Older Preschool Research Articles

Study of attitude characteristics older Preschoolers to themselves and significant adults

Study of attitude characteristics older Preschoolers to themselves and significant adults

Формування фізичної готовності до школи у дітей старшого дошкільного віку засобом спортивних ігор

An analysis of studies on the problem of forming physical readiness for school in older preschool children has been conducted. It is emphasized that physical readiness is fundamental for a child's successful adaptation to the school environment. It includes the development of motor skills, coordination, endurance, and strength, which are crucial for a child’s ability to perform various school tasks, from writing letters to participating in active games during breaks. Insufficient physical preparedness can lead to difficulties in mastering the school curriculum, decreased attention span, quick fatigue, and even health problems. Therefore, it is essential to develop the necessary physical qualities in children before they start school. It has been established that sports games are an effective tool for ensuring the physical readiness of older preschoolers for school. Games help develop coordination, strength, endurance, and flexibility, which are important for comprehensive physical development. The aim of the study is to determine the impact of sports games on the formation of physical readiness for school in older preschool children. At the initial stage of the study, generalized results of the level of physical readiness for school revealed that only 20% of children in the experimental group (EG) and 16% in the control group (CG) showed a high level of readiness, 58% of children in the EG and 52% in the CG showed a medium level, and 22% of children in the EG and 31% in the CG showed a low level. It was noted that the initial level of physical readiness for school in children from both the experimental and control groups was approximately the same at the beginning of the formative stage of the study. During the research, a system was developed and tested, aimed at enhancing the level of physical readiness for school in older preschool children, with active use of sports games elements. The proposed system of work involved organizing activities with children through play and was implemented sequentially across three interrelated stages: introductory, active, and creative. By the end of the study, the results in the CG and EG were as follows: a high level of physical readiness was shown by 46% of children in the EG and 24% in the CG, a medium level by 42% in the EG and 52% in the CG, and a low level by 12% in the EG and 24% in the CG.

The relationship between the level of preschoolers’ cognitive development and the success of their adjustment to primary school

Introduction. The article studies the problem of children’s adaptation to systematic learning at primary school, which is significant in a rapidly changing world, determining both the conditions of the educational environment and the requirements for the level of preschoolers’ preparation. The purpose of this study is to evaluate the influence of the level of preschoolers’ cognitive development on their adaptation to systematic learning at primary school. Materials and Methods. The methodology of the study is based on a systematic approach that allows the authors to reveal psychophysiological characteristics of the subject, the complex of which provides the most complete picture of the child’s development. The following methods were used: theoretical analysis, synthesis; diagnostic methods, allowing to assess the level of cognitive development and academic performance of the examined children; methods of mathematical statistics for processing empirical data. Results. Through theoretical analysis and generalization of research data, it is shown that the majority of children have developed basic cognitive functions by the older preschool age. However, carrying out a comprehensive diagnosis of the preschoolers’ functional development in preparatory groups, the authors identified low levels of voluntary regulation, visual-spatial perception and visual-motor coordination in a third of the examined preschoolers. Based on the data analysis of these children’ academic performance at primary school, the authors identified influence of the level of the above mentioned cognitive functions in preschool age on academic performance at primary school. Longitudinal analysis showed a gradual increase in academic performance in this group of students by the third year at primary school. Conclusions. Based on the results obtained, the authors showed that the level of cognitive functions development, as well as social and communication skills, significantly influences the successful adaptation of first-year primary schoolchildren and subsequent academic performance at primary school. In conclusion, the authors point out that it is necessary to conduct a comprehensive assessment of cognitive development in older preschool age in order to identify individual characteristics and predict possible risks of maladjustment at school.

Development of mathematical competence of 5–6-year-old children in Polish preschool education institutions

ABSTRACT This study addresses the topic of developing mathematical competence of children aged 5–6 years old in Polish preschools. A survey was conducted to examine the methods employed in the mathematical education of preschool children, the effectiveness of these methods, and the relationship between the development of mathematical competence of preschool children and their overall growth and development. The responses from the survey of teachers of pre-school education and parents were analysed to determine whether the mathematical competence of older preschool children is adequately shaped in accordance with their developmental possibilities and whether the mathematical education provided in kindergarten sufficiently prepares children to start learning mathematics in the ‘school way’.

