Preschool Children In Kindergarten Research Articles

Relationship Of The Mother’s Role In The Development Of Preschool Children In The Holsa Administrative Post Maliana Maliana Municipaly, Bobonaro Timor-Leste 2022

The development of preschool children is very important because children will be able to adapt to the environment with physical development and psychosocial development, Sigmud Freud (2019) to know the relationship of the mother's role in the development of preschool children in the holsa, Administrative post Maliana, Bobonaro, Timor-Leste 2022. Research methods: The researcher used the quantitative descriptive method with a cross-sectional approach. The research sampling technique used non-probabilistic and intentional sampling. The instrument used by the researcher was a questionnaire and observation of the DDST. Researcher ensures that the information used is an additional skill for mothers and preschool children aged 4 to 6 years. the research shows that there is a relationship between the role of the mother and child development, using SPSS version 24.0. The analysis of the cross-spearmen ranks test showed that the P value was 0.001 < 0.05, with the spearmen's correlation 0.619, the strength of the correlation index. The role of mothers in kindergarten is almost half that of the moderate mother. The development of preschool children in kindergarten is almost entirely normal and there is a relationship between the role of the mother and the development of preschoolers in early childhood education.

ROZVOJ ČTENÁŘSKÉ PREGRAMOTNOSTI V RODINĚ PŘEDŠKOLNÍCH DĚTÍ

The current study is part of a dissertation that deals with the development of reading literacy in a family of preschool children in kindergarten. This study aimed to determine the parental practices that influence preliteracy development in preschool children. For these purposes, a combination of research methods was used - a questionnaire, a diary of parents and an interview with parents. In this post, I present the interviews' results in comparison with the pre-test, which was aimed at determining language and speech skills. The results showed that the differences between parents' practices are noticeable, which to some extent corresponds to the results of individual children in a standardized language and speech skills test. At the end of the thesis, I consider the possible connections of these research findings.

Effectiveness of Cognitive-Behavioral Group Training on Mother’s Child Abuse and Quality of Life of Preschool Children

Background: Child abuse and neglect are global problems with negative outcomes in the quality of life among children. This study aimed to investigate the effectiveness of cognitive-behavioral group training on child-abuser mothers and the quality of life of children. Materials and Methods: This interventional study was conducted based on a pretest-posttest design and a control group. The statistical population of this study included all preschool children in kindergartens in Khorramabad, Iran. Using the cluster sampling method, 23 children who gained the abuse score were selected, along with their mothers were selected and randomly divided into an experimental (n=10) and a control (n=13) group. The mothers in the experimental group received cognitive-behavioral training for eight 90-minute sessions. The tools used to collect data consisted of the Child Abuse Scale (Mohammadkhani, 2011) and the Quality of Life Questionnaire (Fakkes, 2000). The gathered data were analyzed in SPSS software (version 22) using descriptive statistics, the Chi-square test, and the Mann-Whitney U test at a significance level of <0.05. Results: The data analysis of this study showed that group cognitive-behavioral training had a significant effect on the reduction of all dimensions of mother’s child abuse (P<0.05) and a positive effect on evaluating the quality of life of children from their mother's point of view (P<0.05). Conclusion: In general, the results of the study indicated that cognitive-behavioral training was effective in reducing mothers’ child abuse and improvement of the quality of life of preschool children.

Oral Health Status and Practices, and Anthropometric Measurements of Preschool Children: Protocol for a Multi-African Country Survey.

