Preschool Period Research Articles

PRESCHOOL UPBRINGING AND EDUCATION IN MACEDONIA

The first, initial and inseparable part of the unique educational system is the organized institutional preschool upbringing and education. Early childhood education plays a key role in children's development and has significant positive socio-economic effects on the entire society. Numerous researches in the world and in our country show that the language, cultural level, general living conditions and the specific way of upbringing and education of the child in the preschool period have a great influence on the child's psychological development and the development of the abilities needed to start school. The paper first gives an overview on the importance and significance of the organized institutional upbringing and education of preschool children, and then we focus on some aspects of the organization of preschool upbringing and education in the Republic of North Macedonia. We briefly give an overview of the growth of institutional preschool care in the last ten years, and we refer to the challenges faced by preschool upbringing and education in Macedonia.

A method for developing social information processing and creative thinking in inclusive pre-school classrooms drama

ABSTRACT Children’s creative thinking skills and social information processing processes need to be supported starting from the pre-school period in inclusive pre-school classrooms. One of the interesting and child-centred effective methods that supports these skills is drama. In the study, it was aimed to examine the effect of drama on social information processing and creativity and the relationship between the change that drama caused on social information processing and creativity. The study was designed with an experimental design, one of the quantitative research designs. The study group was determined by criterion sampling, one of the purposive sampling methods, and consists of 32 children. Personal Information Form, The Social Information Processing Interview – Preschool Version and The Test for Creative Thinking – Drawing Production were used as data collection tools. In the study, Drama Education consisting of 8 weeks and 16 sessions was applied to the experimental group. No intervention was made in the control group. The change that occurred in Social Information Processing and Creative Thinking after drama education has been an effective method in developing them. The relationship between Social Information Processing and Creative Thinking before and after education shows that the development of these processes is interrelated.

Risk profiles of the preterm behavioral phenotype in children aged 3 to 18 years.

Characterize the Preterm Behavioral Phenotype in children born preterm by identifying distinct profiles based on patterns of symptomatology or severity of the risk for attention-deficit/hyperactivity disorder, autism spectrum disorder, and anxiety, and determine their associations with child sex, gestational age, and chronological age. Sample comprised 2,406 children born preterm aged 3-18 years with primary caregiver behavioral ratings on the standardized Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale, Social Responsiveness Scale, and Preschool Anxiety Scale or Screen for Child Anxiety and Related Emotional Disorders. Statistical fit indices of latent profile analysis supported a 3-profile model as optimal. Using this model, 75% of children born preterm were identified as having low expression, 20% moderate expression, and 5% high expression profiles of the Preterm Behavioral Phenotype described as co-occurring symptomatology of attention-deficit/hyperactivity disorder, autism spectrum disorder, and anxiety. Male children were more likely than females to be categorized in the moderate expression [Relative Risk Ratio (RRR) = 1.29, 95% CI = 1.05-1.59], and high expression profiles (RRR = 1.77, 95% CI = 1.17-2.66). Children born extremely preterm were more likely than those born moderate/late preterm to be categorized in the moderate expression (RRR = 1.68, 95% CI = 1.30-2.19) and high expression profiles (RRR = 2.06, 95% CI = 1.31-3.25). Finally, those in the school-age (RRR = 1.68, 95% CI = 1.32-2.14; RRR = 1.95, 95% CI = 1.21-3.13), early adolescence (RRR = 1.85, 95% CI = 1.38-2.48; RRR = 2.61, 95% CI = 1.53-4.44) and late adolescence (RRR = 2.09, 95% CI = 1.38-3.19; RRR = 2.28, 95% CI = 1.02-5.08) periods were more likely than those in the preschool period to be categorized in the moderate and high expression profiles, respectively. A quarter of children born preterm were at elevated risk for manifesting symptomatology across all three domains of the Preterm Behavioral Phenotype. Findings emphasize accounting for symptom co-occurrence of this phenotype in neurodevelopmental follow-up and psychosocial interventions to optimize child outcomes.

