Preschool Stage Research Articles

Iekļaujoša pirmsskolas izglītība bērniem ar autiskā spektra traucējumiem: teorētiskais aspekts

Although inclusive education is implemented in Latvia and children with autistic spectrum disorders must attend general education pre-school groups, where special education programmes are implemented for children with learning or speech development disorders, various educational policy planning documents indicate that children with autism are difficult to include. In order to understand the reasons for this phenomenon, identify possible obstacles and find possible solutions, the employed literature review includes the following parts: inclusive education development trends in the pre-school stage in the world and in Latvia in various political reports, educational policy planning documents, regulatory acts and scientific studies; development profile of a pre-school child with autism spectrum disorders, including the characteristic features of the relevant age group and developmental disorder, and identification of possible obstacles, indicating possible solutions for the provision of pre-school education for children with autism spectrum disorders.

قة بين الأنشطة القرائية والكتابية التي يقوم بها الوالدان في مرحلة ما قبل التعليم الابتدائي وتحصيل أبنائهم لتلك المهارات

The current study aimed to investigate the degree to which parents in the Kingdom of Saudi Arabia practice reading and writing activities in the pre-school stage with their children to develop their reading and writing skills in the general education stages. In addition, studying the impact of these activities on students’ achievement in reading and writing skills when they reach the fourth grade of primary school. The data of Saudi Arabia was published by IEA, it was based on PIRLS 2016. The questionnaire of the student’s guardians in the study included a scale containing several reading and writing activities for the pre-primary stage to determine the extent to which parents practice them. Using multiple linear regression analysis, the results showed that building cubes and playing with shapes are among the most important activities that positively affect reading and writing skills. In addition, followed by reading stories and writing letters of words as another set of important activities, which parents provide to their children before they enter school. The study recommended the necessity of implementing developmental programs for parents to show the importance of their participation in developing children's reading and writing skills, as well as providing courses to teach them effective strategies that contribute to developing children’s reading and writing skills.

Transition to the educational standards of primary general education of a new generation: actual problems of updating approaches to education at the preschool stage

Transition to the educational standards of primary general education of a new generation: actual problems of updating approaches to education at the preschool stage

EDUCATIONAL ENVIRONMENT AS A FACTOR OF PSYCHOLOGICAL WELL-BEING OF PRE-SCHOOL CHILDREN

The relevance of the study lies in the existing contradiction between the signifi cance of psychological well-being of the child for successful socialization and development of higher mental functions and insuffi cient development of this problem at the pre-school stage. Taking into account the infl uence of negative trends of sociocultural transformations, as well as qualitatively other conditions of life of modern children is essential. The purpose is to study the infl uence of the educational environment on the psychological well-being of children of late preschool age. Methods include organizational, empirical (observation, survey, psychological experiment, quasi-experiment, physcho-diagnostic method, including tests and surveys), quantitative and qualitative methods of data processing, interpretive methods. The sample consisted of  older pre-school children of pre-school institutions in Belarus. The number of participants in the formative stage was determined on the basis of the naturally established  groups of pre-school institutions. In the course of the study, the author’s interpretation and operationalization of the concept of “psychological well-being of the child” in relation to pre-school age were carried out. Based on the empirical classifi cation, three types of psychological well-being of children of senior pre-school age have been singled out and characterised in a meaningful way: well-off, conditionally well-off, and eventually disadvantaged. The relationship of indicators of child well-being and components of educational environment has been determined. A programme to optimize the educational environment in the pre-school education institution group has been developed and tested. The results presented in the study make it possible to speak about the characteristics of social, spatial and subject and technological components as determinants of psychological well-being of the child with a high probability.

التفاعل الاجتماعي لأطفال الروضة

Human beings are social creatures, and their existence is tied to their interactions with others, whether these interactions are positive or negative. One can devote much of their life to helping others, or live selfishly and prioritize their personal interests. Social interaction in any society is influenced by the psychological, social, and political conditions that the society experiences. The more a climate of warmth, empathy, and stability prevails, the more positive the relationships between individuals will be, and the opposite leads to negative relationships. Today, our Iraqi society needs social cohesion and positive relationships between its members more than ever, due to the unjust economic blockade that the country suffers from, which has led to negative behavior and attitudes among its youth. Ethics are the guardian of the individual and the foundation of a civilized society. It is not enough for the teacher to guide individuals on virtues, as a good education requires a long process of continuous commitment, and depends largely on a good family environment. The current research aims to identify the aspects of social interaction among preschool children and to clarify the importance of social interaction. Children begin interacting from the earliest days of their lives, and this interaction grows until the preschool stage, where they acquire the ability to communicate effectively.

Teaching in the Light of Activity Theory Applied to Preschool: Reflections on Brazilian Practice.

Activity Theory applied by the teacher to preschool education favors the development of new psychological formations, such as perception, attention, memory, thought, language, and voluntary self-regulation, which prepare the child for school. To highlight the contributions of N.F. Talyzina based on Activity Theory applied to preschool education and to reflect on the theory's use in the Brazilian education system. This article is theoretically built from research in a sandwich doctorate program in Puebla, Mexico and internship supervision practices for psychologist training at a public university in Brazil's central-west region. Activity Theory is seldom applied to teaching, including in Brazil, and there is little knowledge about the scientific contributions of one of its practitioners, the late N.F. Talyzina. We chose the preschool stage as the focus of our reflections, and we maintain that the introduction of role-playing as the main activity in early childhood education promotes the development of psychological neoformations and prepares the child for the next stage of school. Finally, we present the internship practices in applied psychology in a Brazilian children's group, with evidence of advances. There is a need for expansion of the formative experiments reported here to the Brazilian population, for scientific dissemination of the results, and promotion of teacher training and qualification in Activity Theory.