COMPENSATION OF UNFORMED GRAPHIC SKILLS AS A PREREQUISITE FOR FUNCTIONAL LITERACY IN ELEMENTARY SCHOOL

The article deals with the problem of prerequisites for functional literacy of children in the transition to school-type education. It is noted that existing diagnostic techniques allow us to record the insufficient readiness of older preschoolers to carry out graphic activities, which in the future will negatively affect their attitude to educational activities. The experience of compensatory learning is presented, in which it is possible to significantly reduce the severity of this problem.

Field-based physical fitness assessment in preschool children in China

BackgroundPhysical fitness in the preschool years is considered a marker of current and future health. Therefore, understanding physical fitness levels of preschool children is necessary. Furthermore, the use of field-based methods to measure physical fitness is essential for assessing children in authentic venues such as schools. Hence, the main purpose of this study was to describe the physical fitness of Chinese preschool children across field-based methods considering a statement of confidence intervals for reference in physical fitness in each age and genders.MethodsA total of 619 children (296 boys and 323 girls) aged 3–6 years old from China participated in the present study. Physical fitness was measured using the Chinese National Physical Fitness Measurement (CNPFM-Pre) battery, which included the tennis ball throw (upper-limb muscular strength), standing long jump (lower-limb muscular strength), shuttle run test (speed-agility), double-leg timed hop (coordination), sit-and-reach (flexibility), and balance beam test (dynamic balance).ResultsThe results revealed significant differences in gender for standing long jump (SLJ; η2 = 0.012, p = 0.007), tennis ball throw (TT; η2 = 0.081, p < 0.001), sit-and-reach (SR; η2 = 0.114, p < 0.001), and one-legged stance test (OST; η2 = 0.037, p < 0.001). Age had positive effects on all physical fitness performance tests, as the shuttle run test (η2 = 0.672, p < 0.001), SLJ (η2 = 0.513, p < 0.001), TT (η2 = 0.394, p < 0.001), double-legged timed hop test (DTH; η2 = 0.445, p < 0.001), SR (η2 = 0.069, p < 0.001), balance beam test (BBT; η2 = 0.367, p < 0.001), and OST (η2 = 0.336, p < 0.001). Older preschool children performed better than their younger counterparts in all the tests. No significant interactions between age groups and gender were found.ConclusionsThis study provided age- and gender-specific physical fitness performance data in Chinese preschool children. Gender differences in physical fitness tests performance already exists at the preschool age. All physical fitness component results increased with age in this cohort. These findings can help healthcare, physical education, and pediatric professionals understand the physical fitness development of preschool children at different ages and help design sports tasks for preschool boys and girls.

Методика «Схематизация» в цифровом формате для оценки уровня развития наглядно-образного мышления старших дошкольников

&lt;p&gt;The development of imaginative thinking is one of the main tasks of educational work with preschoolers, because it allows the child to be successful in preschool activities, where the most favorable conditions for the formation of age new achievements are formed. The need for diagnostic tests to determine the level of imaginative thinking of preschoolers is related both to the need to assess the effectiveness of educational work with children, and to identify the level of development of the child. The most informative and reliable results of the assessment of cognitive processes are provided by the use of standardized test. In Russian psychology, there is only one such test - "Schematization" (author R.I. Bardin). This test was created and standardized at the end of the last century and its psychometric characteristics and assessment standards need to be updated for a modern sample. The article presents the results of the re-standarization of this test. The experimental sample of the study consisted of N = 2425 children of senior preschool age: children 5-6 years old (M = 66 months; SD = 3.09 months; n = 974) and 6-7 years old (M = 77 months; SD = 3.21 months; n = 1451). For psychometric verification, confirmatory factor analysis, Cronbach's alpha and McDonald's omega coefficients, Spearman correlation coefficient, Mann-Whitney U criterion and two-factor analysis of variance were used. The norms were calculated using percentile normalization. The obtained results showed the conformity of the test with psychometric requirements and allowed us to determine the current norms for the development of imaginative thinking of older preschool children.&lt;/p&gt;

Методика «Эталоны» для оценки развития восприятия современных старших дошкольников (действие отнесения к эталону)