Short Stature and Distinct Growth Characteristics in Angelman Syndrome

Introduction: Angelman syndrome (AS) is a rare, genetic, neurodevelopmental disorder characterized by severe impairments in speech, cognition, and motor skills accompanied by unique behaviors, distinct facial features, and high prevalence of epilepsy and sleep problems. Despite some reports of short stature among AS patients, this feature is not included in the clinical criteria defined in 2005. We investigated growth patterns among AS patients with respect to mutation type, growth periods, family history, and endocrine abnormalities. Methods: Data were collected from patients’ medical files in AS National Clinic. Mutation subtypes were divided to deletion and non-deletion. Four growth periods were defined: preschool, childhood, peak height velocity, and final height. Results: The cohort included 88 individuals (46 males), with 54 (61.4%) carrying deletion subtype. A median of 3 observations per individual produced 280 data points. Final height SDS was significantly lower compared to general population (−1.23 ± 1.26, p < 0.001), and in deletion group versus non-deletion (−1.67 ± 1.3 vs. −0.65 ± 0.96, p = 0.03). Final height SDS was significantly lower compared to height SDS in preschool period (−1.32 vs. −0.47, p = 0.007). Patient’s final height SDS was significantly lower than the parents’ (∆final-height SDS = 0.94 ± 0.99, p = 0.002). IGF1-SDS was significantly decreased compared to general population (−0.55 ± 1.61, p = 0.04), with lower values among deletion group (−0.70 ± 1.44, p = 0.01). Conclusions: AS patients demonstrate specific growth pattern with deceleration during childhood and adolescence, resulting in significantly decreased final height compared to normal population, and even lower among deletion subgroup, which could be attributed to reduced IGF1 levels. We propose adding short stature to the clinical criteria and developing adjusted growth curves for AS population.

Parents working as health professionals during the pandemic

PurposeTo evaluate family routines, stress, and burnout levels of health professionals who were also parents during the pandemic process. Design and methodsThis study is a quantitative descriptive study. A total of 380 parents who were working as health professionals in a training and research hospital participated in this study. Data were collected using a data collection form. Percentage distribution, mean, Kolmogorov–Smirnov, Shapiro–Wilk, one-way MANOVA, and McNemar tests were used to evaluate the data. ResultsIn this study, 64.7% of the participants were women. The rate of participants whose children were in preschool was 31.8%. A total of 82.4% of participants indicated that their role of parenting was affected during the pandemic. A statistically significant difference was found between the Parental Stress Scale, the Emotional Exhaustion, and the Personal Achievement scores according to (p < 0.05). A statistically significant difference was found between the mean scores of depersonalizations of the participants who had infant children, during the play period, and in the preschool period (p < 0.05). ConclusionsIt was determined that family routines of health professionals who were parents during the pandemic were affected, and they experienced stress and burnout due to these altered routines. It was observed that health professionals who had children, especially in preschool, experienced greater stress, because the children were young and more dependent on their parents. Implications to practiceHealth professionals needed to be provided with support, taking necessary precautions for their family life and family routines during the pandemic process.

Protection of reproductive health of children: problems of gender and age discrimination

Research objectives: to investigate the problems of gender and age discrimination in the modern discourse on the protection of children’s reproductive health, to analyze the most important issues including the concept of child reproductive health, normative guarantees in the field of children’s reproductive health, protection of reproductive children’s health in the context of achieving the Sustainable Development Goals of the United Nations, social obstacles to the proper realization of children’s reproductive rights, etc.&#x0D; Materials and methods. A survey was based on the author’s developed questionnaires in order to find out the level of reproductive health and sexual violence among children. The focus group was formed by 540 children: 288 girls and 252 boys aged 15–18 living in Lviv, Ivano-Frankivsk and Zakarpattia regions. The research period covered the years 2021–2023. The error of the obtained results, taking into account the number of respondents, was 2–3.5%. The questionnaires are designed for anonymous and quick filling.&#x0D; Results. Today’s problems and challenges of an environmental, pandemic, and military nature are partially offset by rapid and continuous improvements in social and economic conditions, along with changes in demographics, lifestyles, the environment, and innovations in medical and therapeutic technologies. In general, there is sufficient number of normative protection guarantees that exist at the normative level. However, the problem is manifested in the fact that declarative norms are often ineffective, as they do not entail real guarantees of an organizational and institutional nature regarding the protection and protection of children’s medical rights. Despite the special needs and vulnerabilities that children face, most services are not organized to recognize or meet these needs.&#x0D; Conclusions. It is substantiated that the family is the most important institution in the socialization of a child, and its life experience plays an important role in ensuring that the child is a healthy individual in the broad sense of this concept, which includes physical and psychological criteria. It has been established that characteristics and relationships in the family, especially in the preschool period (the most critical process of children’s development) can positively or negatively affect the structure of the child’s personality. Sudden changes and extraordinary events experienced by the family in the process of adaptation to social changes can cause the family to experience a crisis situation.