BackgroundOral diseases are among the most prevalent conditions with significant impact on the growth and development of young children. Data are required to plan effectively for the management of early childhood caries (ECC) and other oral diseases in this age. There are currently very few African countries with updated and nationally representative data on ECC prevalence, and risk indicators and regional data on ECC and other oral diseases are scarce.ObjectiveWe aim to determine the oral health status and practices, dietary intake, and anthropometric measurements of preschool children in several African countries.MethodsA cross-sectional study will be conducted in several African countries using a standardized questionnaire and clinical examination for data collection from healthy preschool children in kindergartens and primary health care facilities. The clinical examination will assess ECC using the decayed, missing due to caries, and filled teeth (dmft) index according to the World Health Organization (WHO) criteria, dental erosion (using the Basic Erosive Wear Examination Index), deciduous molar hypomineralization (using the European Association of Paediatric Dentistry criteria), dental fluorosis (using Dean’s Index), oral hygiene status (using the Oral Hygiene Index Simplified), and oral mucosal lesions. Oral hygiene habits and dental visits will be assessed using the WHO child questionnaire, and dietary intake will be assessed using the Food and Agriculture Organization method. Anthropometric measurements will be obtained following the International Society for the Advancement of Kinanthropometry standard protocol, and the children’s nutritional status will be assessed following the WHO child growth standards. To train and calibrate examiners, educational resources and electronic forms will be used to reach interexaminer and intraexaminer reliability with κ>0.6. Descriptive analysis will determine the prevalence of clinical conditions by age and sex. Bivariate analysis and multivariable regression will assess associations between the clinical conditions and sociodemographic factors, and oral health behaviors.ResultsData collection will begin after approvals and ethical clearance are obtained. The first stage will include 3 countries, namely Egypt, Nigeria, and South Africa, and collaborators from other African countries will join afterward.ConclusionsThis study will lay down the foundations for using validated tools to collect data on the oral health of young children in Africa, allowing researchers from different countries across Africa to collect standardized data on ECC and other oral conditions. This will facilitate comparisons and analysis of risk factors that might be unique to the African continent. The results will provide baseline data on the prevalence of oral diseases and enable planning to address the treatment needs of young African children and design programs to prevent oral diseases in the African continent.International Registered Report Identifier (IRRID)PRR1-10.2196/33552

Socio-psychological preconditions for the formation of preschool children group identity

The study aims to determine the socio-psychological prerequisites for forming group identity in preschool children in kindergarten on the example of interpersonal interaction of children and memories of an adult and on this basis to build a research model. Signs of group identity of children in preschool are the experience of interest in interacting with a particular group of peers, the desire to be accepted, and at the same time hostility or lack of interest in other peers. The group identity of a child is formed from the first day of his life since the child’s upbringing is focused on inclusion in the family – the first social group, on the formation of worldview, which is inherent in this social group. Kindergarten is the second crucial social environment where a child develops his group and ego-identity, not just where children are when their parents are at work. The components of group identity are the desire to be in a group, feel like a member of this group, attitude to representatives of other micro and macro groups, retransmission of parents’ social identity (for example, attitudes, etc.). The author’s questionnaire (respondents) covered the first two components of the group identity. The percentage of loneliness among peers in modern children (35.5%) and adults (27.1%) who attended kindergarten more than 30 years ago remains quite significant, which shows that this problem has existed for decades and needs more attention from scientists. Lack of play partners and frequent conflicts with peers lead to negative self-esteem, fear of communicating with children, and other toxic experiences and, consequently, risks of victimization in the future. The survey showed that the socio-psychological prerequisites for the formation of positive group identity of preschoolers are features of building children’s interaction: the development of children’s communicative skills, openness to interaction, direct interest in another child, lack of bias based on subconscious adult introjects and attitudes to support children. The other features are the involvement of the educator in the process of interaction of children: assistance in resolving conflict situations with peers, identifying children who can not build friendly relations and helping them to overcome barriers; quality feedback from the educator to the parents and vice versa; teamwork of all group staff; supervision of educators. At the same time, the preconditions also include awareness and living by the educator of their own personal children’s injuries caused by their acceptance or non-acceptance by the children’s team. Based on theoretical and empirical pilot research, the model of study of preschool children’s group identity, which contains components, preconditions of formation, criteria of formation, and success of social and psychological competence in a circle of peers, is constructed

