjugate vaccine, children in organized groups, carriage. FOR CITATION: Girina A.A., Petrovsky F.I., Petrovskaya Yu.A., Zaplatnikov A.L. Prevalence of S. pneumoniae carriage among children organized in kindergarten groups in Khanty-Mansiysk city. Russian Journal of Woman and Child Health. 2023;6(2):164–168 (in Russ.). DOI: 10.32364/2618-8430-2023-6-2-164-168.

ВЛИЯНИЕ РАСШИРЕННОГО ДВИГАТЕЛЬНОГО РЕЖИМА НА ПОКАЗАТЕЛИ УМСТВЕННОЙ РАБОТОСПОСОБНОСТИ ДЕТЕЙ 5–6 ЛЕТ

The mental performance of children aged 5–6 years old, recorded in the conditions of regular and extended physical activity regimes of a preschool educational institution, corresponded to the characteristics of the age development of preschoolers in the senior group of kindergarten. An expanded regime of physical activity, including additional rhythmic gymnastics classes and exercises in the pool, contributes to a more pronounced increase in the speed and stability of mental work of children 5–6 years old in daily and weekly dynamics in comparison with the traditional organization of physical activity.

Effective Teacher-Child Interaction Promoting Activities—A Strategic Study of Teacher-Child Interaction in Kindergarten Group Teaching Activities

Effective Teacher-Child Interaction Promoting Activities—A Strategic Study of Teacher-Child Interaction in Kindergarten Group Teaching Activities

Развитие сдерживающего контроля у детей при переходе из детского сада в школу во время пандемии COVID-19: лонгитюдное исследование

Background. The COVID-19 pandemic is a unique situation in the global community which emerged for the first time. Research shows that the pandemic may have a long-term effect on children's development. Inhibition control is one of the main components of executive functioning and a predictor to a child's further academic success. However, there are few works devoted to the study of the impact of the pandemic on inhibition control in preschoolers. The objective of the study was to identify dynamics of the development of inhibition control in children aged 5-7 years (from senior preschool to primary school age) during the COVID-19 pandemic. Indicators of the development of inhibition control in first-graders before and during the pandemic were compared. Methods. Inhibition control was assessed three times (at 5, 6, and then at 7 years of age) with the NEPSY-II Inhibition subtest. Sample. This longitudinal study involved children aged 5 to 8 years at the time of follow-up from 2019 to 2021 (N=101). Additionally, the sample included first-grade children who were trained in kindergarten and first grade before the pandemic (March 2019, N=84). Results. The results of the analysis indicate that inhibition control successfully developed in children from the senior kindergarten group to the first grade of school during the pandemic. At the same time, the level of development of inhibition control in girls after the pandemic is higher than in girls before the pandemic, while no significant differences were found for boys. Conclusion. The level of inhibitory control in preschoolers, whose education in the preparatory group of the kindergarten took place during the COVID-19 pandemic, despite the restrictions introduced and changes in the usual way of life, corresponds to the norms. It has been shown that the results of the development of inhibitory control in children who were caught up in the pandemic and those who were not caught up in the pandemic differ depending on gender.

Learning through Play

The text presents an overview of educational programmes held with the exhibition project Toys – Childhood Forever. The programmes were held for different groups of museum visitors: kindergarten groups, elementary and secondary school students, university students, old-age pensioners, members of vulnerable social groups, adult individual visitors and families. The key elements of learning are interactions through play and emotional engagement as essential factors of museum experience.

MENINGKATKAN KEMAMPUAN MENGENAL HURUF MENGGUNAKAN MEDIA KARTU HURUF PADA ANAK KELOMPOK B TK AL IHSAN KECAMATAN SUNGAI TABUK

This research is motivated by facts in the field which show that the ability to recognize letters in Group B of Al Ihsan Kindergarten is still lacking. Learning media available to introduce letters is still lacking, only using blackboards and LKA . The fun learning process to introduce letters is lacking and monotonous. In terms of language, especially the ability to recognize letters in group B children at TK Al Ihsan is still low. The low ability to recognize letters of kindergarten children will of course have a negative impact on those concerned. This impact will be greatly felt entering elementary school. So the researchers tried to apply the use of letter card media to improve the ability to recognize children's letters. The formulation of the problem in this study is how are children's learning activities in recognizing letters using letter card media? and how to improve children's learning outcomes in recognizing letters by using letter card media? The purpose of the research conducted was to find out an overview of the application of letter card media in improving the ability to recognize letters in group B children of Al Ihsan Kindergarten. The type of research used is classroom action research (CAR). The subjects in this study were the children of Al Ihsan Kindergarten Group B1 for the 2020/2021 academic year, which consisted of 10 children with 4 boys and 6 girls. Based on the research results obtained, it shows that the ability to recognize letters in group B1 children has increased. This is evidenced by the results of the achievement of child development which has increased in each cycle, namely (1) in cycle I, the achievement of child development is 70%. In cycle II, the achievement of child development was 90%. Thus, it can be concluded that the use of letter card media can improve the ability to recognize letters in group B1 children

Analysing preschoolers’ awareness of linguistic and cultural diversity through the DivCon model

The article focuses on developing the awareness of linguistic and cultural diversity at the pre-school level. We first present the DivCon model (Diversity in Context) which promotes systematic exposure to linguistic and cultural diversity and is based on a framework which integrates six basic aspects: the journey metaphor, exposure to linguistic diversity, exposure to cultural diversity, progression from concrete to symbolic level, effective second language teaching approaches and children participation. In the second part of the paper we present the results of a qualitative study conducted in three kindergarten groups (n=40) to evaluate the model in the Slovenian context. The main aim of the study was to analyse pre-school children’s responses to the different dimensions in the model and the ways they perceive different languages and cultures. The results indicate that the participants responded positively to the activities carried out in order to evaluate the proposed model and showed that they are aware of linguistic and cultural diversity in a variety of ways. We argue that the model offers effective strategies for developing linguistic awareness and positive attitudes towards linguistic and cultural diversity at an early age.

