Intelligence In Preschool Children Research Articles

Engaging Play and Toys Foster the Development of Multiple Intelligence in Preschool Children

Engaging Play and Toys Foster the Development of Multiple Intelligence in Preschool Children

Psychopedagogical conditions for forming emotional intelligence in preschool children through role-playing games

Relevance. The relevance of this study is driven by the need for the well-rounded development of the preschool child. The development of empathic abilities holds a significant place for successful societal adaptation, so teachers today face an important and challenging task of not only imparting necessary knowledge and skills, but also fostering benevolent relationships among children. Role-playing games, as a method of organizing the educational process in preschools, can fully satisfy this need.Purpose. The aim of the article is the interrelation of role-playing games with the development of empathy levels in senior preschool children. The object of the research is a role-playing game as a way to develop empathy in preschool children. The subject is psychological and pedagogical conditions of forming emotional intelligence in preschool children through a role-playing game.Methodology. Both theoretical (analysis, synthesis, generalization, comparison, classification) and practical research methods were utilized. The empirical study involved 53 children from a preschool in Almaty, Kazakhstan. Validated techniques were used to assess the cognitive, emotional, and behavioral components of empathy, including methods by Uruntaeva, Kosheleva, and Gavrilova.Results. The results reveal that the majority of the children displayed average levels of empathy development. Qualitative analysis showed difficulties in correctly identifying emotional states, adequately portraying emotions, and demonstrating humanistic rather than egocentric empathy. These findings confirm the need for targeted pedagogical work to develop all components of empathy, which can be facilitated through role-playing activities.Conclusions. This research opens up new possibilities for building the educational process in a preschool institution and will be useful for teachers, psychologists, and parents.

Effects of 8 weeks parent-accompanied swimming on physical capacity and intelligence in preschool children.

This study aimed to explore the potential effects of 8-week parents-accompanied swimming on the physical capacity and intelligence of preschool children in China. Thirty-six boys (mean age 3.56 ± 0.27 years) were divided into three groups: the traditional physical exercise group (TP, n = 12), the accompanied swimming group (AS, n = 12) and the independent swimming group (IS, n = 12). Participants' physical capacity was assessed before and after the intervention using the following indicators: height, weight, distance of tennis ball throw, standing long jump distance, time for the 10-meter shuttle run, time for a two-legged continuous jump, sit-and-reach distance, and time on the walking balance beam. Intelligence was assessed at three points: pre-test, mid-test after 4 weeks, and post-test. Data were analyzed using a two-way repeated measures ANOVA, Bonferroni test (p < 0.05) and effect size. The time of the AS and IS groups to walk the balance beam was significantly lower than the TP group, with a difference of 1.81 s (p < 0.01, [95% CI -3.22 to -0.40], ES = 1.53) and 1.25 s (p < 0.05, [95% CI -2.66 to 0.16], ES = 0.81). At the mid-test, the IQ scores of the TP group were lower than the AS group (p < 0.05, [95% CI -12.45 to -0.96], ES = 0.89). Additionally, at post-test, the IQ scores of the TP group were significantly lower than those of both AS (p < 0.01, [95% CI -14.12 to -2.74], ES = 1.15) and IS groups (p < 0.01, [95% CI -12.53 to -3.31], ES = 1.21). Swimming enhances children's balance and IQ scores more than traditional physical exercises. Involving parents in swimming leads to a more significant increase in IQ scores within 4 weeks of initial swimming exercise.