Group Identity as a Prognostic Factor of Mental Health in Preschool Children

Introduction. Victim stance of an individual may arise due to negative social relationships (Chojnacka, 2020) and may be associated with the experience of loneliness (Barbaro, 1999); lack of close friends and rejection by peers; lack of play partner and negative relationships in childhood (Chase, 1999). However, studies investigating the peculiarities of group identity development and the problem of loneliness in preschool children are insufficiently presented in the modern scientific literature. In this article, the phenomenon of victimhood, the experience of acceptance or rejection by a group of peers are considered in the context of preschooler’s mental health genesis.
 Purpose. The aim of the study is to determine the features of group identity development in preschool children in kindergartens based on the examples of children and the memories of adults.
 Materials and methods: an anonymous survey with open-ended and closed-ended questions was used (n = 247). The participants of the survey were parents of preschoolers attending modern preschool educational institutions (n = 140) and respondents who attended kindergarten as children (n = 107, aged 12 to 55). They were asked to evaluate the organization of groups in kindergarten; the features of interpersonal interaction of children; meeting the needs of children in child-care facilities; the main functions of the kindergarten and their level of trust in educators.
 Results: Kindergarten is a second important environment where a child continues to develop his group identity and ego-identity, and not just a place where children stay when parents are at work. Children who have difficulty interacting with their peers often face aggression from peers, experience feelings of loneliness, but not always receive help from their teachers. The majority of respondents (75.7%) answered that the experience of communication in kindergarten influenced their emotional state, self-esteem and communicative competence at school.
 Conclusions: The peculiarities of children's group identity in the preschool period are experiences of interest in interaction with a certain group of peers, the desire to be accepted and at the same time hostility towards or lack of interest in other peers. A significant percentage of experienced loneliness among modern children (35.5%) and adults (27.1%) who attended kindergarten more than 30 years ago indicates that this problem has existed for decades and requires more attention from scientists. Absence of play partners and frequent conflicts with peers lead to low self-esteem, fear of communication with children, other toxic experience and, as a consequence, to the risks of victimization in the future

Psyhological significance of cognitive processes of development through communication for pre-school children

The article presents the results of theoretical and empirical studies related to the development of higher mental qualities in preschool children through communication with cognitive ones (memory, at- tention, thinking). Shows the development of cognitive abilities of preschoolers through communication, their properties and features. The study involved 56 children aged 5-6 years (older group), including 29 boys (51.8%) and 27 girls (48.2%). The relevance of the topic is to increase the level of education of preschool children in kindergarten, improve the problem of communication and summing up. Observ- ing the stages of the formation of communication skills in a child, it should be remembered about the educational role in the development of the initial orientation of people, the rough distinction of their condition and the ways of communicating not only with close people, but also with adults and children. Due to the increase in the types of activities in which the child visits a children’s institution, interacts with people, he has the opportunity to see the following actions in new roles, thus the child takes one step in the knowledge of other people. To diagnose the cognitive processes and communication skills of preschoolers, a battery of methods was selected: 9 methods for assessing cognitive abilities, 2 methods for assessing the emotional state (understanding emotions and anxiety), 2 methods for the development of communication skills. Spearman’s correlation coefficient was used to analyze the relationship be- tween indicators of communication and cognitive processes. Key words: cognitive processes, communication, psyche, child, kindergarten.

Organization of Environmental Education of Preschoolers in the Conditions of the Natural and Socio-Cultural Environment of the Kindergarten

Currently, there is a need to improve the theory and practice of environmental education of preschool children in kindergarten and to transit to education for sustainable development. The purpose of the research is to substantiate the organization of environmental education of preschool children in kindergarten aimed at understanding the natural and socio-cultural ecosystems. Ecological systems are the universal units of the structure of the surrounding world. The focus of pedagogical activity on the organization of children’s cognitive and research activities in the ecosystems of the nearest natural and socio-cultural environment in the area of the nearest development of preschool age children allows enriching the subjective experience of children with ecological content – the basis of future ecological intuition. Ecological-system approach to the modeling of the educational process allows uniting all forms of organization of life and types of children’s activity in an educational institution into a single succession system. The basis for organizing the cognitive and research activity of preschoolers is the interest, cognitive needs and cognitive activity of children. The process of environmental l education fulfills the role of a systemic mechanism for reflecting and modeling the pictures of the surrounding world in the process of cognitive-research and creative activity in the areas of the nearest development and self-development of children. As a result of testing this organization system in practice of kindergartens activities, teachers note its convenience, effectiveness and positive results in the development of children.

