Preschool Institutions Research Articles

Selective screening for celiac disease in patients with gastrointestinal symptoms: a retrospective study

Background. Currently, the effectiveness of various screening programs for celiac disease remains a matter of debate. According to most researchers, selective screening among patients with characteristic symptoms or at-risk groups is most effective. Aim. To evaluate the effectiveness of selective screening for celiac disease in patients with gastrointestinal symptoms. Materials and methods. In an open retrospective clinical study, the rate of celiac disease among 1,482 children who were examined in the Bashlyaeva Children's City Clinical Hospital and the most significant symptoms of the disease depending on age were identified. Results. The mean rate of celiac disease was 8.26%: from 6 months to 3 years 7.25%, from 4 to 7 years 10.28%, from 8 to 14 years 9.33%, and in adolescents from 15 years and older 4.05%. The most significant symptoms of the disease in young children were abdominal distension/flatulence, asthenia, and weight loss; preschool children had stool disorders (constipation, diarrhea), abdominal distension/flatulence, and anemia. At the age of 8–14 years, only nausea was statistically significantly associated with celiac disease. We have not identified any significant symptoms in the older age group. Conclusion. Our study has shown the high effectiveness of selective screening for celiac disease. The selective screening program is most effective in children of early and preschool age, which defines this age category as a target for introducing screening programs in medical check-ups before enrollment to preschool institutions and schools.

Prevalence of Overweight and Obesity of Preschool Children in Vranje (Serbia) According to the WHO and CDC Recommendations

Overweight and obesity are widespread worldwide among children of all age groups, and the prevalence among preschool children has been steadily increasing over the past twenty years. The aim of was to determine the prevalence of overweight and obesity of preschool children in Serbia based on the recommendations given by the WHO (World Health Organization) and the CDC (Centers for Disease Control and Prevention). The sample of respondents consisted of children from the preschool institution “Our Child” (serb. Naše dete) from Vranje, Serbia. A total of 380 children participated, of which 195 were boys (51.3%) and 185 were girls (48.7%). The age of the child ranged from 2 to 7 years, that is, from 26 to 84 months. In order to determine the weight status, the children’s body weight and height were measured, on the basis of which the Body Mass Index (BMI) was calculated. The obtained BMI values were interpreted based on the recommendations given by the WHO and the recommendations given by the CDC. Research results based on the WHO recommendations showed that 11.1% of the total number of children are overweight and 11.8% are obese, while based on the CDC recommendations, 11.8% of the total number of children are overweight and 7.9% are obese. Also, the research showed that there is no difference in the weight status categories between boys and girls. However, the results show that the proportions of overweight and obese children obtained using the WHO recommendations differ significantly from the proportions of overweight and obese children obtained using the CDC recommendations. High percentages of overweight and obesity among preschool children in Vranje require adequate measures to be taken in order to stop and reduce their growth.

Health Factors for Preschool Children Educational Institutions in Russia

The article analyzes the health problems and resources of preschool children. The positions and conclusions of the authors are based on the results of sociological measurements carried out in educational organizations of the Irkutsk region in January-February 2024. The sample size is 943 parents or legal representatives of children attending educational organizations of the Irkutsk region. The subject of author’s research is the factors of the dynamics of the incidence rate of preschool children. The definition of these factors makes it possible to outline and test a program of preventive measures in order to effectively introduce preschool education into the regional system. In the list of destructive transformations of the regional health care system, the authors note an increase in chronic diseases, a deficit of physical activity, violations of the diet and its quality. The research program includes the determination of not only objective indicators of a medical nature, but also subjective assessments of all participants in the educational process. The importance of identifying the growing needs of the parent community and children’s teams in the field of health protection is justified. Socially significant and acceptable protector programs are discussed both for the improvement and education of all participants in the educational process, and for the development of a culture of health preservation within the preschool institution and beyond. The conclusions and results of the work can equally be useful to teachers-practitioners, administrative and managerial apparatus of departmental services, as well as representatives of the scientific community in the social sphere, in the institutes of health and education, for the development of social stabilization programs for modern Russian society.

