Majority Of Preschool Children Research Articles

Hubungan Pola Asuh Orang Tua dengan Perkembangan Sosial Emosional Anak Pra Sekolah di PAUD Surya Ceria Aisyiyah Kabupaten Karanganyar

The preschool period is an important period in a child's development, because not all children can go through a period of optimal growth and development. World Health Organization (WHO) 2019, reported that 5-25% of preschool age children experience emotional development disorders with a child population of 23,979,000. Parental parenting patterns really help children achieve normal growth and development according to their age level. The aim of this research is to determine the relationship between parental parenting patterns and the social emotional development of preschool children at PAUD Surya Ceria Aisyiyah Karanganyar. This research method is correlational analytical with a cross sectional approach. The population of this study was 60 people with sampling using the total sampling technique. The results showed that the majority of mothers implemented democratic parenting as many as 48 (80.0%) and the majority of preschool children had very good social emotional development as many as 44 (73.3%). ) preschool children. The data was processed using the chis square test with a value of r value = 0.00 so it can be interpreted that there is a relationship between parenting patterns and the social emotional development of preschool children. Conclusion: Each parent has a different parenting style and each parenting pattern can shape the child's social emotional development differently.

Learning Moral Values Through Cartoons for Malaysian Preschool-aged Children

While the younger generation’s access to YouTube and time spent in front of the TV have increased, research on the ability of young children to learn moral values remains lacking. Furthermore, the preconceived notion that cartoons are detrimental to moral development is inconclusive, which requires further research to be confirmed or debunked. This study, which is mixed method research, aims to identify and analyse how moral values are taught in cartoons. A total of 20 preschool children (aged five to six years old) from an elementary school in Kuala Lumpur were selected. Doraemon animated series or movies were used as the study data. Notably, Doraemon animations and movies are popular among children as they are humorous and condemn bullying. This was followed by the process of data collection that comprised three phases. Specifically, the first phase was participant observation, the second phase was questionnaires, and the third phase was the unstructured interview. A statistical programme was conducted to analyse all the quantitative data collected from the surveys. Qualitative analysis software was used to analyse and code the qualitative data collected from observations and unstructured interviews. As a result, the majority of preschool children were in the imitation phase. Therefore, they imitated the good moral values portrayed in the cartoons they watched. This study also highlighted that preschool children's viewing of cartoons is not only entertaining but also educational and teaches important key moral values. Apart from that, the children preferred to watch cartoons rather than playing outside during their free time. The families' explanations helped the preschoolers distinguish between good and bad moral values in line with Malay culture and Islamic teachings. The analysis was limited by the small sample size and geographical location of this study. Thus, it was suggested that further studies are conducted to expand the economic strata and age groups.

The Language Profile of Preschool Children With 22q11.2 Deletion Syndrome and the Relationship With Speech Intelligibility.

Young children with 22q11.2 deletion syndrome (22q11DS) often have impaired language development and poor speech intelligibility. Here, we report a comprehensive overview of standardized language assessment in a relatively large sample of preschool-aged children with 22q11DS. We furthermore explored whether speech ability explained variability in language skills. Forty-four monolingual Dutch preschoolers (3-6 years) with a confirmed genetic 22q11DS diagnosis participated in this prospective cohort study. Standardized tests (Clinical Evaluation of Language Fundamentals Preschool-2-NL and Peabody Picture Vocabulary Test-III-NL) were administered. Speech intelligibility was rated by two expert speech and language therapists using a standardized procedure. Most children had impaired language skills across all tested domains. The composite score for expressive language was significantly lower than that for receptive language, but the two were strongly correlated. Only small differences between the mean scores on the various subtests were observed, with the lowest scores for expressive morphosyntactic skills. Language scores showed a moderate positive relation with speech intelligibility, but language abilities varied greatly among the children with intelligible speech. We show that the majority of preschool children with 22q11DS have a broad range of language problems. Other than the relatively larger impairment in expressive than in receptive language skills, our results do not show a clearly delineated language profile. As many of the children with intelligible speech still had below-average language scores, we highlight that language problems require a broad assessment and care in all young children with 22q11DS. Future research using spontaneous language and detailed speech analysis is recommended, to provide more in-depth understanding of children's language profile and the relationship between speech and language in 22q11DS.