Benefits of Parental Involvement Activities in the Preschool Period: A Comparison of Teacher and Father Views

The purpose of this study is to determine and compare the views of teachers and fathers on father involvement and the benefits of parental involvement activities in the preschool period. The sample included 23 preschool teachers employed at public and private schools in Turkey's capital of Ankara, and fathers of 53 children in these teachers’ classrooms. This study is based on qualitative research that used an interview form to obtain data which is analyzed through content analysis. The findings of this study yield the deduction that both educators and paternal figures harbor the perception that parental involvement endeavors predominantly draw the attendance of mothers, with fathers exhibiting infrequent participation in such activities. The main reasons for fathers’ lower attendance rates for these activities are found to be working schedule and unsuitable working hours of the fathers. According to both the teachers and the fathers children are happy in terms of the benefits of parent involvement activities for the children, the family gains awareness about their child and improves itself in terms of the benefits for the family, and these activities provided easiness of communication and problem-solving with families in terms of the benefits for the school and the teacher.

Early-immune development in asthma: A review of the literature

This review presents a comprehensive examination of the various factors contributing to the immunopathogenesis of asthma from the prenatal to preschool period. We focus on the contributions of genetic and environmental components as well as the role of the nasal and gut microbiome on immune development. Predisposing genetic factors, including inherited genes associated with increased susceptibility to asthma, are discussed alongside environmental factors such as respiratory viruses and pollutant exposure, which can trigger or exacerbate asthma symptoms. Furthermore, the intricate interplay between the nasal and gut microbiome and the immune system is explored, emphasizing their influence on allergic immune development and response to environmental stimuli. This body of literature underscores the necessity of a comprehensive approach to comprehend and manage asthma, as it emphasizes the interactions of multiple factors in immune development and disease progression.

Developmental trajectories of speech and language in neglected children aged 3 to 5 years: Results of the ELLAN study

BackgroundNeglected children are at high risk for significant difficulties in speech and language development. Because no longitudinal study has been conducted to date, the dynamic description of development during the preschool period is unknown. ObjectivesEstablish the developmental trajectories of speech sounds, receptive and expressive vocabulary, and morphosyntax among neglected children during the preschool years and compare them with those of non-neglected children. Participants and settingParticipants are 69 neglected children and 99 same age non-neglected peers (37 and 46 males respectively) recruited at 36 months of age. Data were collected at home. MethodsData were collected at six-month intervals between the ages of 3 and 5.5 years using psychometrically robust tools. Neglected and control groups were compared according to age using repeated measures ANOVAs on all variables. A discrete mixture model for clustering longitudinal data was used for testing the heterogeneity of the language trajectories among neglected children. ResultsThe language development of the neglected children as a whole group is lower than that of the control group for all variables. Two subgroups are identified within the neglected group: one with a developmental trajectory similar to that of the non-neglected children, and another whose trajectory is far below that of the control group. The effect sizes of these differences vary between 1.4 and 3 standard deviations under the mean. ConclusionsA large proportion of neglected children present significant speech and language difficulties from the age of 3, but some of them catch up and develop similarly to non-neglected children.

Effect of the timing of initial exposure to maternal depression on children's school readiness

This study investigates the impact of the timing of initial exposure to maternal depression on a comprehensive measure of children's school readiness that incorporates multidimensional developmental domains underlying school adaptation and later success. The Early Development Instrument scores of 59,413 children were linked to their mothers, who were observed from five years before the child's birth to the child's fifth birthday. Exposure to maternal depression was associated with developmental vulnerability in emotional, physical, social, and cognitive domains, and the effects were strongest if the child was first exposed during pregnancy or the preschool period. When controlling for health at birth, health of the child during early childhood, mother's health prior to pregnancy, and the family environment however, the effects of exposure to maternal depression were attenuated. Thus, although maternal depression is a risk factor for children's school readiness, their health and environment compound this effect. A number of different stratifications, variable definitions and robustness checks support the reliability of the findings. The results suggest that mitigating the effects of maternal depression on school readiness is important at any age, and that the programs to address this are likely to lead to improvements far beyond those for maternal depression alone.