Exploring associations between the gut microbiota and full-scale intelligence in preschool children

The relationship between the gut microbiota and neurocognitive outcomes is becoming increasingly recognized; however, findings in humans are inconsistent. In addition, few studies have investigated the gut microbial metabolites that may mediate this relationship. The objective of this study was to investigate associations between full-scale intelligence (FSIQ) and the composition of the gut microbiota and metabolome in preschool children.Stool samples were collected from a community sample of 245 typically developing children (3–5 years) from the Alberta Pregnancy Outcomes and Nutrition (APrON) cohort. The faecal microbiome was assessed using 16S rRNA sequencing and the metabolome using LC-MS/MS. FSIQ and scores on the Verbal Comprehension, Visual Spatial, Working Memory indices of the Wechsler Preschool and Primary Scale of Intelligence-IV were used to assess neurocognition. Associations between the gut microbiota and FSIQ were determined using Pearson and Spearman correlations, which were corrected for multiple testing and relevant covariates.Verbal Comprehension correlated negatively with both Shannon alpha diversity (r = -0.14, p = 0.032) and the caffeine-derived metabolite paraxanthine (r = -0.22, p < 0.001). No other significant correlations were observed.Overall, the weak to modest correlations between Verbal Comprehension with alpha diversity and paraxanthine provide limited evidence of an association between the gut microbiota and neurocognitive outcomes in typically developing preschool children.

Upbringing and development of emotional intelligence in preschool children

Upbringing and development of emotional intelligence in preschool children

ASSESSING THE BODILY-KINESTHETIC INTELLIGENCE OF PRE-SCHOOLERS

The study focused on the presentation of an instrument developed to assess bodily-kinesthetic intelligence of pre-schoolers. There are presented activities and their evaluative procedure for the assessment of bodily-kinesthetic intelligence of preschool children. A secondary aim of this study was to evaluate, with the use of this instrument, a creative dance intervention programme which focused on the development of pre-schoolers’ bodily-kinesthetic intelligence. The sample of this study consisted of 28 preschool children in total, split into intervention and control groups. In the intervention group there were 15 preschool children (7 boys and 8 girls), with an average age of 5 ± 0.5 years, and in the control group 13 children (7 boys and 6 girls). To examine the effect of the creative dance intervention program on the development of children’s bodily-kinesthetic intelligence, data were analyzed with RM-ANOVA. By these means, we arrived at the conclusion that these creative dance sessions gave pre-school children the opportunity to employ and develop their bodily-kinesthetic intelligence.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

PRESCHOOLER'S EMOTIONAL INTELLIGENCE DEVELOPMENT

The article considers the development of emotional intelligence in preschool children. The aim of the study is a theoretical analysis of the formation of emotional intelligence in preschool children, the development of emotional intelligence under the guidance of adults. Today, kindergartens provide education on the intellectual development of the child. And this leads to deformation of the emotional sphere of preschool children. Today, the relationship between children and parents is characterized by a lack of emotional communication. This causes emotional deafness in children. That is, the inability to feel, lack of reaction to the emotional state of another person. It is also a suppression of emotions that develops in a child due to the indifference of loved ones. Due to such changes in the education of preschool children, the problem of developing the emotional intelligence of preschool children is especially significant and relevant. The following methods were used in the research process: general scientific (systematization and generalization), comparative, prognostic method and prognostic method. The article presents an analytical review of theoretical approaches to the definition of "emotional intelligence". It is generalized that the emotional intelligence of a preschooler is an integral property of the individual, which reflects the child's cognitive ability to understand emotions and manage them through cognitive processing of emotional information. Emotional intelligence ensures the psychological well-being of the individual and the success of social interaction. In preschool, the child's emotional experience expands and enriches. An emotional attitude to oneself, other people and the surrounding reality in general is formed. This is reflected in the characteristics of the child's emotional behavior in the process of social interaction and communication with other children and adults. Researchers are also attracted by the question of the preconditions for the formation of emotional intelligence of preschool children. The structure of emotional intelligence is revealed. It is noted that emotional intelligence develops in the process of life and experience of the child – in the family, through play, painting, art, literature, self-observation and reflection. Each preschooler should have his own way. It is important to choose the method that is most effective for a particular individual. The authors identify effective methods and techniques for the development of emotional intelligence of preschool children.

The relation between executive functions and math intelligence in preschool children: A systematic review and meta-analysis.

The relation between executive functions and math intelligence in preschool children: A systematic review and meta-analysis.