Parents and Preschool Teachers’ Perception on Dyslexia: Current Issues and Status

Dyslexia children experience disorders that can affect their ability to read, write or spell. These disorders occur throughout life, resulting in their lives not being in line with typical children. Therefore, this study aims to explore the latest issues and status related to dyslexia based on parents and preschool teachers' views. A qualitative design using a semi-structured interview protocol was used in this study. Five parents who have children in preschool and six preschool teachers throughout Selangor were purposively sampled as research participants. Findings revealed three issues and three current statuses related to parents and preschool teachers' perceptions of dyslexia. The issues are (1) confused with the definition of dyslexia, (2) lack of knowledge about dyslexia, and (3) difficulty identifying preschool children at risk for dyslexia. Meanwhile, the latest statuses are (1) lack of exposure among parents and preschool teachers’ to dyslexia, (2) the increasing psychosocial challenges of parents, teachers and children with dyslexia and last is (3) the need for early detection of dyslexia instruments in preschool. This study shows that parents and preschool teachers have misperceptions of dyslexia. Majority of preschool children going undiagnosed. Interventions are so important, early detection needs to provide well-being to these children's lives in the future.

Learning Environments of Preschool Children Who Have Different Learning Styles and Sensory Behaviors

ABSTRACT Introduction Learning environment is an important factor in the development of preschool children. However, those who have different learning styles and sensory behaviors might not reach the same achievements in the same learning environments. The objective of this study aimed to develop a guideline program that considers learning environments, and explores learning styles, sensory behaviors, and learning environments of preschool children in a community child development center. Methods This study had a mixed method research design. The research instrument comprised a learning style and sensory behavior checklist. Two phases of data collection included a guideline development by considering learning environments, and a pilot study to explore the learning styles, sensory behaviors, and learning environments of preschool children in a community child development center. The participants consisted of 72 preschool children, 9 teachers, and 14 occupational therapists. Results The guideline program arranged 18 groups of learning environments by analyzing the learning styles and sensory behaviors of preschool children, and presented two aspects including learning environments as facilitators and barriers. The majority of preschool children were visual (72.22%) and auditory learners (27.78%) in the first learning style, with no kinesthetic learners. In terms of sensory behaviors, most of the preschool children presented sensory behaviors of positive visual (PV) stimulation. In terms of learning environments, the results indicated that visual learners with positive auditory (VL-PA) stimulation were in the learning environment group, which showed the highest percentage of preschool children in this study. Conclusion The web-based guideline that considered learning environments for preschool children was analyzed by the learning styles and sensory behaviors of the children. It could be used as a tool for collaboration between preschool educators and healthcare providers, who plan learning activities and sensory-based play that promote the development of children.

Diagnostyka parametrów sylaborytmicznej struktury mowy u dzieci przedszkolnych z zaburzeniami kompleksowymi

A child’s language development is one of the main factors of the personal formation. The level of personal development determines the formation of social and cognitive skills in children. Speech development disorders, in particular mastering of syntagmatic constructions with different structural complexity, complicates children’s communication with peers and adults and impedes written language development. The purpose of this study is to examine the basic parameters of the compositional rhythmic speech structure (movement, rhythm and space) and to determine its development level in preschool children with multiple disabilities (disabilities in sensory, motor and speech systems). In order to examine these parameters a special technique consisting of four diagnostic units (“rhythmic movement”, “rhythmic space”, “rhythmic pronunciation” and “complex rhythm of speech”) was developed. First, an empirical study for each diagnostic unit was conducted, and the findings suggested that majority of preschool children with sensory, motor and speech disorders have underveloped compositional structure of speech, which requires further targeted interventions. The study found that preschool children with multiple disabilities have a reduced ability to pronounce words with different structural complexity, impaired perception of lexical units and a disturbed ability to perform dynamic and rhythmic serial movements, which indicates an insufficient level of motor, rhythmic and spatial skills development. Then, a correlation analysis was performed, the results of which indicate that the diagnostic units – “rhythmic movement”, “rhythmic space”, “rhythmic pronunciation” – are inextricably linked. When the skills assessed by the above-mentioned diagnostic units are developed, the skills, assessed by the “Complex rhythm of speech” diagnostic unit can begin their development as well. Determination of the child’s functioning level in each diagnostic unit will allow describing the effective strategies to influence parameters of compositional rhythmic speech in children with multiple disabilities based on potential capabilities and their maximal implementation in the speech therapy process.