THỰC TRẠNG SỬ DỤNG SÂN CHƠI TỰ NHIÊN TRONG TỔ CHỨC HOẠT ĐỘNG CHƠI NGOÀI TRỜI CHO TRẺ MẪU GIÁO

The paper presents the situation of using the natural playground in outdoor play of preschool children in kindergartens in Cao Lanh, Dong Thap. The study shows that many preschool teachers in Cao Lanh have not used natural playgrounds to organize outdoor activities for preschoolers. The paper also analyzes the actual causes and discusses the direction of the measures. Research data was conducted on 10 preschools in the region with 199 teachers.

The Relationship between the Factors and Conditions of the Autonomy of Preschool Teachers and Fostering the Autonomy of Preschool Children in Kindergarten

In the paper, we argue that fostering the autonomy of children in kindergarten contributes to the positive effects of the individual’s autonomy later in life. Various sources substantiate the assumption that there is a relationship between the child’s autonomy and the autonomy of educators. In the paper, we identify and investigate how preschool teachers evaluate the factors of their own professional autonomy, we determine the factors and conditions that, in their opinion, foster the autonomy of preschool children, and we verify whether the assessment of both factors and conditions affects the actual state of the stimulation of the autonomy of children in kindergarten. With regard to fostering the autonomy of children, we have in mind the participation of children, enabling them to play and learn and to manipulate materials and teaching aids in their own way, so that preschool teachers can offer them a choice, take into account their feelings and perspectives, and provide them with rational feedback. The results of the research show that an evaluation of the factors and conditions for fostering the autonomy of children by preschool teachers (N = 524) has a beneficial effect on fostering the autonomy of the children, but it is not crucial. The most important factors in fostering the autonomy of children are the preschool teacher as a person and the participation of children.

THE EFFECTIVENESS OF PLAY THERAPY IN INCREASING THE STUDENTS' SPEECH ABILITY OF PRESCHOOL CHILDREN AT KINDERGARTEN DARUL MUTA’ALLIMIN NGANJUK INDONESIA

Purpose of the study: The objective of the study to determine the effect of Play Therapy on the Development of Language and Speech Preschool Children In kindergarten DarulMuta’alliminNganjuk Indonesia. Research carried out by observation in kindergarten DarulMuta’alliminNganjuk.
 Methodology: Design this study used an experimental research design using pre-test – Post-test control group design. Sampling was done by purposive sampling with a sample of 12 people. Analysis data is performed using a t-test is computerized.
 Main Findings: The results showed an average of speech and language development of preschool children before therapy is given play is 7.58 (dubious) and after therapy is given play is 9.04 (normal). Results of testing the hypothesis by using the nonparametric Wilcoxon Signed Ranks Test earned an average difference of language and speech development of preschool children with play therapy with a value of p = 0.002 (<0.005).
 Applications of this study: Expected to staff teachers who teach in schools incorporate play therapy in improving language ability and speech to pre-schoolers.
 Novelty/Originality of this study: In this study, it can be said that the therapy played an increase in language ability and speech.