FEATURES OF THE PREPARATION OF FUTURE TEACHERS FOR WORK IN PRE-SCHOOL EDUCATION INSTITUTIONS AND REQUIREMENTS FOR THEIR PROFESSIONAL ACTIVITIES

The article reveals the specifics of training future teachers to work in preschool education institutions in terms of requirements for their professional activity. It was established that the future teachers of the preschool education institution, first of all, need to work with parents, since the closest environment of the child is the family. Certain aspects of the activities of future educators are disclosed, in which they should pay attention to the individual determination of children’s physical load. The possibilities of the preschool education institution in building its functioning in the direction of modernity, its relations with the surrounding society are revealed. It was established that in order to prepare the future teacher for interaction with the micro-environment of the preschool education institution, it is necessary to teach him to apply various directions of the organization of the innovative institution. It has been proven that the training of future educators can be effective on the basis of knowledge of modern principles of development and formation of a healthy lifestyle for children and parents. The necessity of training future educators to ensure the psychological safety of children during their stay in a preschool institution is revealed. The ability to clearly distinguish personal traits and peculiarities of a child’s mental state, to diagnose signs of children’s stress state, has been established. The main forms and methods of work of future educators regarding the formation of the need for a healthy lifestyle in preschool children have been determined. The principles of openness-closedness, which future educators should follow in their professional activities, are revealed. The main trends in the training of future preschool teachers have been established, which are related to the creation of a full-fledged space for the child’s development and the organization of comprehensive support for the individual development of preschool children. In the preparation of the future educator, special attention is paid to the personality of each child as the highest social value of society, instructions are given for the formation of a citizen with high intellectual, moral and physical qualities. This involves the creation of prerequisites for the development of activity, initiative and creativity of pupils and teachers, their interested interaction, as well as broad public participation in the management of preschool education.

Folk games as a tool of formation of artistic and creative competence of primary school children in music classes

The article describes the features of acquiring artistic and creative competence, as a child's elementary awareness of the specifics of art forms (artistic and productive, musical, theatrical); valuable attitude to art and artistic activity, the desire to perceive folklore art. Folkloric forms of the heritage of Ukrainian culture are considered. Teaching and methodical material and practical recommendations are offered, which in music classes will be useful both to experienced teachers of preschool institutions and to those workers who are starting to work with the smallest brains. Normative documents in the field of preschool education were studied and play competence was considered as a child's ability to free, emotionally saturated, spontaneous activity on his/her own initiative, in which the possibility of applying existing and assimilating new knowledge and personal development is realized due to the child's desire to participate in the life of adults through the realization of interests in game and role-playing actions in a generalized form. The necessity of using folk games for the formation of artistic and creative competence in preschool children is substantiated. Peculiarities of knowledge of the surrounding world of preschool children and themselves in it are determined. The work proposes to create a basis for the natural formation and development of musical abilities in preschoolers through a folk game by encouraging children to play folk games. It has been emphasized that raising children is based on love and respect for Ukrainian musical folklore. The secrets of conducting music classes using folk games and working with preschoolers are recommended to teachers of primary schools, music teachers, teachers of children's vocal ensembles of extracurricular and club institutions, scientists, graduate students, students of pedagogical and art educational institutions, parents and the general public

Formation and Training of the Staff of Preschool Institutions in Western Siberia in the 1920s–1930s

The article analyzes the process of formation and training of personnel for preschool institutions in Western Siberia in 1920–1930s. Based on the use of archival materials, the process of training preschool workers in 1920–1930s is characterized, the key points of work in kindergartens in cities and villages of Western Siberia in accordance with the goals of state policy in the specified period are determined. A comprehensive analysis of methodological recommendations and materials for work in preschool institutions allowed to identify the main directions of professional training of teachers. The aim of the article is to reveal the process of formation and training of the staff of preschool institutions in Western Siberia in 1920–1930s. Methodology. The methodological basis of the research was formed by a set of general scientific principles, among which the leading place belongs to: the principles of dialectics, historicism, objectivity, integrity of approach in the process of studying and evaluating the revealed facts, the systematic nature of the phenomena and processes under consideration; the principles of scientific and pedagogical research. The historical-system method contributed to the consideration of the functioning of preschool institutions as a single integrated system within the framework of the relationship “kindergarten – pedagogical staff”. Results of the study. The conclusion is made that the process of formation of staff composition of preschool institutions in Western Siberia in 1920-1930 was influenced by the following factors. The organization of kindergarten staff training consisted of short-term courses, which began to open actively from the early 1920s in the cities of Western Siberia. The system of short-term courses could not always correspond to the actual work in kindergartens. Despite the active development of the network of preschool institutions by the 1930s, kindergartens still needed more professional staff.