Microarray Technology May Reveal the Contribution of Allergen Exposure and Rhinovirus Infections as Possible Triggers for Acute Wheezing Attacks in Preschool Children.

Allergen exposure and rhinovirus (RV) infections are common triggers of acute wheezing exacerbations in early childhood. The identification of such trigger factors is difficult but may have therapeutic implications. Increases of IgE and IgG in sera, were shown against allergens and the N-terminal portion of the VP1 proteins of RV species, respectively, several weeks after allergen exposure or RV infection. Hence, increases in VP1-specific IgG and in allergen-specific IgE may serve as biomarkers for RV infections or allergen exposure. The MeDALL-allergen chip containing comprehensive panels of allergens and the PreDicta RV chip equipped with VP1-derived peptides, representative of three genetic RV species, were used to measure allergen-specific IgE levels and RV-species-specific IgG levels in sera obtained from 120 preschool children at the time of an acute wheezing attack and convalescence. Nearly 20% of the children (22/120) showed specific IgE sensitizations to at least one of the allergen molecules on the MeDALL chip. For 87% of the children, increases in RV-specific IgG could be detected in the follow-up sera. This percentage of RV-specific IgG increases was equal in IgE-positive and -negative children. In 10% of the children, increases or de novo appearances of IgE sensitizations indicative of allergen exposure could be detected. Our results suggest that, in the majority of preschool children, RV infections trigger wheezing attacks, but, in addition, allergen exposure seems to play a role as a trigger factor. RV-induced wheezing attacks occur in IgE-sensitized and non-IgE-sensitized children, indicating that allergic sensitization is not a prerequisite for RV-induced wheeze.

Association of screen time with parent-reported cognitive delay in preschool children of Kerala, India

BackgroundScreen use is increasing rapidly among preschool children and excess screen use in these children has been associated with cognitive side effects and speech delay. We undertook this study to estimate the risk associated with screen time in children, parental supervision, and parent-reported cognitive development among preschool children aged 2–5 years.MethodsA cross-sectional study was done between July 2019 and January 2020 involving parents of all students aged 2–5 years, attending 2 kindergarten schools in Thiruvalla using a self-administered questionnaire. Parents also used the Werner David Development pictorial scale (WDDPS), a screening tool to report cognitive development. The schools were sampled based on convenience.ResultsOf the 189 children included in the study, 89.4% had excess screen use (> 1 h per day) and the average use was 2.14 h. 45.0% of parents supervised screen use inconsistently (self-reported). Meal-time screen use (OR 3.8, 95% CI 1.3–10.8), receiving screen on demand (OR 3.7, 95% CI 1.2–11.3), and using devices other than computers (OR 6.5, 95% CI 1.6–26.8) were significantly associated with excess screen use in pre-school children. Similarly, those children with inconsistently supervised screen time were significantly more likely to have suspected deficits in attention (OR 3.2, 95% CI 1.3–8.2), intelligence (OR 4.1, 95% CI 1.3–13.3), and social skills (OR 15.3, 95% CI 1.9–121.2), compared to children whose screen use was consistently supervised.ConclusionScreen time in the majority of preschool children is above the recommended limits, and inconsistent supervision by parents was seen in almost half of the study participants. Inconsistently supervised screen time is associated with suspected cognitive delays in children.

Reference value of Forced Oscillation Technique for healthy preschool children.

The reference values of Forced Oscillation Technique (FOT) parameters of the inspiratory and expiratory phase for preschool children have not yet been established. To evaluate FOT measures in Thai healthy preschool children. Preschool children, aged 3-6 years, were screened. Children who were positive for the International Study of Asthma and Allergies in Childhood (ISAAC) questionnaire for asthma, positive family history of allergic diseases, recent lower respiratory tract infections, and environmental tobacco smoke were excluded. FOT parameters, including resistance (Rrs), reactance (Xrs), frequency of resonance (Fres) and area of reactance (ALX), were measured. A total of 390 healthy children with the mean age of 5.1 ± 0.9 years were enrolled. FOT was successfully performed in 378 children (96.9%). The mean (SD) for the whole breath (WB) resistance at 5Hz (R5), 20 Hz (R20) and R5-20 were 11.49 (2.69) cmH2O/L/s, 9.46 (2.19) cmH2O/L/s and 2.02 (0.82) cmH2O/L/s, respectively. The median (IQR) for WB reactance at 5Hx (X5), Fres and ALX were -1.51 (-2.37 to -0.96) cmH2O/L/s, 11.17 (8.50-15.65) Hz, and 7.53 (3.72-14.32) cmH2O/L/s, respectively. Significantly difference in WB R5, R20, X5, Fres and ALX between male and female children were demonstrated. The expiratory phase R5, R20, R5-20 were significantly higher than those of the inspiratory phase (p < 0.001). There are significant correlations between the height and FOT parameters. Reference curve for the FOT parameters was generated based on height using the lambda-mu-sigma (LMS) method. Reference curve of FOT parameters measured in healthy preschool children were demonstrated. Majority of preschool children could perform FOT method.