HUBUNGAN STIMULASI BERMAIN, KUALITAS INTERAKSI DAN VERBAL ABUSE DENGAN PERKEMBANGAN PERSONAL SOSIAL ANAK USIA PRASEKOLAH

One aspect of development in preschoolers is personal social development. Preliminary study results conducted on 10 children obtained results 6 children with caution assessment, 2 children with delayed assessment, and 2 children with normal assessment with the Suspect interpretation on the assessment of the Denver II test.The purpose of this study was to determine the relationship of play stimulation, the quality of interaction, and verbal abuse with the social development of preschoolers in kindergarten of Al-Djufri VI. This research use Analytical method with Cross Sectional approach with independent variables is play stimulation, interaction quality, and verbal abuse and the dependent variable is personal social development. The population is the parents of preschool children in kindergarten of Al-Djufri VI as many as 38 people with a total sample of 38 people Using total sampling technique. The instruments in this study used questionnaires on independent variables and used the Denver II test on the dependent variable.Statistical test using spearman rank test with significance level of 0.05. The result of this study using spearmen rank shows there is relationship of play stimulation with social development of preschool children with p value 0,000 <0,05 and r = 0,677, There is relationship of interaction quality with social development of preschool age children with p value 0,000 <0,05 and r = 0,724, There is relationship of verbal abuse with social development of preschool age children with p value 0,040 <0,05 and r = 0,334. Play stimulation, interaction quality, and verbal abuse have a relationship with personal social development. Parents and teachers are advised to be able to increase their knowledge as an effort to prevent child development delay in social aspect by doing screening test on health service to measure child development level.

Non-dietary exposure to phthalates for pre-school children in kindergarten in Beijing, China

This study measured concentrations of seven phthalates in gas-phase, particle-phase and dust/soil in kindergarten indoors and outdoors in Beijing, China, during May to July 2012. We analysed phthalate pollution characteristics, examined phthalate co-occurrence and estimated intake of phthalates via dust ingestion, inhalation, and dermal absorption through direct air-through-skin using Monte Carlo simulation. Phthalate pollution level indoors were higher than outdoors. Di (2-Ethylhexyl) phthalate (DEHP), Diisobutyl phthalate (DiBP) and Di-n-butyl phthalate (DnBP) was the most abundant phthalate in dust, gas-phase and particle-phase indoors, respectively, with an average contribution of 48.4%, 41.0% and 41.1%. DEHP was the most predominant phthalate in outdoor sampled medias, and the average contribution was in the range of 45.5%–48.6%. Indoor phthalate concentration in dust is not related to the sampled surface and grade, and is related to the sampled kindergartens. The co-occurrence of phthalates is related to the type of phthalates and sampling medias. The pollution level of DiBP and DnBP in dust and airborne is more serious in kindergarten in China, which should be paid more attention. Total intake of DiBP is the most in kindergarten. Outdoor phthalate exposure is much lower than indoor, only contributing from 2.68% to 7.07% to total intake. Dermal absorption is the main exposure pathway for indoor exposure of DiBP and DnBP, contributing 57.8% and 60.3%, while dust ingestion is the main exposure pathway for indoor exposure of DEHP, contributing 74.4%. We should take some control approaches to decrease the phthalate exposure for pre-children.

Enterobius vermicularis infection: prevalence and risk factors among preschool children in kindergarten in the capital area, Republic of the Marshall Islands

BackgroundEnterobius vermicularis (pinworm) is one of the most common human parasitic helminths, and children are the most susceptible group. Some behavioral and environmental factors may facilitate pinworm infection. In the Republic of the Marshall Islands (RMI), the status of pinworm infections among children remains unknown.MethodsIn Majuro City, there are 14 kindergartens with a total of 635 preschool children (PSC) whose age range of 5~6 years. The present investigation attempted to determine the pinworm prevalence and associated risk factors as well as investigate whether eggs contaminated the clothes of PSC or the ground and tables in classrooms of 14 kindergartens. Informed consent form and a self-administered questionnaire were given to parents prior to pinworm screening. Perianal specimens were collected by an adhesive scotch tape method, and clothing of belly and hip sites and the ground and tables of the classrooms were inspected using a cellophane tape method to detect any eggs contamination.ResultsIn total, 392 PSC (5.28 ± 0.56 yrs. old) participated in this project. The overall prevalence of pinworm infection was 22.4% (88/392). Boys (24.5%) had higher prevalence than girls (20.31%) (p = 0.32). PSC aged > 5 years (32.77%) showed a significantly higher prevalence than those aged ≤5 years (17.95%) (p = 0.01). A univariate analysis indicated that PSC who lived in urban areas (22.95%) had a higher prevalence than those who lived in rural areas (20.69%) (p = 0.69). The employment status of the parents showed no association with the pinworm infection rate (p > 0.05). A logistic regression analysis indicated that “having an older sister” produced a higher risk of acquiring pinworm infection for PSC compared to those who did not have an older sister (OR = 2.02; 95%CI = 1.05~3.88; p = 0.04). No significant association between various other risk factors and pinworm infection was found (p > 0.05). Also, no eggs contamination was found on the clothes of the belly and hip sites or on the ground and tables in the 14 kindergartens.ConclusionsMass screening and treatment of infected PSC are important measures in pinworm control in the RMI.