&lt;p&gt;Adaptation and standardization of the &amp;ldquo;Standards&amp;rdquo; test from a set of mental development diagnostic methods for preschool children (L.A. Venger and co-workers) were carried out, aimed at assessing the level of development of the action of comparison with the standard for older preschoolers. Two groups of children took part in the study: 1062 children aged 5-6 years (average age 66&amp;plusmn;3 months) and 1574 children aged 6-7 years (average age 77&amp;plusmn;3 months). Both versions of &amp;ldquo;Standards&amp;rdquo; test (for six- and seven-year-old children) showed good internal consistency (Cronbach's alpha=0,80-0,88; SRMR=0,02; CFI=0,99 for both samples). External validity is confirmed by correlations with intellectual development level, measured by Raven's Colored Progressive Matrices test (r=0,51 for children of the sixth year of life and r=0,39 for children of the seventh year of life). No differences were found by gender or the presence of disabilities. Age norms for modern children for the action of comparison with the standard have been determined. An adapted version of the test can be used by psychologists for scientific and practical purposes, to accompany the educational process that promotes the development of perception in children of senior preschool age.&lt;/p&gt;

ACTUAL PROBLEMS OF DEVELOPING SAFE BEHAVIOR SKILLS IN CHILDREN OF THE SENIOR PRESCHOOL GROUP

In the article, the authors consider the problems that hinder the development of safe behavior skills of children of the senior preschool group. A literary review of the works of foreign and Kazakhstani teachers and scientists on the safe behavior of older preschool children is made. The definitions of “safety” and “safe behavior” are analyzed. The current state of work on the development of safe behavior skills in a preschool organization, at home, on the street is studied; the characteristic of behavioral reactions of senior preschool children is given; the normative legal documents, the State mandatory standard of preschool education and training of the Republic of Kazakhstan and the Standard curriculum of preschool education and training of the Republic of Kazakhstan in the educational direction “Formation of socio-emotional skills” are analyzed. The purpose of the study is to identify current problems that hinder the development of safe behavior skills in children of the senior preschool group. The authors analyzed the types of child safety (social, physical and psychological, information, transport, educational, environmental, medical, legal and others), which are currently debatable. Based on the analysis of psychological and pedagogical literature, the current problems of ensuring and threatening the safety of children at home, on the street, in a preschool organization are identified. The ways of solving the problems reflected in foreign and Kazakhstani studies on ensuring the safety of older preschool children are considered. In the perspective of our research, determining the effectiveness of “playful learning” in the development of safe behavior skills and its implementation in the educational process of a preschool organization.

Aggressive Behavior in Older Preschoolers: Implications, Causes, and Prevention Strategies

Aggressive behavior in older preschoolers has long been a nuisance to kindergarten teachers and parents, and it is a common yet difficult problem in society. This study recorded the proportion, context, and reasons for aggressive behavior in older preschoolers at the Tianfu New Area Experimental Kindergarten in Chengdu. Combining the physical and mental development patterns of older preschoolers, methods such as observation records and situational analysis were used. Through real confrontation, observation, analysis, and exploration, effective ways to reduce and correct aggressive behavior in older preschoolers were found, with the aim of helping teachers cope with such behaviors.

Humorous Potential of Board Games for Children of Senior Preschool Age

Aim. The aim of the study is to determine the humorous potential of modern board games for senior preschool children which are used in preschool education institutions. Methods. The aims were achieved through the implementation of methods: theoretical (analysis of the psycho-pedagogical, philosophical and source base in the field of game design and children's game theory), empirical (observation of the game process of children with board games, combined analysis of board game sets from different countries) and comprehensive analysis of board game sets for children. Results. It has been determined that the humorous potential can be expressed through each structural component of a board game: content (plot, characters and rules), conventional graphic plan (images, symbols, icons, colour, reality and conventionality of the image), equipment (character chips, character figures, tokens, field etc.). It has been proved that humour is a social and game construct of the modern theory and practice of game design. Conclusion. It has been concluded that the humorous potential of board games for children has a significant developmental effect in the organisation of game activities. The use of humorous board games provides a positive microclimate in the team, promotes the development of emotional intelligence in children, enriches their cognitive and sensory experience. Humorous board games can be used both for organising the education of older preschool children, preparing them for school, and for organising recreation, leisure, and raising children's play culture.