PRO77 Sequence Analysis of Cystic Fibrosis Care Management Pathway: A Population-Study Based on the French National Claims Databases

Routine management of cystic fibrosis (CF) has recently turned a corner with an increase in ambulatory care, which would improve lifestyle and reduce in-hospital infections. Our objective was to cluster management patterns considering both chronology and places of care (ambulatory or in-hospital) through sequential analysis. CF patients were selected in 2016 within the French National Claims Databases (SNIIRAM), from which individual 2-year pathways for medical visits with specialists involved in CF management was built. Optimal matching was used to transform this pathway into 3-month sequences, prior to apply unsupervised methods classifying management patterns. Among the 10,568 CF patients identified, 7,360 were considered for the sequential analysis (no healthcare consumption: n=503; no medical visit of interest: n=2, 705). Patterns were highly differentiated for the place of care. The partition around Meloids (PAM) was the most successful method to classify trajectories. A 3-cluster typology was retained: 35% patients belonged to the “ambulatory” cluster, 32% to the “mixed” one – with both in and out-patient visits at each sequence -, and 33% to the “low management” one. From a multinomial regression analysis: (i) age is a determinant of management patterns (p<0.001) - with majority of preschool children [0-6[, school children [6-12[ and adolescents [12-18[ belonging to the “mixed cluster” (42%, 41% and 46%, respectively), while most of adults belonged to the “ambulatory” one (43%) -, (ii) incident patients were more likely to belong to the “mixed” cluster (p=0.023). A third of CF patients with medical follow-up is almost entirely managed in ambulatory, mainly adults; a third is managed by both in and outpatient care. The question patient with low or no management will be further assessed. On-going analyses will allow the identification of the determinants (e.g. comorbidities, treatments, medical devices) associated with the distribution of CF patients within the management patterns.

THE CURRENT SITUATION OF FAMILY EDUCATION AND SCHOOL AND KINDERGARTEN ADMISSION OF MIGRANT CHILDREN IN ZHEJIANG PROVINCE, CHINA: A SURVEY OF HANGZHOU, NINGBO AND JIAXING

&lt;p&gt;Based on a survey of 322 parents of migrant children aged 3 to 10 in Hangzhou, Ningbo and Jiaxing, Zhejiang Province, China, the study found that nearly 70% of parents have been working in Zhejiang for 5-10 years, and 28% of them have worked for more than 10 years; 94% of them hold agricultural household registration and 6% of them hold non-agricultural household registration. Nearly 70% of these families have 2 to 3 children and 16% of them have 4 children. Those children who can get into the local public kindergartens and primary schools are all study in the local institutions and most school-aged children and the majority of pre-school children who do not meet the admission requirements for local public kindergartens and primary schools return to their hometown due to the pressure of tuition fees. At the same time, family education is not efficient, more than half of the children’s spare time is occupied by television and video games, the proportion of reading and sports activities is only a little more than 10%. Most parents have little time to read, do homework and physical exercise with their children, because of their heavy work or low level of education. This paper puts forward some relevant countermeasures and suggestions, hoping to change this situation.&lt;/p&gt;&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_01/0629/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Clinical utility of genetic testing in 201 preschool children with inherited eye disorders