유아의 재원 기관유형에 따른 식행동과 친사회적 행동에 대한 연구

유아의 재원 기관유형에 따른 식행동과 친사회적 행동에 대한 연구

Pharmacotherapy Literacy and Parental Practice in Use of Over-the-Counter Pediatric Medicines.

Background and objectives: Pharmaceutical literacy skills of parents are crucial for appropriate and safe medication use in pre-school children (ages 1–7 years). A recent study on pharmacotherapy literacy from Serbia showed that one in five parents have difficulty understanding common information about the use of medicines. Because antipyretics are considered to be the most frequently used group of over-the-counter (OTC) medications during the pre-school period, we aimed to: (i) examine parental practice and expectations in antipyretic medication use, and (ii) analyze associations of parental practice and expectations related to socio-economic status and pharmacotherapy literacy. Materials and methods: A cross-sectional survey using a self- report validated specific instrument was conducted with the parents of pre-school children in kindergartens in Belgrade, Serbia. Pharmacotherapy literacy refers to the knowledge and personal skills needed to meet the complex demands of medicine use in both healthcare and non-healthcare settings. A comprehensive literature review, expert-focus group consultation, and pre-testing were employed in 4-item multiple-choice test development to explore practice and expectations related to the use of OTC pediatric antipyretic medicines. Results: The final analytical cohort was comprised of 813 participants, the majority (63.3%) chose a medicine based on a physician’s suggestion and only 15.4% of parents reported they would follow the advice of a pharmacist. More than a half of parents (54.1%) would need advice about antipyretic medicine from a pharmacist, firstly in a simpler language. Parents satisfied with the information given by a pharmacist had higher pharmacotherapy literacy, compared to parents with lower levels (OR–0.718, 95%CI (0.597–0.865), p < 0.001). Men had a higher expectation of pharmacists to explain medicine use in a simpler language (OR–1.630, 95%CI (1.063–2.501), p = 0.025), as well as parents with three or more children (OR–2.527, 95%CI (1.43–4.459), p = 0.001). Parents with higher knowledge about medicine use were less likely to ask for simpler information (OR–0,707; 95%CI (0,583–0,856), p < 0,001). Conclusions: Our main finding is that practice in antipyretic OTC medicine use was associated with levels of parental pharmacotherapy literacy. The expectations of pharmacists were higher among parents with lower levels of pharmacotherapy literacy, who expected more information in a simpler and more precise language. This study highlighted the need for pharmacists to identify risks in parental practice and to provide information about medicines to parents of pre-school children in a simpler and more appropriate way.

Differences of Fundamental Motor Skills Stunting and Non Stunting Preschool Children in Kindergarten in North Padang

The problem that emerged is based on the result of research done by the writer in kindergarten in North Padang Sub-district which concluded that: there were kindergarten students in this sub-district who were still lack of motor ability, research data shows that 59 people (37,34%) and then 34 people (21, 52%) were in very good category, 35 people (22.15%), were in moderate category, 22 people (13.92%) were in the poor category, and 5 (5,06%) were in the very poor category. Based on this data, the authors thought that the dominant factors that affect the above situation was a nutritional factor. It could be seen from the physical appearance of kindergarten children who tend to slow growth. The purpose of this study is to explain the description and differences in stunting and non stunting Fundamental motor skills capabilities in early childhood (preschool) children. This research is comparative study with cross sectional approach. The population in this study was the students of Kindergarten of Perwari II which consisted of 60 people consisting of 37 children of stunting and 23 non stunting children in Kindergarten of North Padang Sub district, the sample was taken as a whole. The data were collected with Fundamental motor skills tests including jumping, walking, running, balance exercises, throwing and catching the ball. Technique of data analysis in this research was descriptive statistic. The result of data analysis shows that there is difference of Fundamental motor skills between stunting and non stunting children. Fundamental motor skills of non stunting or normal children are better than those who were stunting or short. While the results of Fundamental motor skills of kindergarten children in North Padang District as a whole is at a good level.