Correction of Grammatical Structure Disorders in Older Preschoolers with Severe Speech Disorders Using Children’s Fiction

Introduction. Currently, one of the most urgent problems of special education is the development of effective approaches to the correction of violations of grammatical structure of speech in older preschool children with severe speech disorders. The leading activity of this age period is play. It allows the formation of all important mental neo-formations. Thisnecessitates the use of game methods in the process of corrective-developmental activities for older preschool children. Objective. To select a set of correctional techniques, including the use of reading children’s fiction, for the correction of grammatical structure disorders in older preschoolers with severe speech disorders. Materials and Methods. To assess the formation of grammatical skills in older preschoolers, we used an adapted “Methodology of Psycholinguistic Research of Oral Speech Disorders in Children” by R. I. Lalaeva and “Comprehensive Educational Program of Preschool Education for Children with Severe Speech Disorders” by N. V. Nishcheva. Results. The experimental study was conducted with the involvement of 10 children (6 boys and 4 girls) of preschool age with the speech therapy conclusion “erased dysarthria” at the age of 5.5 to 6 years, attending kindergarten No. 52 in Taganrog. The results of the study showed that the use of the developed methods and techniques of speech therapy allowed to develop concentration of attention, diligence in classes and to correct the revealed violations of the grammatical structure of speech, which were manifested at the beginning of the work. Discussion. It was revealed that the use of a large number of visual teaching aids, taking into account individual and age-specific features of older preschool children with severe speech disorders allowed to bring the level of development of children’s speech skills closer to the age norm: they built their answers consistently and logically, and also learned to operate independent speech.

The effects of age on associations between pre-school children's eating behaviour traits and diet quality

Child eating behaviour traits are associated with several aspects of dietary intake of pre-school children, however the associations between child eating behaviour traits and overall dietary quality in pre-school children has not been examined. Additionally, it is unknown how these relationships vary by age. This study examines the associations between child eating behaviour traits and pre-school children's dietary quality and whether children's age moderates these associations. This study utilises cross-sectional online survey data collected from mothers (n = 1367) of pre-school aged children (2–5 years) from across Australia. The survey included a validated measure of four child eating behaviour traits and a validated measure of diet quality. Multiple linear regression assessed associations between child eating behaviour traits and dietary quality, including interactions between child eating behaviour traits and child age. The average age of the children was 3.3 years, with 50.2% reported as males. Enjoyment of food was positively associated with dietary quality (B coefficient: 2.51, p < 0.001). Food fussiness and satiety responsiveness were inversely associated with dietary quality (B coefficients: 2.59 and −2.25, respectively, p < 0.001), while food responsiveness was not related to diet quality. Child age moderated associations between food fussiness and dietary quality (B coefficient: 0.38, p = 0.025). The difference in dietary quality between lower and higher food fussiness is most pronounced among 5-year-old children. In conclusion, this study demonstrates that it is important for future interventions aiming to improve dietary quality of pre-school children to target children with lower food enjoyment, higher food fussiness or satiety responsiveness as possible ways to improve child dietary quality. Future interventions should also have a particular focus on strategies to reduce food fussiness for older preschoolers.

Methodological Principles and Approaches for the Formation of Creative Self-Expression Skills in Older Preschool Children in the Process of Artistic and Aesthetic Activity

Introduction. The article is devoted to the substantiation of the theoretical and methodological foundations of the process of formation of creative self-expression skills in preschool children in the process of artistic and aesthetic activity, which allow to identify patterns and principles, as well as prospects for the development of the studied direction in the pedagogy of preschool childhood. Methodology. The article provides an analysis of the content of key methodological provisions based on the analysis of scientific sources on the problem of research, as well as general scientific methods of analysis, generalization and synthesis. Results. The article analyzes the “mechanisms” of the formation of creative self-expression skills in children of preschool and primary school age in the process of artistic and aesthetic activity; a detailed justification of the three selected approaches (systemic, culturological, subject-activity) and principles (cultural conformity, dialogic, integrative artistic and aesthetic development of reality, emotional openness, value-semantic orientation of artistic and aesthetic activity, empathic interaction, polysubjectivity), which form the methodological basis of the study, is presented. Conclusions. For the first time, the paper reveals the initial methodological foundations of the process of formation of creative self-expression skills in preschool children in the process of artistic and aesthetic activity, making a significant contribution to the expansion of scientific ideas about the creative self-disclosure of a child by means of artistic and creative activity. The expediency of using systemic, culturological, subject-activity approaches as a methodological basis for the formation of creative self-expression skills in older preschool children in the process of artistic and aesthetic activity is substantiated. It is shown how the general ideas of these approaches are implemented through the holistic implementation of a number of provisions and principles.

