Preschool Children's Ability Research Articles

Associations between sedentary types, sedentary patterns and cognitive ability in preschool children.

Not all types of SB are equal when examining optimal cognitive development in preschoolers. Frequent breaks from sedentary time were associated with better cognitive development. Encouraging more frequent breaks to interrupt prolonged SB may be a viable strategy for reducing sedentary time to promote optimal cognitive development. These findings should be further validated in larger prospective studies. • Sedentary behavior is not advantageous for cognitive development. • Not all types of sedentary behavior are harmful. • Active sedentary behaviors are beneficial to overall cognitive development, but screen-based active sedentary behaviors may negatively impact some areas of cognitive performance. • Cognitive abilities in preschoolers are associated with sedentary breaks, but not with sedentary bouts.

MAKTABGACHA YOSHDAGI BOLALARDA KREATIV QOBILYATLARNI RIVOJLANTIRISHNING PSIXOLOGIK ASOSLARI

This article presents reflections on the development of creative thinking and creative abilities in preschool children. We are talking about the influence of creative abilities on children's thinking and its significance.

The Impact of Speech and Language Delays on the Early Grade Readers in Preschool Children at Karachi: lessons for the literacy instructors

This study investigates the impact of speech and language delays on early-grade reading abilities in preschool children in Karachi, Pakistan, considering variables such as screen time exposure, pragmatic language development, speech skills, language disorders/delays, social communication, language acquisition, and late talkers. It aims to provide a better understanding of the prevalence of these delays among children aged 3 to 7 years and assess the effectiveness of early identification and intervention strategies. The research addresses four key questions: the prevalence of speech and language delays, the efficacy of early detection for functional literacy, the short-term and long-term outcomes of universal screening, and the influence of socioeconomic factors on early-grade reading effectiveness. The study employs a cross-sectional design to evaluate prevalence and effectiveness. Participants include children from diverse socio-economic backgrounds, and data collection methods encompass adapted screening tools, interviews with parents and educators, socio-economic surveys, and follow-up assessments. ANOVA and Thematic analyses are used to determine the screening tools' prevalence, sensitivity, specificity, and predictive values, along with insights from stakeholder feedback.

Developing Creative Thinking in Preschool Children: A Comprehensive Review of Innovative

<p style="text-align:justify">The ability to think creatively has a vital role in the development of preschool children. This research provides a comprehensive review of innovative approaches and strategies for developing creative thinking in preschool children based on current trends and methodologies used in educational settings. This research shows three significant areas: (a) creative thinking skills in preschool children, (b) factors influencing creative thinking skills in depth, and (c) innovative strategies and approaches to stimulate creative thinking abilities in preschool children. This research uses a literature study method assisted by the publish perish application to find reference sources related to creative thinking abilities in preschool children. Studies show that creative thinking abilities in preschool children enable them to find innovative solutions, help them adapt to challenges, foster self-confidence and courage, and enrich their experience and knowledge of the world around them. Meanwhile, preschool children's creative thinking abilities are influenced by collaboration from the external environment (parents, teachers, and society); providing support and examples for children to develop and stimulate their creative thinking skills is very important.</p>

Impact of antenatal exposure to a mixture of persistent organic pollutants on intellectual development

ObjectiveStrong experimental evidence exists that several endocrine disrupting chemicals (EDCs) have neurobehavioral toxicity. However, evidence of associations between prenatal exposure and child's cognitive development is inconsistent. Moreover, toxicants are generally analyzed one by one without considering aggregate effects. We examined here the impact of a prenatal exposure to a mixture of persistent organic pollutants (POPs) on intellectual abilities in preschool children, and compared their effects to those described in the literature. MethodsSixty-two children were included in a longitudinal cohort. Four organochlorine pesticides, four polychlorinated biphenyls (PCBs) and seven perfluorinated compounds (PFCs) were measured in cord blood. Intellectual abilities were assessed at 6 years of age using the Wechsler Preschool and Primary Scale of Intelligence 4th ed. (WPPSI-IV). We examined the associations between a mixture of POPs and cognitive performances using principal components approach (PCA) and weighted quantile sum (WQS) regression taking sex difference into account. ResultsNo negative correlation was found when analyses were performed on boys and girls together. In sex-stratified analyses, lower scores in full scale intelligence quotient (FSIQ) and fluid reasoning index (FRI) were observed in boys most exposed to a mixture of POPs. Increase of the WQS index was also associated with lower verbal comprehension index (VCI) scores in girls only. No other negative correlation was found using both WQS and PCA models. ConclusionOur study suggests deleterious associations between antenatal exposure to a mixture of POPs and sex-specific cognitive level, clarifying some trends described in the literature.