Hidden in plain sight: Using administrative data to conduct a longitudinal cohort study of children exposed to opioids in pregnancy

ObjectivesChildren of women who use substances are difficult to research at a population-level using traditional research methods due to the complexity of their lives. Resultingly, we have little robust evidence on their outcomes. This study developed an administrative data cohort of children exposed to opioids and explored health outcomes.&#x0D; MethodsUsing data from birth records, antenatal records, prescription data, hospital/psychiatric hospital admissions, and drug and alcohol service data, we identified 6,408 children (born 2009-2019) in Scotland who were exposed to opioids through illicit use and/or medication assisted treatment (i.e. methadone/buprenorphine). A control group (n. 19,089) of children not exposed to opioids were matched on age of mother and Scottish Index of Multiple Deprivation. Data were described and linear and logistic regression models were used to examine the relationship between risk factors (such as drug and alcohol use in pregnancy, gestation at booking and at birth), and key early outcomes.&#x0D; ResultsAlthough the majority of women had their substance use recorded in antenatal records, 28.9\% did not, demonstrating the importance of using multiple administrative datasets to form the cohort. Children in the cohort were more likely to experience a range of adverse outcomes including being born early (17\% born prematurely, compared with 6.5\% in control group), having a below normal Apgar score (the scoring system used to assess newborns shortly after birth) (2.9\% in cohort vs. 1.5\% in controls), having significantly lower birthweight, length and head circumference, and more likely to be removed from their mother prior hospital discharge. Differences between the cohorts remained after controlling for other risk factors including alcohol use, and gestation.&#x0D; ConclusionThis feasibility study brought together a cohort of children usually excluded from traditional forms of research. The research demonstrated early differences in outcomes between exposed children and others from similar socio-economic groups. The next stage of this research is exploring health and development outcomes in the preschool period.

PENYULUHAN GAMSTING (GERAKAN MEMASYARAKATKAN MAKAN IKAN UNTUK MENCEGAH STUNTING) DI PAUD RINJANI DARMA WANITA UNIVERSITAS MATARAM

Stunting is a condition of nutritional status in children under five years of age with low height compare to age. The data from the National Nutrition Status Survey (SSGI) of 2022 shows that one out of every five children in Indonesia is stunted. The Movement to Popularize Eating Fish to Prevent Stunting (GAMSTING) is an effort to reduce stunting prevalence in Indonesia. Children, especially those in the pre-school period such as in day care, early childhood education and kindergarten, are an important target in stunting prevention education. This service activity aims to provide education to teachers, parents and students at Kindergarten DW Rinjani University of Mataram about the importance of nutrition fulfillment from an early age to prevent stunting, one of which is by consuming fish. This service uses the counseling method with material on the introduction of types of sea fish and fresh fish, as well as the importance of eating fish for the health and fulfillment of children's nutrition. The second counseling material is the hands-on practice of cooking tuna. Students and parents who attended the activity were enthusiastic in participating in the activity both in material presentation and in tasting the fish dishes from the cooking demonstration. Collaboration among children, parents and teachers at school in introducing and increasing fish consumption is expected to be an important measure to prevent stunting. Diet is very influential on the growth and development of children so that the toddler period is most appropriate for parents to introduce and get used to their children consuming fish.

Behavior problems of preschoolers with Developmental Language Disorder

Objective: Children with developmental language disorder (DLD) are prone to numerous adverse outcomes throughout their lives. The aim of the study was to investigate risk factors and behavior problems in children aged 1.5 to 5 years with DLD in a low/middle-income country. Material and Methods: This case-control study included 101 preschoolers (54 children with DLD and 47 children with typical development (TD)). A developmental pediatrician evaluated each child’s development using the Ages and Stages Questionnaire. Children Behavior Checklist and Beck Depression Inventory were completed by mothers. Socio-demographic information and screen parameters were obtained using a researcher-developed form. Results: Risk factors for DLD were identified as less frequent reading books with parents, consanguineous marriage, and having a family member with language disorders. Preschoolers with DLD had more behavior problems (except sleep and somatic problems) than preschoolers with TD (p&amp;lt;0.050). The risk factors for behavior problems of preschooler with DLD in the multivariable regression model included: ages of parents and children, paternal education, lack of having their own room, and maternal depressive symptoms. Conclusion: Consistent with the findings of this study, consanguineous marriage, family history of language disorders, and infrequent reading of books with parents were associated with the development of DLD. Attention should be given to behavioral problems in preschool children with DLD. Maternal depressive symptoms, lower paternal education, younger father, and lack of having their own room can be highlighted factors for behavior problems of children with DLD. Parents play a crucial role in shaping behavior and language development during the preschool period.