Prevalence of Helicobacter pylori infection among preschool children in Latvia: no significant decrease in prevalence during a ten year period.

Published data show a trend of decreasing prevalence of Helicobacter pylori in Eastern European countries due to socioeconomic changes. The aim of this study was to determine the prevalence of H. pylori infection among children in Latvia and to compare these results with previous studies in the same population. The risk factors associated with infection were also analysed. Preschool children in kindergartens and primary health care centres were investigated using a stool antigen test. Their parents were asked to fill out a questionnaire about possible risk factors. Statistical analysis included Pearson's χ(2) test and linear regression analysis. The prevalence of H. pylori infection determined by the monoclonal stool antigen test in children aged 1-6 years (median 5 years) was 15.5% (15/101) (95% confidence interval 8.67-23.48%). In the regression analysis, H. pylori positivity was significantly negatively associated with the consumption of imported fruit at least once per week (p=0.02). CONCLUSIONS THE PREVALENCE OF H PYLORI IN THE STUDIED POPULATION HAS NOT DECREASED SIGNIFICANTLY DURING THE LAST DECADE AND IS STILL ASSOCIATED WITH SOCIOECONOMIC FACTORS THE ROLE OF SOME DIETARY FACTORS EG THE CONSUMPTION OF FRUIT IN THE SPREAD OF INFECTION SHOULD BE STUDIED FURTHER.

The Effects of the Comprehensive Inductive Educational Approach on the Social Behaviour of Preschool Children in Kindergarten

The aim of the present study was to ascertain the effects of the five-month implementation of the comprehensive inductive educational approach on the social behaviour of kindergarten children. The sample consisted of 52 children in the experimental group and 48 children in the control group, aged from 2.6 to 6.0 years. The kindergarten teachers responsible for thetwo groups completed the Slovenian version of the Social Competence and Behaviour Evaluation questionnaire before and after the implementation of the approach. The children in the experimental group achieved higher scores than those in the control group on five of the eight basic scales of social behaviour, and on two of the three composite scales, as well as onthe general result of social adaptation. It can be concluded that the implementation of the comprehensive educational approach influenced various aspects of the children’s social behaviour.

Analysis of Injuries Among Children in Kindergartens During Physical Activities

Abstract Objective. The aim of this study was to analyze the opinions of educators about the occurrence of injuries in children of different ages during organized and non-organized physical activities in kindergarten. Methods. Our sample included 322 teachers from 53 kindergartens in Slovenia. We calculated the frequencies and performed a chi-square test. Results. Most of the children have organized physical activity in kindergarten 1 to 2 times per week; for children in the first age group, it usually lasts for 20 minutes or less; for children in the second age group, it lasts for 20 to 30 minutes. Most physical activities take place in the playroom, where the majority of injuries also occur. Injuries most frequently occur when running and jumping and less frequently during other physical activities. During free play, children are often injured in the outer court between 9 and 12 a.m. Boys are more often injured than girls. Educators indicate unforeseen situations as the most common cause of injury. The most common injuries are bumps on the head, especially in younger children, who stay at home for a few days as a result of these injuries. Parents of younger children are not as satisfied with the actions of educators when injuries occur as parents of older preschool children. Educators rehabilitate the children’s injuries themselves and inform parents about it. Only one third of the educators make a record of injuries, and half of them only when a serious injury has occurred. Conclusions. The analysis results showed statistically significant differences between children of different ages according to the cause of injury, time of injury, the place where the child was injured during organized physical activity, type of activity at the time of injury, injured part of the body, and parental satisfaction with the action of the educator. Based on the results, we proposed some actions to reduce injuries in preschool children in kindergarten.