Подготовка дошкольников к изучению математики

Teaching mathematics to primary schoolchildren in the Russian Federation is based on the principles of continuity of educational stages. The article demonstrates the importance of preparing preschoolers to study mathematics, taking into account the current Federal State Educational Standard of Preschool Education, as well as the Federal State Educational Standard of Primary General Education and the Federal Working Program of Primary Education in this subject. Preschool education is focused on mastering elementary mathematical concepts and forming prerequisites for educational activities. Creating an educational environment in a preschool institution that stimulates play and cognitive activity will help children successfully master mathematical skills. The examples considered in the article show how teaching mathematics at preschool age affects the development of universal educational activities in elementary school.

GRAPHOMOTOR SKILLS IN PRESCHOOL-AGED CHILDREN

Mastering writing skills is preceded by a significant developmental pathway of graphomotor abilities, which starts early in childhood. Considering that graphomotor ability and visual perception are prerequisites for mastering the writing, this study analyzed the graphomotor abilities in preschool-aged children, with the aim of identifying children exhibiting elements suspected of dysgraphia. The sample consisted of 100 preschool-aged children (age 5-6), of both genders (49 girls and 51 boys). Pre-writing skills were assessed using the Predictive Test for Dysgraphia. The research was conducted in a Preschool Institution in Danilovgrad, in March and April 2024. The results of analysis showed that preschool-aged children have specific difficulties in meeting the following criteria: accurately following the given sequence of figures and their careful and precise drawing (size and shape). It was also found that children of this age group have a particular problem in maintaining the specified distance of the figures from the edge of the rectangle (drawing around the edge). The only test item that the majority of respondents were able to respond to was perseverance in completing tasks, in terms of finishing the drawing (a series of started figures). Based on inadequate visual discrimination of the size and shape of given and drawn figures, and poor spatial orientation on paper, it is possible to identify children with graphomotor difficulties. Early detection of children with visual-perceptual and graphomotor difficulties will help overcome these deficiencies through systematic exercises through speech therapy treatments, so that children can start school being better prepared.

SCREEN TIME IN PRESCHOOL-AGED CHILDREN

The World Health Organization defines sedentary screen time as the time spent in passive screen-based entertainment (TV, computer, mobile phone), excluding active screen time, specifically time spent playing games requiring physical activity or movement. Researchers agree that preschool-aged children spend longer periods of time in front of screens than recommended for their age, contradicting WHO guidelines on sedentary screen time for children up to 5 years old. The aim of our research was to obtain data on the age at which children are first exposed to screens, determine the duration of screen exposure on a daily basis, the most common type of screen, and the situations in which preschool-aged children use them. The sample consisted of 200 children, aged 48 to 60 months, of both genders. A specially constructed sociodemographic questionnaire was used for the research, which included questions regarding the age at which the child was first exposed to screens, the duration of daily exposure, as well as the most common type of screen and situations in which the child uses them. Informants were the parents of the children included in the study. The research was conducted in preschool institutions in Bosnia and Herzegovina, during February and March 2024. The results of the research show that children are first exposed to screens as early as at the age of 7 to 12 months, and that screen exposure on a daily basis exceeds the recommended time by WHO guidelines for most participants. The most common type of screen to which children are exposed is TV, and the most common situations in which they use them are during meals or while parents perform various household chores. Attention should be directed towards further identifying factors leading to excessive screen usage and providing clear guidelines to parents regarding the timing, content, technology, and joint activities related to screen time for young children in various cultural settings.