Supplemental Material for The Relation Between Executive Functions and Math Intelligence in Preschool Children: A Systematic Review and Meta-Analysis

Supplemental Material for The Relation Between Executive Functions and Math Intelligence in Preschool Children: A Systematic Review and Meta-Analysis

DIAGNOSTICS OF THE LEVEL OF EMOTIONAL INTELLIGENCE DEVELOPMENT OF PRESCHOOL CHILDREN

The purpose of this study is to identify the level of development of emotional intelligence of preschool children. The article notes that in modern conditions, the problem of the development of the emotional intelligence of pre-schoolers is relevant, this is due to the fact that the process of globalization, changes in all spheres of life had a negative impact on the pre-schooler, subjected him to emotional tests that inhibit the development of emotional intelligence of preschool children. The author of the article proves the importance of the development of emotional intelligence in preschool children. In his opinion, the preschool age has great opportunities for the development of the emotional intelligence of preschool children. The main goal of the study was to identify the level of development of emotional intelligence in preschool children. The study involved 40 pre-schoolers of diverse ages: 3-4 years old, 4-5 years old, and 5-6 years old. The indicators for the development of the emotional intelligence of pre-schoolers are: knowledge of various types of emotions, recognition of emotions, description of various emotions, identification of the causes of the appearance of emotions, awareness of their own and others' emotions, the ability to manage their own emotional state and the emotions of other people. The above indicators helped to identify the following levels of development of the emotional intelligence of preschool children: high, medium and low. The results of the study of the level of development of emotional intelligence indicate that: - pre-schoolers have a very poorly formed emotional intelligence, there are no emotional and motivational attitudes towards themselves, people around them, peers, - there are a lot of preschool children with a low and medium level of development of emotional intelligence, there are practically no children with a high level of development of emotional intelligence, - children have deficiently developed communication skills in different life situations with peers, adults, - the level of development of emotional intelligence in pre-schoolers is higher at the age of 6-7 years, very low at the age of three, i.e. the age of children, as well as temperament, influences, sanguine people have a high level of development of emotional intelligence, girls, compared to boys, have a high level of development of emotional intelligence.

The Survey Effectiveness of Counseling based on Storytelling on Emotional Intelligence in Preschool Children

The aim of this study was the survey effectiveness of counseling based on storytelling on emotional intelligence in preschool children. The statistical population of this study was all preschool children aged 6 to 5 years in preschools in Isfahan city at 2019 year. From this community, 30 of them were divided into two experimental and control groups. In this research was used from emotional intelligence scale that made by researches. Data were analyzed using SPSS_24 statistical software and descriptive and inferential statistics. The results showed that there was a significant difference between the means of the experimental and control groups in the post-test. Therefore, it can be concluded that counseling based on storytelling increases emotional intelligence in preschool children.

Basic techniques and methods of developing emotional intelligence in preschool children

This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.

The relationship between general and emotional intelligence in preschool children

This paper examines the relationship between general intelligence and emotional intelligence in preschool children older than five years and the main areas of research on general and emotional intelligence. Currently, a high level of general and emotional intelligence is viewed as a condition for achieving success both in one’s profession and in life in general. The relevance of this study is conditioned by the need to study general intelligence and emotional intelligence to improve the intellectual and emotional life of people, which in turn contributes to the solution of both individual and social problems. This study aims to review the levels of general and emotional intelligence formation in preschool children older than five years. The paper contains a retrospective analysis of the problem of studying emotional and general intelligence in Russian and foreign psychology. Various approaches to the study of general and emotional intelligence are analyzed. Based on a review of the literature on the topic of the study, the prerequisites for the emergence of the concept of emotional intelligence are outlined. The content of such concepts as “intelligence” and “emotional intelligence” is outlined, with a brief excursion into the history of the emergence and spread of these concepts. The paper also contains terms analogous to the concept of emotional intelligence and describes in detail the structural components of emotional intelligence within the framework of various models. Empirically, the levels of general and emotional intelligence of preschool children older than five years have been identified. A comparative correlation study of the levels of emotional and general intelligence of preschool children was carried out. The authors present the results of an experimental study on the absence of interdependence of general and emotional intelligence in preschool children older than five years.