An In-Depth Investigation of Parents' Experiences about the Developmental and Diagnosis Process of Children with Specific Learning

This study examines the developmental processes, diagnosis processes, and needs of children with specific learning disabilities based on their parents' experiences. The research was conducted with a qualitative research methodology. The study group in the research was formed by the typical sampling method. The study group comprises the parents of 12 students with specific learning disabilities educated in mainstream classrooms. The researchers developed a semi-structured interview form in the context of literature. Content analysis of the transcribed voice recordings was made. As a result, four main themes emerged “Developmental Process, Social Relations, Diagnosis Process, and Strengths and Weaknesses.” The parents have difficulties in their children's self-care skills, motor development, social development, cognitive development, and language development compared to their peers in preschool. The parents noticed their children's development needs during the homework process and pointed out the low level of knowledge of the teachers in both preschool and school periods. It was stated that the children had developmental needs in all developmental areas, especially language development in the preschool period. Also, parents expressed that their children have difficulties with often drawing attention to the difficulties experienced by their children in social relations.

Early life stress, prenatal secondhand smoke exposure, and the development of internalizing symptoms across childhood

BackgroundPrior findings relating secondhand tobacco smoke (SHS) exposure and internalizing problems, characterized by heightened anxiety and depression symptoms, have been equivocal; effects of SHS on neurodevelopment may depend on the presence of other neurotoxicants. Early life stress (ELS) is a known risk factor for internalizing symptoms and is also often concurrent with SHS exposure. To date the interactive effects of ELS and SHS on children’s internalizing symptoms are unknown. We hypothesize that children with higher exposure to both prenatal SHS and ELS will have the most internalizing symptoms during the preschool period and the slowest reductions in symptoms over time.MethodsThe present study leveraged a prospective, longitudinal birth cohort of 564 Black and Latinx mothers and their children, recruited between 1998 and 2006. Cotinine extracted from cord and maternal blood at birth served as a biomarker of prenatal SHS exposure. Parent-reported Child Behavior Checklist (CBCL) scores were examined at four timepoints between preschool and eleven years-old. ELS exposure was measured as a composite of six domains of maternal stress reported at child age five. Latent growth models examined associations between SHS, ELS, and their interaction term with trajectories of children’s internalizing symptoms. In follow-up analyses, weighted quintile sum regression examined contributions of components of the ELS mixture to children’s internalizing symptoms at each time point.ResultsELS interacted with SHS exposure such that higher levels of ELS and SHS exposure were associated with more internalizing symptoms during the preschool period (β = 0.14, p = 0.03). The interaction between ELS and SHS was also associated with a less negative rate of change in internalizing symptoms over time (β=-0.02, p = 0.01). Weighted quintile sum regression revealed significant contributions of maternal demoralization and other components of the stress mixture to children’s internalizing problems at each age point (e.g., age 11 WQS β = 0.26, p < 0.01).ConclusionsOur results suggest that prior inconsistencies in studies of SHS on behavior may derive from unmeasured factors that also influence behavior and co-occur with exposure, specifically maternal stress during children’s early life. Findings point to modifiable targets for personalized prevention.

Thyroid function test abnormalities-isolated TPOAb+, SCH and hypothyroxinemiaand preschool children's neurodevelopment.

Thyroid function test abnormalities are frequent and associated with the offspring's adverse neurodevelopment. This study aimed to examine the relationship between maternal thyroid function test abnormalities before 20 gestational weeks and children's cognitive, emotional and behavioural development at 3-6 years of age. A total of 2243 mother-child pairs were included in the final analysis. Maternal thyroid function was evaluated retrospectively during the children's preschool period. The serum thyrotrophin, free thyroxine and thyroid peroxidase antibodies(TPOAb) were detected by chemiluminescence immunoassay during the follow-up period. The neurodevelopmental status of preschoolers aged 3-6 years was evaluated by parental versions of The Behavior Rating Inventory of Executive Function-Preschool and The Strengths and Difficulties Questionnaires. The associations between maternal thyroid function test abnormalities and preschoolers'neurodevelopment were examined using Poisson regression models. After adjusting for potential confounders in Poisson regression analyses, it showed that maternal isolated TPOAb positivity before 20 gestational weeks may be associated with the increased risk of abnormalities in peer problems (odds ratio [OR] = 1.90, 95% confidence interval[CI]: 1.26, 287). Maternal isolated SCH before 20 gestational weeks was observed to be related with increased risk of abnormalities in inhibition (OR = 2.73, 95%CI: 1.37, 5.41), working memory (OR = 1.67, 95%CI: 1.04, 2.70), conduct problems (OR = 1.80, 95%CI: 1.05, 3.09), hyperactivity (OR = 1.94, 95% CI:1.08, 3.49)and total difficulties (OR = 1.94, 95%CI: 1.13, 3.34). Maternal isolated hypothyroxinemia before 20 gestational was observed to be related with increased risk of abnormalities in peer problems (OR = 2.71, 95%CI: 1.17, 6.27). Thyroid function test abnormalities before 20 gestational weeks may be associated with children's neurodevelopment at 3-6 years of age.