PurposeA key property to consider in all genetic tests is clinical utility, the ability of the test to influence patient management and health outcomes. Here we assess the current clinical utility of genetic testing in diverse pediatric inherited eye disorders (IEDs). MethodsTwo hundred one unrelated children (0–5 years old) with IEDs were ascertained through the database of the North West Genomic Laboratory Hub, Manchester, UK. The cohort was collected over a 7-year period (2011–2018) and included 74 children with bilateral cataracts, 8 with bilateral ectopia lentis, 28 with bilateral anterior segment dysgenesis, 32 with albinism, and 59 with inherited retinal disorders. All participants underwent panel-based genetic testing. ResultsThe diagnostic yield of genetic testing for the cohort was 64% (ranging from 39% to 91% depending on the condition). The test result led to altered management (including preventing additional investigations or resulting in the introduction of personalized surveillance measures) in 33% of probands (75% for ectopia lentis, 50% for cataracts, 33% for inherited retinal disorders, 7% for anterior segment dysgenesis, 3% for albinism). ConclusionGenetic testing helped identify an etiological diagnosis in the majority of preschool children with IEDs. This prevented additional unnecessary testing and provided the opportunity for anticipatory guidance in significant subsets of patients.

A study on home environment among rural, tribal and urban pre-school children

A study on concept development among pre-school children was carried out in Ranebennur Taluk of Haveri district, Karnataka state. The sample for the study comprised of 120 pre-school children, of whom 40 were from rural, 40 from tribal and 40 from urban areas of Ranebennur Taluk. From each area 20 boys and 20 girls in the age group of 3-5 years were selected randomly from 24 Anganwadi Kendras. Home environment inventory developed by Mohit (1990) was used to assess the home environment of children. The Socio-economic status scale developed by Aggarwal et al. (2005) was employed to assess the SES of the family. Results revealed that majority of pre-school children from urban group had good home and pre-school children from tribal and rural area had moderate home environment. Significant association was found between fathers’ education and home environment among urban group pre-school children. Results also revealed a significant relationship between mothers’ education and home environment of urban pre-school children.

Mandatory Naptimes in Childcare do not Reduce Children\u2019s Cortisol Levels

The majority of preschool children (aged 3–5 years) no longer habitually nap, yet in childcare settings daily mandated naptimes in which children lie down without alternative activity remains a common practice. Mandated naptimes are associated with observed reductions in emotional climate and increased incidence of distress. While intended to be restful, mandatory naptimes may induce stress in those children unable to sleep. To examine this possibility, we applied a 2 (mandated/flexible practice) × 2 (nap/no-nap) design to test group difference in stress responses of children (N = 43, mean age 56.3 months). Salivary cortisol level was measured at 4 time-points (waking, pre-naptime, post-naptime, and bedtime) across two days at childcare. Overall our results show a significant decline in cortisol level from wake to pre-naptime and from post-naptime to bedtime. No significant change in cortisol level was observed from pre- to post- naptime. Significant group differences in cortisol patterns were observed. Notably, children under mandatory naptime conditions who did not nap showed no significant reduction in cortisol level from post-naptime to bedtime. While cortisol measurement suggests naptime is neither stressful nor restful for children in any group, implications for bedtime arousal are raised for those unable to sleep under conditions of mandated naptimes.

Preschoolers' perceptions of performance and satisfaction under competitive and non-competitive conditions

The aim of this study was to explore preschool children's perceptions of their performance under competitive and non-competitive conditions (NCC) and their satisfaction. Eighty preschool children (40 boys, 40 girls) aged 4–6 years (M age = 5.48, SD = .57) took part in this study. Preschool children built a tower under competitive and NCC and expressed their perception of their performance and their satisfaction using a ladder scale and a faces scale, respectively. The results showed that the majority of preschool children evaluate their performance as ‘high' under both conditions independently of the outcome. Under competitive condition (CC), 52.5% of children evaluated their performance accurately, while under NCC this percentage was 47.5%. Furthermore, the majority of children responded that they felt happy under both conditions.

COMPARATIVE ANALYSIS OF THE OCCURRENCE OF HYPERMOBILITY OF JOINTS IN CHILDREN’S POPULATION OF TVER AND OTHER REGIONS OF THE RUSSIAN FEDERATION

Aim : To assess the frequency of occurrence and the intensity of hypermobility of joints in children and teenagers of Tver in comparison with other regions of the Russian Federation. Patients and methods : 564 children and teenagers at the age from 3 to 17 years were examined. The presence of hypermobility of joints was determined by Beighton method. Anthropometrical measurements were taken, physical development of children was assessed. Results : The hypermobility of joints is characteristic practically for all children at the age of 3–4 years and most of children of 5–7 years. On average it meets in 71% of children of a preschool age and 31% of school students of Tver, making 35–40% in children of midchildhood; it is noted in every fourth child of 13–15 years and every tenth 16–17-year-old teenager. The hypermobility of joints of girls is 20% more than of boys. The high-grade hypermobility is characteristic for tall and thin teenagers; in midchildhood the children who in comparison with agemates are smaller in growth and weight are more flexible. The article presents the comparison of own data with the results of other similar researches. Conclusion : The frequency of occurrence of hypermobility of joints considerably differs in different age groups of children. The increased flexibility is physiological norm for the majority of preschool children, further it decreases in direct ratio to the age of a child.