Methodological Basis for the Development of Social Intelligence in Senior Preschool Children through Experimental Activities

The methodological substantiation of socio-cultural, polysubject and problem-communicative approaches in the development of social intelligence of preschool children is given. The research was carried out on the basis of the analysis of psychological, pedagogical and philosophical literature. The author’s understanding of the concept of “social intelligence of preschool children” is presented. The methodological approaches to the development of social intelligence in older preschool children have been identified and substantiated.

Pengaruh Terapi Bermain Continueing Story Terhadap Kecerdasan Jamak Pada Anak Prasekolah

Intelligence is the highest ability possessed by humans. The purpose of this research is to analyze the effect of play continuing story therapy on plural intelligence in preschool children at TK DWP 2 Lawang General Hospital. The design in this study was Quasi Experiment (Pre and Post-test nonequivalent control group). The affordable population is all pre-school age children in Dharma Wanita Persatuan 2 Kindergarten Dr. Radjiman Wediodiningrat Lawang Malang Malang East Java who have problems with multiple intelligence problems as many as 45 children, the sample in this study amounted to 32 children. Analysis of paired data (pre and post-test) on the multiple intelligence variable used the Wilcoxon sign rank test. Mann Whitney Test to test the differences in plural intelligence in the control group and the treatment group after giving treatment. If the statistical test results obtained p <0.05, then H1 is accepted, it means the research hypothesis is accepted. The results showed play stimulation Continuing Story increased plural intelligence in pre-school age children in TK Dharma Wanita Persatuan 2 RSJ Dr. Radjiman Wediodiningrat Lawang (treatment group) p-value = 0,000, Play activities according to the curriculum at school increased plural intelligence in preschool-age children Dharma Wanita TK Kindergarten Unity 2 RSJ Dr. Radjiman Wediodiningrat Lawang (control group) p-value = 0.007, Plural Intelligence Improvement with play stimulation Continuing Story is higher than the play activities according to the curriculum in the Mann-Whitney Test school p-value = 0,000. This research concludes that there is an effect of play therapy continuing story on plural intelligence in preschool children in TKP DWP 2 RSJ Lawang.

Assessing the Level of Verbal Intelligence in Preschool Children as Important Element of Cognitive Abilities

The article presents the concepts of verbal intelligence as one of the main elements of a person’s cognitive abilities, as well as basic criteria for school readiness. The features of the theory of cognitive psychology, namely: the multiple intelligence of Howard Gardner, who identified eight basic types of intelligence (linguistic, interpersonal, existential, naturalistic, musical, bodily-kinaesthetic, visual-spatial, logical-mathematical), are highlighted. In a theoretical study, we have analysed the general meaning of the concept of intelligence from the point of view of cognitive psychology, and we specified it by outlining the main characteristics of multiple intelligence. We also conducted an analysis of the scientific works of specialists specializing in working with models of cognitive-speech activity and investigated the linguistic mind in preschool children. Not only a certain type of intellect is considered, but also all the others that were named by Gardner, their main aspects of influence on a personality are revealed, they appear even in preschool age. In the empirical part of the study, methods were used to diagnose the verbal level of intelligence of the basic element of cognitive abilities in preschool children. They are aimed at researching the ability to generalize and analyse verbal information, identifying the ability to classify objects according to common features, differentiate emotional states in the process of communication, and also establish the level of vocabulary of pre-schoolers. According to these indicators, 90 pre-schoolers were diagnosed, and their level of verbal intelligence was revealed. The paper identifies the main features, skills that a child possesses with a high average or low level of intelligence, correction methods, in order to improve low results.