PENGETAHUAN, SIKAP DAN PRAKTIK GIZI GURU PAUD DIPERBAIKI DENGAN INTERVENSI e-HEALTH PEGIA

Preschool teachers play a crucial role in influencing children's eating patterns at school, which is of utmost importance considering the detrimental impact of malnutrition on preschool children's cognitive abilities. In order to improve preschool teachers' nutrition behavior, it is imperative to provide education on nutritional behavior. One effective approach is implementing nutrition education for teachers through e-Health, which offers numerous advantages such as easier access and wider reach. Therefore, this research aimed to analyze the effectiveness of the Pegia eHealth intervention in improving the knowledge, attitudes, and practices of preschool teachers regarding nutrition. The sample consisted of 24 teachers from eight preschool centers in Purwokerto City, Indonesia. The e-Health intervention was conducted for 12 weeks, and the differences before and after the intervention were analyzed using the Wilcoxon test. The results showed a significant increase in the median knowledge by 12.00 with an interquartile range (IR) of 14.00, the median attitudes by 10.50 (IR: 8.75), and the median nutrition practices by 7.00 (IR: 3.00) (p-value < 0.05). The Pegia eHealth intervention showed its effectiveness in improving the nutrition knowledge, attitudes, and practices of preschool teachers.

Specifics of socialization of children with autism spectrum disorders

IntroductionOne of the important tasks of modern education is the adaptation of children with autism spectrum disorders to the social space, which allows them to ensure their personal development and self-realization.ObjectivesStudy of the specifics of the socialization of children of preschool age with autism spectrum disorders.Methods The study involved 27 preschool children with autism spectrum disorders attending an educational institution for children with disabilities; 6 were girls and 21 were boys; 20 children with intact speech and 7 children with speech disorders. The following methods were used: “Map of manifestations of activity by A.M. Shchetinina, N.A. Abramova; “Map of observations of the manifestations of communicative abilities in preschool children” A.M. Shchetinina, M.A. Nikiforova; “Emotional faces” N.Y. Semago.ResultsIt was found that children with autism spectrum disorders have the greatest severity of such activity indicators as “is in a good mood” (1.67), “shows stubbornness” (1.56) and “shows great mobility” (1.56). Among the manifestations of communicative abilities in preschool children, the most developed parameter is: “sincere in his statements, in the manifestation of his feelings” (2,07). At the same time, the lowest expression of communication skills (0.96) in children with autism spectrum disorders is observed in terms of: “has organizational skills”, “the child seeks to understand the other, his thoughts, feelings”; “observant, sees and realizes the characteristics of other children and adults”. The least pronounced indicator is observed in the indicator of initiative; children do not show initiative in communication, have difficulty understanding and supporting the initiative of another child in an interaction situation. Children have a low level of operational communicative actions and skills: children are not expressive in communication, do not master verbal means of communication and are not able to maintain contact with communication partners.ConclusionsThe results obtained in the study confirm the need to develop and implement psychological and pedagogical programs aimed at developing social skills in preschool children with autism spectrum disorders. This paper has been supported by the Kazan Federal University Strategic Academic Leadership Program.Disclosure of InterestNone Declared

Good Communication Supports Pre-School Children's Ability and Its Application to Personal Hygiene Hand Washing in Kindergarten

Infectious diseases in pre-school children are prone to occur because their growth and development age is in the pre-adolescent age range or pre-school age where this age requires more space for wider movement such as schools, large fields. Hand washing is one of the knowledge that needs to be applied correctly by school-age children to maintain hand hygiene. This knowledge apart from home needs to be emphasised from the teacher at the child's school. Children's dominant activities at school make school one of the places expected to provide knowledge about proper hand hygiene. This research is a quantitative study with an analytical descriptive approach and design and method used is aquasi experiment with a pre and post without control group design approach. This study is to measure the effect of good communication on the ability of pre-school children to wash their hands. Data was collected by video recording children while washing their hands before and after the communication intervention. Bivariate data analysis using non-parametric test with Wilcoxon test because the data distribution is not normal. The results showed 40 respondents z count value of -4.465 with a p-value of (0.000) < α (0.05, this indicates that there is a significant influence between the ability of children to wash their hands before the pretest before the treatment of good communication about hand washing on the posttest after the application of good communication treatment about hand washing. It can be concluded that there is an effect of good communication on the ability of pre-school children to wash their hands.