Enhancing Early Mathematical Learning through Multimedia Technologies: A GeoGebra-Based Approach in Preschool Education

Multimedia technologies, encompassing images, animations, and sounds, offer innovative possibilities for preschool educators, particularly in the context of presenting mathematical content and fostering children's mathematical cognition. This study is driven by a dual objective: firstly, to formulate a GeoGebra-based model for the assimilation of fundamental mathematical concepts related to numbers and sets; secondly, to execute this model in practical educational settings. The research conducted for this paper spanned five years (2018-2023) as part of a comprehensive five-year project, comprising three distinct phases, each featuring specialized workshops. A cohort of 380 preschool teachers completed GeoGebra training, which was followed by the integration of the proposed model into the educational curriculum across preschool institutions in two districts within the Republic of Serbia. Preschool educators independently implemented two activities aligned with their project themes. The study's findings emphasize the effectiveness of implementing an interactive project-based learning approach in preschool settings, where well-integrated GeoGebra applets, particularly when harmonized with activities involving physical and tangible elements, can yield positive outcomes.

Examination of the Life Habits of Preschool Children Based on Their Screen Use Patterns.

Children who open their eyes to a digital world begin interacting with screens in the early years of life. The interaction between screens and children starts from the very first moments of life and intensifies over time. The aim of this study is to examine the effects of screen use patterns on the life habits of preschool children. In this context, the relationships between problematic media use, eating habits, and self-care skills among preschool children are analyzed from various perspectives. Structured according to a mixed-methods research approach, this study employs both qualitative and quantitative research designs. The study group consists of 582 children continuing their education in preschool institutions across seven different regions and nine different provinces in Turkey, along with 20 of their parents. Random and non-random sampling methods were used to form the study group. Quantitative data were collected using the Problematic Media Use Measure, Children's Eating Behavior Inventory, and Preschool Children (36-72 months) Self-Care Skills Scale-Teacher Form, while qualitative data were gathered through a semi-structured parent interview form. The study results indicate that problematic media use and eating behaviors significantly vary according to the screen time of children, with an increase in problematic media use linked to a rise in negative eating behaviors. Parents are found to perceive the use of media devices during mealtime as a necessity, thus employing them, and believe that their children's social behaviors are shaped according to screen content.

Amateurism as a way of improving the cultural activity of preschool institutions in the Balkan countries

Regarding the fact that amateurism is widely represented in all Balkan countries, that it is aimed primarily at children and young people and at nurturing the traditional forms of the intangible culture of the people, which are diverse and autochthonous, the paper analyzes the characteristics of amateurism and the richness of the cultural diversity of the folklore heritage in the Balkan countries. Attention focus is on other components of amateurism as well, especially in terms of the benefits of dealing with folklore and the ways of functioning of amateur organizations in the Balkans.

Challenges of ensuring the integration of internally displaced persons into host communities: Behavioral determinants

Internal migration caused by the war of russia against Ukraine (with the active phase starting in February 2022) has increased the socio-economic burden on the host communities welcoming internally displaced population from the frontline and occupied territories. On the other hand, it intensifies behavioral reflections of local residents on the integration of internally displaced persons (IDPs). The study aims to identify opportunities, challenges, and prospects for IDPs’ adaptation in host communities (a case study of Lviv oblast, Ukraine). The paper conducted a sociological survey among 2,500 respondents in November 2022–February 2023. The results show that the lack of housing, lack of permanent employment, language contradictions, and forced limited contact with relatives who remain in the combat zone are existential barriers to the integration of IDPs into host communities. The study identified such opportunities for the integration of IDPs into the host society: reducing the risk of depopulation of territories, reducing imbalances in the local labor market in certain sectors of the economy, strengthening social cohesion, developing small businesses, and improving social infrastructure. The respective challenges include increased social tension, competition for jobs and housing, shortage of places in preschool institutions, and disproportionate distribution of budget funds between the local population and IDPs. Conflicts between IDPs and local residents, as well as IDPs and local authorities, require a proactive position of local authorities to initiate psychological support programs and create communication platforms for the exchange of individual experiences and discussion of psychological and emotional issues.