Development of Social Intelligence in Preschool Children by Art Therapy: Case Study of Oyna Educational Centre

The objective of this research paper is to elaborate methods for the development of social intelligence of preschool children by means of art therapy. Using the Tromsø Social Intelligence Scale cognitive, behavioural and affective criteria are refined with the corresponding indicators of the levels of development of social intelligence in preschool children. The methodology was implemented at the following stages: the preparatory one was characterized by an emotional mood, rallying the children’s team, and diagnosing interpersonal relationships, the main one is both summative and formative, which provides for training, and the final one is summing up with the help of a diary of pedagogical observations. The description of art-therapeutic methods, in particular, fairy-tale therapy, game therapy, drama therapy and isotherapy used in working with children are presented. The paper substantiates the need to test the effectiveness of the developed methodology in the process of empirical research and the adaptation of the Tromsø Scale to diagnose the levels of development of social intelligence in preschool children. In addition, the preparation of teachers for work, sharing and assimilation of the acquired pedagogical experience in the teaching process of preschool educational institutions was covered. https://doi.org/10.26803/ijlter.19.5.17

RELATIONSHIP BETWEEN ANTHROPOMETRIC PARAMETERS AND INTELLIGENCE IN PRESCHOOL CHILDREN FROM RURAL KONKAN

Aim: To study association between anthropometric parameters and intelligence in preschool children from Rural KONKAN.Method: Children between 3 to7 years of age were examined for anthropometry, dietary recall and Intelligence (Intelligent Quotient-IQ) assessment from rural anganwadis. IQ test was performed by clinical psychologist using Binet-Kamat test of intelligence (version 4). Nutritional information was collected from 24- hour dietary recall and food diversity. Results: Results were interpreted using Prorated IQ We studied 159 (82 boys, 78 girls) out of which 15 (9.6%) had higher IQ. 25 (15.8%) were born LBW. Anthropometry classification showed that 61 (38.4%) were stunted and 25(15.7%) were wasted. According to IOTF, 72 (46%) were thin, 83(52%) were normal and 3 (2%) were overweight. we found that there is no significant difference in IQ with respect to anthropometric parameters, birth weight and nutritional status. Conclusion: We could not find any association of anthropometric parameters with IQ inspite of high prevalence of malnutrition. Brain is vital organ which can be protected by redistribution of blood flow at the cost of other organs like liver and abdominal viscera, which are the markers for future risk of diabetes. There is need to improve nutritional status. New update of IQ test is much needed as the current test is more than 50 years old and does not take into account the social, cultural transition over last 2 decades.&#x0D;

Investigation on Potential Application of Artificial Intelligence in Preschool Children’s Education

Artificial intelligence has been rapidly developed in the past years. The present paper aims to investigate the potential application of artificial intelligence in the preschool children’s education. First, the critical technologies of artificial intelligence are reviewed and related to the preschool children’s education. Then, the demand for artificial intelligence in preschool children’s education is analyzed for children-centered learning activities, respecting children, and learning in accordance with children’s development. Finally, some possible applications of artificial intelligence in preschool education are discussed.

Comparison of characteristics of acoustic analysis and non-verbal intelligence in preschool children with normal hearing and with hearing loss

An important role in development of speech and language belongs to the threshold characteristics of auditory sensitivity as well as to the degree of maturation of central mechanisms of auditory processing. The ability of differentiation of sounds, analysis of temporal characteristics and the level of intelligence affect the development of speech skills. A comprehensive assessment of auditory perception and cognitive development was conducted in two groups of preschool children aged 4.5 to 6 years. The main group consisted of 10 children with permanent bilateral sensorineural hearing loss, all of them were experienced users of hearing aids; 10 children with normal hearing were included in the control group. All children underwent psychophysical testing (whisper test, repetition of “quasi-words”, identification of speech signals with similar acoustic characteristics, pairs of consonants “z-s”, “p-t”, “g-k”); acoustical analysis of speech samples with the reproduction of speech from hearing; assessment of non-verbal intelligence (by means of the Raven’s Colored Progressive Matrices). The obtained results indicate significant differences in the characteristics of the acoustic analysis of speech signals of children with normal hearing and hearing impairments, no significant differences have been observed in non-verbal intelligence characteristics of children in these groups. Besides, the children with hearing loss have high fatigability. These data may indicate the symptoms of central auditory processing disorders in hearing impaired children. To identify these problems it is necessary to use psychophysical tests and specialized questionnaires.