QUESTIONS FOR STANDARDS OF CONNECTED SPEECH DEVELOPMENT FOR SENIOR PRE-SCHOOL CHILDREN

This article presents the final results of the State educational standard of preschool education of the Republic of Armenia in the field of “speech and communication”, concerning older preschoolers, language and communication abilities. Taking into account the requirements of skills and final results, we tried to analyze approaches, methods and forms of speech development of a child in modern preschool didactics. Coherent speech of preschoolers includes two important components: dialogue and monologue, the development of which is extremely important in the process of development of the child’s personality. It’s no secret that coherent speech is an important indicator of a child’s development, an important prerequisite for preparing for school. In the educational process of kindergarten, along with all program components, speech development occupies an important place. In addition to specially organized classes on speech development, in all classes held in kindergarten, great importance is attached to the development of coherent speech, considering it a necessary condition for the comprehensive development of the child. Nowadays, when a child is in an active environment that is almost not controlled by adults, he has a variety of problems with the development of speech. Preschool educational institutions, in fact, are alone against these problems and should arm themselves with modern methods and technologies to make up for the omissions in the process of developing a child’s speech.

EFFECTIVE PEDAGOGICAL APPROACHES TO DEVELOPING SENIOR PRESCHOOLERS’ COMMUNICATIVE ABILITIES

The problem of developing communicative abilities is paramount in the processes of socialization of preschoolers, the formation of interpersonal relationships, orientation in various situations and the search for an appropriate solution. We have analyzed the scientific and theoretical studies of communicative abilities, clarified the purpose, methodology of the problem and identified the problems that were justified by the research work and summarized the results obtained. The article considers communication and joint activity as the most important components of a preschooler’s daily life. It is during communication that the child learns about the world, learns to react to the environment, builds relationships and acquires social experience and abilities. The most important structural element of a child’s activity is the need to communicate with adults and peers. It is scientifically proven that communicative abilities with peers become a guarantee of a child’s social and personal development and determine the success and effectiveness of further development. The desire to cooperate with peers, to become a member of a social group of peers pushes a preschooler to certain actions that, when working together, are compared with the actions of a partner. Comparing classes enriches a child’s social experience. The impact of the pedagogical ways proposed by us, aimed at developing the communicative abilities of older preschool children, will contribute to the social and personal development of the child, the construction of interpersonal relationships. Formation and development of communicative abilities in the senior preschool age is a specially organized pedagogical process. It involves work planning, selection, planning, a sequence of effective means and forms to ensure the continuous development of communication abilities of preschoolers.

Emotional expressivity and self-regulation as indicators of social emotions in older preschool children: Evaluating the effectiveness of development

Introduction. The article presents a theoretical analysis of the main ideas on the problem of social emotions and social competence in the context of the development of self-regulation and interaction skills, as well as the role of parents in this process. The purpose of the article is to substantiate the effectiveness of the development of certain indicators of social emotions in older preschool children, such as emotional expressivity and self–regulation, using an innovative method of reflective conversation. Materials and Methods. A narrative approach was used as a methodological basis of the study. The main research methods comprise the analysis of scholarly literature devoted to the problem of the development of social emotions in older preschool children; as well as evaluation methods, including observation (V. M. Kholmogorova and E. O. Smirnova’s ‘Primary orientation in children s’ relationships’), testing (R. M. Chumicheva’s inventory for determining the ability of a 3-7-year-old child to assess mental states of another person), situation analysis, the method of reflexive conversation, as well as methods of statistical data processing (criterion φ – Fisher angular transformation). 68 preschoolers participated in the study. Results. The authors substantiate that the study of emotional expression and regulation of emotions of older preschool children is significant for understanding and choosing techniques for developing appropriate interactive skills. The relationship between the socio-emotional competence of older preschool children and reflective conversation has been determined. It has been proven that children’s ability to regulate their own emotions contributes to increasing their overall social competence. As a result of comparing the data of primary and secondary assessment of the experimental and control groups according to the indicators established: assessment of the mental states of another person, initiative, sensitivity to peer influences and the prevailing emotional background, significant differences were revealed. Conclusions. The experimental study of the influence of reflexive conversation on the development of social emotions and skills of emotional self-regulation allowed us to establish a causal relationship between indicators of socio-emotional competence and the constructive algorithm for conducting reflexive conversation. The study concludes that reflective conversations contribute to the development of emotional expressivity and self-regulation as indicators of social emotions in older preschool children.