The impact of early childhood education and mathematical abilities on student achievement: Analysis of TIMSS 2019

This paper is based on the analysis of the relationship between early education, mathematical skills, and student achievement in Bosnia & Herzegovina, using data from the trends in international mathematics and science study (TIMSS) 2019. The study involves 5,628 fourth-grade students whose average age was 10.1 years. The research specifically focuses on factors such as the age of students at the beginning of schooling, attendance at preschool institutions, and their mathematical skills before starting school. Through the application of SPSS analysis, insights into the statistical relationships and trends between these factors are provided, emphasizing the importance of early educational experiences to improve the quality of education in Bosnia & Herzegovina. The analysis results show that the length of stay in preschool institutions, attendance in preschool programs, and the early acquisition of mathematical skills (counting skills, recognition of numeral representations, numeral writing, simple addition, and subtraction) impact later mathematical achievements of students.

DEMOGRAPHICS OF COMMUNICATION SKILLS OF PRESCHOOL CHILDREN (4-5 YEAR OLD)

The research was carried out with the aim of identifying the impact of demographic factors on the expression of communication skills of 4-5-year-old children in Montenegro. The influence of several factors that can affect the speech development (gender, educational level of mother and father, birth order, length of stay in kindergarten and the age subgroup within the same year) has been examined. This is a transverse study. From the overall, four-part model of the Gunzberg II test, we highlighted items related to communication in the order of age 4 and 5. Items were observed in relation to development standards and in relation to the Curriculum in preschool institutions. The sample is consisted of 639 children from 17 kindergartens. The results of the research suggest that the participants of this research do not have enough developed communication skills in accordance with the standards for appropriate ages. The variables we tested as independent did not show a constant impact on the appearance of differences in some tasks. In order to improve childrenʼs communication development, it would be necessary to: a. redesign the curriculum, b. develop programs of systematic parent training; and c. reduce the number of children in one educational group.Keywords: communicative skills; curriculum; differences among children; Gunzberg II test; preschool child.

К вопросу о педагогическом сопровождении формирования основ нравственной культуры дошкольника

The realities of the modern educational landscape are in constant interaction with complex challenges in the moral upbringing of preschool children, demanding a profound understanding of sociocultural and psychological aspects. Amid rapid technological advancements, changes in family structures, and cultural contexts, moral education and moral culture have become crucial aspects ensuring the holistic development of a child's personality. Educators are tasked with developing and implementing effective pedagogical support strategies that foster the formation of ethical values, social responsibility, and behavioral culture in children.Analyzing pedagogical strategies and methods in the realm of moral education for preschoolers allows the identification of optimal approaches that promote the development of their ethical values, responsibility, and social competence. These findings serve as the foundation for practical recommendations and methodological approaches aimed at enhancing the process of moral education in preschool institutions, encompassing innovative teaching methods, playful techniques, and pedagogical strategies that instill children with values and ethical skills. These methodologies, in our view, involve parental support and the engagement of the family institution, ensuring harmonious collaboration between educational institutions and parents in the moral development of preschoolers, instilling in them the necessary level of moral culture.The study of pedagogical support for the moral culture of preschoolers not only highlights the importance of shaping moral values in the early stages of life but also underscores the pivotal role of pedagogical strategies in this process. The development and implementation of innovative methodological approaches tailored to each child's individual needs represent an integral component in ensuring stable and harmonious moral development in educational settings. These research findings form the basis for further advancements in the field of education and upbringing, contributing to the establishment of ethical foundations for future generations.

The Influence of Kindergarten Environment on the Development of Preschool Children's Physical Fitness.