The Use of E-Portfolios in Working with Pre-School Children

The advancement of information technologies has contributed to shaping a different vision of the life of society as a whole. In the age of digitalisation, society faces various changes in communication, as well as in everyday life. In the context of pre-school education and upbringing, the use of technology is on the rise for the purposes of implementing numerous educational activities. Communication with parents, monitoring the children´s personal growth and their behaviour, discovering the talents and abilities of pre-school children, and potential opportunities for preventing undesirable behaviour comprise activities which can be significantly improved by resorting to e-portfolios. Accordingly, this research aimed to explore the importance and methods of use of e-portfolios in working with pre-school children, as well as to pin down the prevailing type of e-portfolio based on pre-school teachers´ experiences. The research included 138 pre-school teachers from the city of Pirot, Serbia. Research results show that pre-school teachers resort to e-portfolios in pre-school institutions mostly to monitor children´s personal growth and behaviour. Consequently, they use such e-portfolios to prevent undesirable behaviour (with a special focus on aggressive behaviour). Likewise, the results indicate that an in-depth assessment e-portfolio is predominantly used by pre-school teachers, while the least frequently used is the subject-specific e-portfolio.

Structural neural connectivity correlates with pre-reading abilities in preschool children

Pre-reading abilities are predictive of later reading ability and can be assessed before reading begins. However, the neural correlates of pre-reading abilities in young children are not fully understood. To address this, we examined 246 datasets collected in an accelerated longitudinal design from 81 children aged 2–6 years (age = 4.6 ± 0.98 years, 47 males). Children completed pre-reading assessments (NEPSY-II Phonological Processing and Speeded Naming) and underwent a diffusion magnetic resonance imaging (MRI) scan to assess white matter connectivity. We defined a core neural network of reading and language regions based on prior literature, and structural connections within this network were assessed using graph theory analysis. Linear mixed models accounting for repeated measures were used to test associations between children’s pre-reading performance and graph theory measures for the whole bilateral reading network and each hemisphere separately. Phonological Processing scores were positively associated with global efficiency, local efficiency, and clustering coefficient in the bilateral and right hemisphere networks, as well as local efficiency and clustering coefficient in the left hemisphere network. Our findings provide further evidence that structural neural correlates of Phonological Processing emerge in early childhood, before and during early reading instruction.

PENGARUH PERMAINAN PLASTISIN TERHADAP PERKEMBANGAN KEMAMPUAN MOTORIK HALUS ANAK USIA PRASEKOLAH DI TK SWASTA KARUNIA MEDAN JOHOR

The golden time is frequently used to describe children in the pre-school years. Children's intelligence is now growing and developing extremely quickly, as are their fine and gross motor skills, cognition, morals, social skills, emotional development, and linguistic skills. Writing and sketching by pupils that are not tidy, gripping things that frequently fall, and stiff finger motions are all issues with the fine motor development of preschoolers. The purpose of this study was to analyzing the effect of plasticine games on the development of fine motor ability in preschool children. The type of this study was quasy experiment using one group pretest-posttest. The population in this study were all students of Karunia Private Kindergarten, Medan, Johor. The number of respondents in this study were 26 respondents taken with total sampling. The results of the bivariate analysis of playing plasticine to development of fine motor skills in pre-school children obtained p-value (sig 2 tailed) = 0.000. From the results of the bivariate analysis p-value < a (0.05), it can be concluded that there is an effect of playing plasticine to development of fine motor skills of pre-school-aged children in Karunia Private Kindergarten, Medan Johor in 2023. To ensure that children develop to their full potential, it is intended that parents and kindergarten instructors would actively participate in stimulating children's development activities.

Habitual prospective memory in preschool children.

Habitual prospective memory (PM) refers to situations in which individuals have to remember to perform a future task on a regular and frequent basis. Habitual PM tasks are ubiquitous and the ability to successfully complete these tasks (e.g., remembering to bring your lunch to school every day) is necessary for children as they begin to establish their own independence. The current investigation is the first to explore preschool children's ability to complete this kind of task. At the end of a regular testing session during which children engaged in a variety of unrelated cognitive tasks, participants were instructed to ask for a stamp on their card, which was sitting in a box on the table. Over the course of the first experiment, participants did this 13 times, spanning a time period of several months. The results demonstrated that children initially needed prompting from the experimenter to remember, but with experience, participants were able to retrieve this intention without assistance. Experiment 2 demonstrated that removing the box from participants' line of sight after numerous opportunities to perform the task did not negatively impact performance, although it did make a difference at the outset of this requirement to remember to ask for stamps. Together, these results indicate that with somewhat consistent and repeated practice, preschool children can fairly quickly demonstrate the ability to successfully perform future intentions that are likely to be repeated on numerous occasions.