An Examination of the Social Skills of Preschool-Age Children with Cochlear Implants

Introduction: The preschool period is the most critical time for the development of social skills. Children with cochlear implants experience challenges in many domains, particularly including communication skills. This study aimed to compare the social skills (initiation, academic support, friendship, and emotion regulation skills) of preschool-age children with cochlear implants to those of their hearing peers. The second aim was investigate the influence of unilateral/bilateral cochlear implant use and preschool attendance on social skills. Method: Thirty-four children (16 girls, 18 boys) with cochlear implants with a mean age of 53.18 months and 36 hearing children (21 girls, 15 boys) with a mean age of 53.92 months were included in this study. The social skills of the hearing children and the children with cochlear implants were compared using the Preschool Social Skills Evaluation Scale. The influence of unilateral/bilateral cochlear implant use and the effect of preschool attendance on social skills were also investigated. Findings: The performances of children with cochlear implants were significantly lower than those of their hearing peers in terms of initiation skills, academic support skills, friendship skills, and emotion regulation skills (p &amp;lt; .05). Bilateral cochlear implant users had significantly higher initiation skills than unilateral cochlear implant users, and cochlear implant users who attended preschool had significantly higher academic support skills than cochlear implant users who did not attend preschool. Discussion: Preschool-age children with cochlear implants were behind their hearing age-mates in social skills and required increased educational support to promote their social skills. Being a bilateral cochlear implant user and attending preschool education had positive effects on social skills.

UPAYA DAN PERAN ORANG TUA DALAM MENSTIMULASI PERKEMBANGAN ANAK PRA SEKOLAH

The pre-school period is an important period for children because the stimulation given will have a big influence on their development. It is the family environment that is the starting point for providing stimulation for children. There are still many mothers in Karangharja Village who do not understand that the responsibility of providing stimulation to children is not only the teacher's, but parents must also help. The impact of this is that children's development becomes slower than other children. The service method implements community education by carrying out outreach activities to parents, especially mothers, about the importance of the role of parents in stimulating children's development and what efforts can be made by mothers to create fun learning at home by conducting training activities on making tree learning media read from junk. The result of the service is to make parents aware of the important role in stimulating the development of their children, increasing the development of preschoolers, and increasing children's interest in learning.

Measuring categorisation in pre-school children: new toolkit, new insights

Introduction: whilst recent years have witnessed considerable research into infant categorisation, its development during the pre-school period has garnered far less interest and innovation. Objective: this paper documents the development of a valid and reliable new toolkit for measuring categorisation in children, designed to allow fine-grained differentiation through four short tasks. Methods: the paper outlines how a pilot study with 55 children reduced confounding variables, ruled out several explanations for performance variations and enabled procedural refinements. It then documents a study conducted with 190 children aged 30-60 months. Results: this more sophisticated testing mechanism challenges previously accepted developmental norms and suggests both sex and socio-economic status (and their interaction) influence categorisational abilities in pre-schoolers. Conclusion: the results indicate that preschool children’s ability to categorise varies markedly, with implications for their capacity to access formal education.

Health Promotion in Preschool Children.

The key for individuals to live in health and well-being is the development of healthy living habits. In order for a healthy life habit to be formed, the relevant behaviors must be acquired in the preschool period. This study aimed to promote health knowledge among children attending preschool through health education. The study was designed using the qualitative case study design. The Personal Information Form and Health Hunter Children Follow Health Interview Form were used as data collection tools in the study. Health education activities were implemented in order to improve children's knowledge about health. Activities consisted of physical activity, personal hygiene, injury prevention, sleeping habits, healthy nutrition, healthy life, and paramedic and treatment services categories. Activities were applied to children twice a week for eight weeks. As a result of the study, an improvement was observed in children's knowledge about health. The answers given by the children before and after the Health Education Activities were collected in the categories of nutrition, safe life, illness status, well-being, hygiene, environmental health, and sports.