The aim of this research is to find out to what extent the special qualifications of physical education teachers and the physical environment of kindergartens influence the physical development of preschoolers. Forty-four kindergartens across Estonia participated in the study, half of which had a physical education teacher (PEt), whereas the remaining 22 kindergartens were taught by non-qualified kindergarten teachers (NoPEt). Six Eurofit fitness tests were used to assess the physical development of children (n = 704; aged 6-7 years old, with an average age of 6.55 ± 0.5 years). An analysis of variance was used to compare the mean values of the fitness test results of the two groups. Linear regression analysis was applied to clarify the influence of individual and environmental factors on children's fitness scores. In kindergartens where the position of a PEt had been created, the results of children's physical fitness were statistically significantly better, more specifically in handgrip strength (m = 12.0, 95% CI = 11.8-12.3 vs. m = 11.5, 95% CI = 11.2-11.7) and in speed tests (m = 23.0, 95% CI = 22.8-23.2 vs. m = 23.6, 95% CI = 23.3-23.8). According to the teacher interviews, these kindergartens also had more rooms and areas specially created for physical exercises. The study revealed that the physical development of children is, when controlling for other individual and environmental factors, influenced by the professional qualification of the PE teacher (95% CI = 0.06-0.56) as well as children's participation in sports training (95% CI = 0.29-0.83). These findings are important for preschool institutions and municipalities in designing the optimal physical environment for facilitating children's physical fitness.

Создание опросника прагматической компетентности детей 5-8 лет

<p>The work aims to test a new questionnaire for parents and educators to assess the pragmatic competence of children from 5 to 8 years old. Parents of 753 children and teachers of 903 children from preschool institutions took part in the testing, filling out the proposed questionnaire online. Subsequently, after the initial analysis, 674 parent questionnaires remained in the work, of which 287 questionnaires were from parents of five-year-old children (130 of them boys), 213 from parents of six-year-old children (108 boys), 131 from parents of seven-year-old children (60 boys) and 43 from parents of eight-year-old children (21 boys). And also 903 questionnaires of preschool teachers (at this stage we did not include a survey of school teachers): 487 children of 5 years old (214 boys), 409 children of 6 years old (206 boys) and 7 children of 7 years old (4 boys). Statistical analysis of the material included: 1) checking for normality of the distribution of answers; 2) analysis for consistency of the entire questionnaire, its scales and individual questions; 3) exploratory factor analysis; 4) confirmatory factor analysis; 5) identifying gender differences for each of the questions using the Mann-Whitney test. The study showed that the pragmatic competence of children includes: 1) understanding of the literal and figurative meaning of statements; 2) mastery of non-verbal means of communication; 3) communication skills: politeness, openness to communication, adequate response to the expectations of the interlocutor; 4) development of verbal creativity in various genres, including fantasy. The results of the analysis showed that girls’ pragmatic competence at the age of 5-8 years was better developed than boys, however, in general, in normatively developing children by the age of 5, the main aspects of pragmatic competence have already been developed, and in the future may deteriorate, but understanding the figurative meaning of statements continues to develop at school. This questionnaire requires some refinement and testing for test-retest and external validity.</p>

Digital tools in education: Preschool teacher's perspectives on language development in kindergarten

The study focuses on utilizing digital technologies within the context of preschool education in the Czech Republic, as viewed through the lens of kindergarten teachers. The objective was to find out teachers' perspectives on using digital technologies with a focus on language development in preschools from the point of view of Czech teachers. The survey method was used for data collection. Responses were collected from 80 preschool teachers from the Czech Republic using an online questionnaire; data was analyzed and discussed quantitatively in descriptive analysis. The study revealed that preschool establishments demonstrate a relatively commendable level of digital technology provisioning, which has grown recently with the help of financial subsidies from the government. However, teachers state that there is a lack of management support for effectively integrating them into the curriculum. The survey revealed that they also have to deal with the organizational arrangements of children when using digital technologies, given the number of children in classes. In our study, we paid special attention to areas of language competence that had developed. It was found that teachers prefer applications with simple language development competencies as opposed to complex language skills. They also prefer to use applications that children can use independently. In conclusion, teachers mostly have a positive attitude towards their utilization, under the condition of limiting their use in time and type of content.

Psychological support of professional activities of teaching staff of pre-school institutions

Psychological support of professional activities of teaching staff of pre-school institutions