Collaborative Improvement Mechanism of Preschool Children's Music Appreciation Ability and Mental Health Level

Objectives: Our aim was to explore the collaborative improvement of children's music appreciation ability and mental health level, so as to promote the application of music education in preschool children's mental health education activities. Methods: We first established a mathematical model for the degree of order and degree of collaboration of the complex system for the collaborative improvement of preschool children's music appreciation ability and mental health level; and then, based on the evolutionary game theory, we analyzed the choices of strategy in the 2 subsystems???music appreciation ability cultivation and mental health improvement???in the process of collaborative cultivation; finally, we investigated the preschool children's music appreciation ability and mental health level before and after the implementation of the collaborative improvement mechanism, and conducted regression analysis and correlation analysis on preschool children's music appreciation ability and mental health level. Results: We found that with the improvement of music appreciation ability, the mental health level of preschool children also improved. After the implementation of the collaborative improvement mechanism, all indicators of the music appreciation ability and mental health level of the preschool children were higher than those before the implementation of the mechanism. Conclusions: There is a positive correlation between preschool children's music appreciation ability and their mental health level, and the collaborative improvement mechanism proposed is effective.

The Establishment of the Cut-off Value of Weight-for-Height for Preschool Children in China and an Empirical Study on the Influence of Overweight and Obesity on Physical Performance.

We aimed to establish the cut-off value of weight-for-height for preschool children in China, and to explore the influence of overweight and obesity on the physical performance of preschool children. Data from 31 provinces in China monitored in 2010 and 2014, the standard deviation unit curves of WFH were established by using GAMLSS (generalized additive model for location, scale, and shape) method preschool children in China, and then the cut-off values of normal weight, overweight and obesity were divided. The research group tested 5 physical performance indicators of 5154 preschool children from April 2018 to June 2019 in Beijing and Zhejiang in China. We then compared physical performance differences between the normal-weight group and the overweight-obesity group. A smooth and effective standard deviation unit curve of WFH was established. The overweight and obesity of Chinese preschool children were at a high level. Being overweight and obese reduced preschool children's relative strength, speed, sensitivity, coordination, and balance ability, but did not reduce preschool children's flexibility. In general, the physical performance of preschool children in the normal weight group was better than that in the overweight and obesity group. It is suggested to use the WFH criteria in this study to evaluate overweight and obesity in Chinese preschool children, and strengthen physical activity and take in energy substances properly of preschool children, to control the spread of overweight and obesity, to improve physical performance level.

Absence of associations with prefrontal cortex and cerebellum may link to early language and social deficits in preschool children with ASD.

Autism spectrum disorder (ASD) is a complex developmental disorder, characterized by language and social deficits that begin to appear in the first years of life. Research in preschool children with ASD has consistently reported increased global brain volume and abnormal cortical patterns, and the brain structure abnormalities have also been found to be clinically and behaviorally relevant. However, little is known regarding the associations between brain structure abnormalities and early language and social deficits in preschool children with ASD. In this study, we collected magnetic resonance imaging (MRI) data from a cohort of Chinese preschool children with and without ASD (24 ASD/20 non-ASD) aged 12-52 months, explored group differences in brain gray matter (GM) volume, and examined associations between regional GM volume and early language and social abilities in these two groups, separately. We observed significantly greater global GM volume in children with ASD as compared to those without ASD, but there were no regional GM volume differences between these two groups. For children without ASD, GM volume in bilateral prefrontal cortex and cerebellum was significantly correlated with language scores; GM volume in bilateral prefrontal cortex was significantly correlated with social scores. No significant correlations were found in children with ASD. Our data demonstrate correlations of regional GM volume with early language and social abilities in preschool children without ASD, and the absence of these associations appear to underlie language and social deficits in children with ASD. These findings provide novel evidence for the neuroanatomical basis associated with language and social abilities in preschool children with and without ASD, which promotes a better understanding of early deficits in language and social functions in ASD.