Learning environment and type of goals: how it affects preschool children's performance and their perceptions of their performance?

The aim of this research was to study the effect of learning environment and type of goals on: (a) preschool children's performance during a play, (b) preschool children's perception of their performance and (c) preschool children's satisfaction. Fifty-six preschool children (24 boys and 32 girls; Mage = 5.5 years) took part in this study. The children played a game three times with different goal and under different learning environment each time. Results showed that preschool children had higher performance when the game was conducted under the presence of their classmates independently of the type of goal being set by the researchers. Furthermore, the vast majority of preschool children evaluates their performance as very good and answered that they felt happy in every condition.

Preschool children's caregivers' attitudes and behavior regarding bottle feeding in Bangpakong, Chachoengsao.

Objectives:To study a group of preschool children's caregivers’ attitudes and behavior regarding bottle feeding in Bangpakong, Chachoengsao.Materials and Methods:The study sample comprised 320 caregivers of preschool children aged 3–6 years, who were attending the public preschools in Bangpakong, Chachoengsao, and they completed self-administered questionnaires. The questionnaires had information about demographic data, weaning status, the feeding practices for children who were still on a bottle, and the caregivers’ attitudes on bottle feeding according to weaning status.Results:Of these children, 38.4% were still on a bottle while 61.6% had been weaned. Mean age at the weaning time was 3.1 ± 0.6 years. The most common reason that led caregivers of bottle feeding group to allow continuation of the habit was the child refused to wean. Of these caregivers, 56% lacked knowledge concerning the appropriate weaning time and that the use of bottles should be actively discouraged for children after 1 year of age. Attitudes between bottle feeding and weaned groups were significantly different (P < 0.05) in the following: a child should be introduced to drink from cup after 1 year of age, nursing bottle works best to stop a child from crying, early weaning results in poor mental health, and early weaning results in malnutrition.Conclusion:Prolonged bottle feeding beyond the recommended age was found in the majority of preschool children in this study. Dental professions should provide oral health promotion education program including feeding practice information to caregivers.

Klaipėdos rajono ikimokyklinio amžiaus vaikų gyvensenos ir fizinio aktyvumo ypatumai

Žurnalas „Sveikatos mokslai / Health sciences“ yra recenzuojamas tarptautinis mokslinis žurnalas, skirtas skleisti naujas žinias ir informaciją apie visuomenės sveikatą, sveikatos ugdymą, ligas, klinikinius tyrimus ir klinikinius atvejus, naujas technologijas, slaugą, reabilitaciją, sveikatos ekonomiką ir vadybą. Žurnalas spausdina mokslinius straipsnius lietuvių, anglų ir rusų kalbomis, kasmet išeina 1 tomas (6 numeriai) spausdintiniu ir elektroniniu variantais. Daugiau nei 140 mokslinių straipsnių publikuojami per metus. Žurnalas priklauso Lietuvos mokslo periodikos asociacijai.

Task Analyses Identify Coat-Donning Delays in Preschoolers in Special Education

To describe use of task analyses for school-based documentation of skill levels of a sample of preschool children in special education classes. Coat-donning task analyses and scoring codes were developed for the traditional and coat- flip methods. Preschool children's abilities were scored 3 times per year as part of weekly classroom consultations. Of 601 charts from 2003 to 2007, 171 met inclusion criteria. Initially, 22 (13%) children independently donned coats; 149 (87%) required assistance. Final scores identified that 75 (44%) children achieved or regained independence, 14 (8%) still required assistance prior to kindergarten entrance, 50 (29%) were eligible for more services, and 32 (19%) had services interrupted. Task analyses and scoring codes improved efficiency and standardization of school-based documentation, demonstrated incremental changes over time, and focused task training. The majority of preschool children in this sample were initially delayed in coat-donning independence when compared with preschool children developing typically.