The Influence of the Role-Playing Method to Improve Speaking Skills in the Merauke Pertiwi Kindergarten Group A

The ability to speak is one aspect of language development that needs to be instilled from an early age. The purpose of this study was to (1) describe the application of role-playing in improving speaking skills in group A children of Pertiwi Merauke Kindergarten (2) describe the improvement of group A children's speaking skills through the application of role-playing in Pertiwi Merauke Kindergarten. This research uses Classroom Action Research. This study used two cycles where each cycle of data analysis used qualitative and quantitative analysis. The research instrument used an observation sheet. The results of this study indicate that the child's speaking ability from cycle I to II has increased.

The Development of a Fun Reading Game Guide to Introduce Early Childhood Literacy in Rembang Regency

The aims of this study are 1) to analyze the need for a Fun Reading game guidebook in the introduction of early literacy for early childhood in Rembang Regency, 2) to formulate the design of a Fun Reading game guidebook in the introduction of early literacy games, 3) to analyze the feasibility of a fun reading game guidebook. in Introduction to Early Literacy for Early Childhood in Rembang Regency, and 4) Analyzing the effectiveness of the Fun Reading Game Guidebook in Introduction to Early Literacy for Early Childhood in Rembang Regency The research method used in this research is Research & Development proposed by Borg and Gall (1983) with 10 stages. Research and information collecting, planning, developing a preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination, and implementation. The population in this study, the children of kindergarten group B, Dharma Wanita, Dresi Wetan Village, Kaliori District, Rembang Regency, State Kindergarten 2, Rembang Regency and Ringin Putera Kindergarten, Pamotan District, Rembang Regency, totalling 30 children. Data collection techniques using observation, questionnaires, interviews, and documentation. Meanwhile, the data analysis technique used quantitative descriptive analysis, requirements test, and t-test. The results of the study obtained data, namely needs analysis, it was known through observation and interviews with children, parents, and teachers that so far there has been no manual for teachers about learning to introduce early literacy, so that learning is carried out not according to the characteristics of children, namely learning through playing or playing. while learning. Development is immediately carried out by determining the theme, objectives, learning resources, and module size to be produced. Qualitative feasibility test with material expert validation got a score of 91,2% (very decent), linguist validation got a score of 85 % (very decent), and Media validation got a score of 87, 5 % (very decent) Saw the teacher's response with a score of 92% (very like), student response with a score of 94% (very like), parental response 92% (very much like). Quantitative validation gets valid and reliable values. The effectiveness test with a limited trial got the t value (-9.331) > t-table (2.101).

Sign learning and its use in a co-enrollment kindergarten setting.

Experimental studies report positive effects of signing for language acquisition and communication in children with and without language development delays. However, little data are available on natural kindergarten settings. Therefore, our study used questionnaire data to investigate the sign learning in hearing children (aged 3;7–5;9 years) with and without language development delays in an inclusive kindergarten group with a co-enrolled deaf child (aged 3;8 years) and a deaf signing educator. We observed that the hearing children in this co-enrollment group learned more signs than the hearing children from groups with only hearing educators who learned signs in a training program. Hearing children’s sign learning showed a tendency toward correlating positively with their level of spoken language development. However, the individual background for children with language development delays impacted this relationship. Additionally, we examined the modality use of all children in interactions with hearing and deaf educators and peers using questionnaire and video data. Despite acquiring signs, hearing children predominantly used spoken language with hearing educators and predominantly nonverbal communication strategies with the deaf educator and the deaf child. Children with language development delays used code-blending with hearing educators in a few cases. The deaf child used mainly sign language for interactions with the deaf educator and mainly nonverbal communication with hearing educators and peers. Overall, our results suggest that the presence of a deaf educator increases sign learning in hearing children. However, in interactions during free play, they barely used signs making it particularly challenging for the deaf child to participate. This reveals that, in addition to a deaf role model, more sign language competent peers and targeted approaches increasing the use of the visual modality are required.

Effect of Project Methods on Early Children's Environmental Care Behavior

The goal of this study is to see how the project method affects early childhood environmental behavior. The children of Kindergarten Group B at PAUD Pandan Wangi Secang, Magelang, are the subjects of this study. This study was carried out because there are issues with children's environmental behavior in terms of waste, plant concern, and water and energy conservation. The project method will help to enhance this low degree of environmental stewardship. This study was designed using an Experimental Research model of Pre-experimental design in the form of One Group Pretest-Posttest Design, which included a pretest, treatment, and posttest. The study was carried out in three stages: planning, implementation, and assessment. The children in this study were from the TK Group B, with a total of 30 youngsters. Observation and interviews are used to acquire data. A parametric test was employed to analyze the data. Through the project technique, the results revealed an increase in children's environmental care behavior. The comparison of the pretest results shows that the lowest score was 15, the highest was 23, and the average was 19. In the meantime, the posttest revealed that the lowest score was 34, the highest was 43, and the average was 38.9. Based on these results, it can be inferred that the project technique has an impact on children in the Kindergarten Group B at PAUD Pandan Wangi Secang Magelang's environmental care behavior.