The Development of Mental Capacity in Preschool Children with regard to the Theory of Mind

This research attempted to investigate the growth and development of mental abilities in pre-school children from the viewpoint of the theory of mind. The aim of the study is to find out the nature of mental development and mental abilities of pre-school children. This research is based on the descriptive and qualitative approach and the method of content analysis to review and compare four research studies related to the relationship of mental abilities development in preschool children in terms of theory of mind. The results of this research indicate the emergence of mental abilities and theory of mind in the preschool period according to three stages, the first stage (0-1) years, the second stage (3-5) years, and the third stage (5-6) years , in some way in each of the three stages there is a clear growth and development of mental abilities which helps to manifest the theory of mind. This study refers to the emergence of mental abilities before the age of six and the impact of school and the school environment in achieving and embodying the theory of mind at that stage.

Stimulating the Development of Rhythmic Abilities in Preschool Children in Montessori Kindergartens with Music-Movement Activities: A Quasi-Experimental Study

AbstractThis article examines the effects of Montessori music-movement activities on the development of the rhythmic abilities of 59 children from Montessori preschools, aged between 3 and 6 years. Children were deployed into two experimental groups (EG 1 (n = 20) & EG 2 (n = 22)) and a control group (CG) (n = 17). Our intervention consisted of introducing 15 to 20 min of unstructured movement time, either accompanied by a piano (EG 1) or recording (EG 2), three times a week for four months, whereas the control group carried on the usual Montessori program. We used a quasi-experimental nonequivalent groups design with pretest–posttest. Three tests for measuring rhythmic abilities were used: auditory discrimination of the rhythmic patterns, imitation of spoken rhythmic phrases, and determining the synchronization of movement with the rhythm of the music. The interventions had a positive effect on the development of the rhythmic abilities of children included in the study. The most significant effect was noticed in EG 1, while no effect of non-activity was detected in the control group.

End-to-end child-adult speech diarization in naturalistic conditions of preschool classrooms

Speech and language development are early indicators of overall analytical and learning ability in pre-school children. Early childhood researchers are interested in analyzing naturalistic versus controlled lab recordings to assess both quality and quantity of such communication interactions between children and adults/teachers. Unfortunately, present-day speech technologies are not capable of addressing the wide dynamic scenario of early childhood classroom settings. Due to diversity of acoustic events/conditionsin daylong audio streams, automated speaker diarization technology is limited and must be advanced to address this challenging domain for audio segmentation and meta-data information extraction. We investigate a Deep Learning-based diarization solution for segmenting classroom interactions of 3–5 year-old children engaging with teachers. Here, the focus is on speaker-label diarization which classifies speech segments as belonging to either Adults or Children, partitioned across multiple classrooms. Our proposed ECAPA-TDNN model achieves a best F1-score of 65.5% on data from two classrooms, based on open dev and test sets for each classroom. Also, F1-scores for individual speaker labels provide a breakdown of performance across naturalistic child classroom engagement. The study demonstrates the prospects of addressing educational assessment needs through communication audio stream analysis, while maintaining both security and privacy of all children and adults.

Biblioterapi untuk Meningkatkan Perkembangan Sosial pada Anak Prasekolah

Abstract
 Bibliotherapy is psychotherapy support through reading material to help someone who is experiencing personal problems or for other therapeutic purposes. Reading books are one of the media that teachers can use to stimulate children's social skills. Community Service Activities with the title "Bibliotherapy To Improve Social Development in Preschool Children". The purpose of this activity is to improve social development in preschool children. The method used is bibliotherapy through play therapy. The implementation of service is carried out for each class according to a predetermined schedule. Before we give the material to the students, we do apperception to each class teacher. After doing apperception with our class teacher, we continued the intervention. The first intervention is to examine the child's social skills with a questionnaire through the child's parents. Furthermore, bibliotherapy was carried out with different themes in each class. The final stage is to evaluate by assessing the child's social ability using a questionnaire on the child's social ability through parents. The results of monitoring social abilities in preschool children increased after playing therapy with the bibliotherapy method was carried out.

Understanding the impact of parental involvement subtypes on Chinese preschool children's language ability.

Parental involvement, especially home-based involvement and home‒school communication, is an important factor affecting the development of preschool children's language abilities. Although previous studies suggest that parents are important catalysts in shaping children's language achievement, it is still unclear how types of parental involvement affect children's language abilities. This study surveys 874 preschool children in China and finds that home-based involvement boosts children's language abilities via improved approaches to learning. Surprisingly, we also find that home‒school communication negatively predicts children's language abilities via decreased approaches to learning. Moreover, school-based involvement has no significant association with children's language abilities. This study contributes new insights to the literature on children's language abilities by uncovering the various impacts of the subtypes of parental involvement and providing a process explanation accordingly.