Коммуникативно-речевое развитие старших дошкольников с неродным русским языком в условиях русскоязычной среды детского сада

The purpose of the study is to develop and implement the content of correctional and developmental activities for the communicative and speech development of senior preschool children with a non-native Russian language in the Russian-speaking environment of a preschool educational organization. The article examines the problems of child bilingualism from the point of view of pedagogy, sociolinguistics, and speech therapy. The paper presents theoretical (analysis, generalization and systematization of approaches to determining the communicative and speech skills of senior preschoolers with a non-native Russian language) and empirical (non-included observation, diagnostic situations, conversation, quantitative and qualitative processing of research results) research methods. The results of the diagnosis of the communicative and speech skills of senior preschoolers with a non-native Russian language allowed the author to identify the dominance of a low level. The scientific novelty of this study is that it adds to our understanding of how children learn languages. It explains how to assess the communication and language skills of older preschoolers who speak a language other than Russian as their first language. It also suggests methods for helping these children improve their communication skills by immersing them in a Russian-speaking environment, practicing conversations in Russian in typical situations, and playing language games. The effectiveness of these methods is shown by the positive results of the control experiment.

Project-based learning as a means of forming leadership qualities in senior preschool children

The relevance of this research is determined by the modern demands of Ukrainian society for the formation of motivated, responsible citizens who can successfully fulfil leadership roles. The aim of the study was to find an answer to the question of how project-based learning contributes to the development of leadership qualities in older preschool children. The research employed structural-functional, terminological, humanistic, genetic, activity-functional, and competency-based approaches, as well as general scientific logical methods (analysis, the unity of induction and deduction, modelling, and systematisation). Leadership qualities (independence, initiative, creativity, responsibility, communicativeness, organisational skills, partnership, empathy) were defined as components of leadership as a child’s social competence. It is shown that project-based learning involves the organisation of children’s activities to create a project, which is based on the need to solve a life problem, achieve a certain goal, to obtain a specific result through the sequential solution of current tasks. Project-based learning aligns with the demands of the modern age, expanding the space for children’s creativity, stimulating thinking, boosting motivation, and enabling educators and children to be partners, avoiding displays of dominance. Project-based learning successfully fosters leadership qualities such as communicativeness, organisational skills, partnership, and empathy in senior preschool children, as it is built on group interaction with its inherent phenomena of role distribution, communication, and mutual understanding. By modelling the process of solving real-life problems during the project, children develop leadership qualities such as independence, initiative, creativity, and responsibility. The specific capabilities of project-based learning in developing leadership qualities lie in providing opportunities for children to exhibit leadership qualities in interactions with both peers and adults; fostering various types of leadership (communicative and business, formal and informal, etc.) and the acquisition of different leadership roles (organiser, expert, idea generator, communicator); and preventing “negative” leader traits such as arrogance, dominance, and egocentrisms

Методика «Систематизация» в цифровом формате для оценки уровня развития логического мышления старших дошкольников

&lt;p style="text-align: justify;"&gt;The level of development of a child&amp;rsquo;s logical thinking in the older preschool age allows us to talk about the effectiveness of the educational work carried out and predict the success of further education at school. The article presents the results of the application modification of the &amp;ldquo;Systematization&amp;rdquo; test (authors N.B. Wenger, A.I. Bulycheva) for children of the sixth and seventh years of life from a set of diagnostic methods of mental development of preschoolers (L.A. Wenger) to evaluate logical thinking. The tasks of the test were transferred to a digital format, which simplifies its use. In this format, the &amp;ldquo;Systematization&amp;rdquo; test underwent a standardization procedure, as a result of which good external and differential validity was determined, the structure and reliability of the test were proved, age norms for mastering the actions of logical thinking of animation by modern older preschoolers were determined. The results of the study suggest that an adapted version of the test can be used by psychologists for scientific and practical purposes, to accompany the educational process that promotes the development of thinking in older preschool children.&lt;/p&gt;