Linguistic and motor profiles in preschool and school-age children with an older sibling with autism spectrum disorder.

This study examines receptive-expressive language, gross-fine motor skills, and IQ abilities in 78 children, 43 children with an older sibling with autism spectrum disorder (Sibs-ASD) and 35 children with an older sibling with typical development, ranging from 4 to 11 years of age. Depending on age, both groups were divided in preschool and school groups. The results show that more than 76% of Sibs-ASD performed at least one language and/or motor skill under 25th percentile. Significant differences were described at preschool stage in three aspects: grammatical comprehension, ball skills, and global motor skills. At school age, significant differences were found in two aspects: expressive language, and ball skills. Some differences seem to decrease over time; meanwhile others seem to increase; and others remain stable. Thus, it seems that vulnerability continues in unaffected Sibs-ASD and suggest that this population may benefit from continued screening and monitoring into the preschool and school-age stages.

A Practical Study on the Cultivation of Children's Language Expression Ability

Children generally refer to school-age children, which are mostly at the age of 6-12. At this stage, children are in the stage of rapid physical and mental development, and this stage is also the best time for students to lay the foundation. Under the guidance of the educational concept of the new era, we must attach importance to the cultivation of children's language expression ability, and cultivate students' oral communication ability, language expression ability, and language transformation ability. Children's language expression ability is different so we should pay attention to the targeted training of students in school education. Children are in the prime time of language learning, which is the best time to cultivate their language expression ability. Therefore, this paper makes practical research on children's language expression ability training and aims at the present situation of children's language expression ability training. According to the related research of child psychology, children's language expression ability is gradually developed. In the beginning, infants and young children already have the ability to accept the language. And, children's language expression ability in this period shows a trend of rapid development. The preschool stage is also a period of rapid development. In this period, children have initially acquired certain listening and speaking abilities. When children enter primary school, language expression has a qualitative leap and that is the change from understanding to application. In primary school, children need to learn language communication in interpersonal communication to accumulate and use language. Therefore, the most important thing to cultivate children's language expression ability is to enable children to express their inner thoughts effectively and clearly through relevant training. However, it can be found that there are still many problems in the cultivation of children's language expression ability according to the relevant investigation, which hinders the development of children's language expression ability. Therefore, it is necessary to consider and study the cultivation of children's language expression ability in combination with the relevant actual situation.

The effectiveness of a tablet-based video game that stimulates cognitive, emotional, and social skills in developing academic skills among preschoolers: study protocol for a randomized controlled trial

BackgroundEvidence suggests that children from low-income families begin the preschool stage with less academic and non-academic skills development compared to higher-income families. There are several successful experiences of early stimulation of cognitive and social-emotional skills; however, there is scarce evidence of the effectiveness of a video game that incorporates the stimulation of these skills simultaneously. This study aims to evaluate the effectiveness of a video game in stimulating cognitive, emotional, and social competence skills in developing academic skills in socioeconomically disadvantaged preschool children.MethodsA cluster-randomized controlled trial design will be used. A tablet-based video game that stimulates cognitive and socio-emotional skills to improve the development of academic skills is compared with a tablet-based game where students draw and paint with no explicit stimulation of cognitive and socio-emotional skills. Eighteen schools and 750 Chilean preschool students will be recruited. The effectiveness of the intervention will be assessed using a direct evaluation of children on literacy learning and pre-calculation skills at baseline, immediately after stimulation, and at 6, 12, 18, and 24 months post-intervention. The mediating effect of working memory, inhibitory control, emotion recognition, and prosocial behaviours will be assessed on the effectiveness of the intervention.DiscussionThe proposed study will be the first to test the effectiveness of a tablet-based video game stimulating cognitive and social-emotional skills to improve academic skills in socioeconomically disadvantaged preschool children in Chile, controlling for gender, age (in months), mental health, and baseline conditions of stimulated skills.Trial registrationClinicalTrials.gov NCT05224700. Registered on February 2022

Preparing and standardizing a scale for assessing symptoms of Reactive Attachment Disorder in Children in the pre-school stage (Egyptian environment)

Preparing and standardizing a scale for assessing symptoms of Reactive Attachment Disorder in Children in the pre-school stage (Egyptian environment)

Long-term effects of left-behind experience on adult depression: Social trust as mediating factor.

BackgroundDespite much attention paid to the mental health of left-behind children, there has not been sufficient research on whether and how left-behind experiences have long-term effects on adults among the general population. This paper aims to evaluate the long-term effects of left-behind experience on adult psychological depression.MethodsBy using the China Labor-force Dynamics Survey in 2018 (CLDS 2018), we assessed depression by the Center for Epidemiological Studies, Depression Scale (CES-D) and used a cut-off score of 20 for detecting depression (Yes = 1, No = 0). The Binomial logistic regression was used to compare the odds ratio across groups. We used the KHB method in the mediation analysis, to measure the indirect effect of social trust on the relationship between left-behind experience and depression.ResultsThe rate of depression (χ2 = 17.94, p < 0.001) for the children who have left-behind experience (LBE) (10.87%) was higher than the children who have non-left-behind experience (N-LBE) (6.37%). The rate of social trust (χ2 = 27.51, p < 0.001) of LBE (65.70%) was lower than N-LBE (75.05%). Compared with the other three groups, left-behind experience occurred in preschool (OR = 2.07, p < 0.001, 95% CI = [1.45, 2.97]) was more likely to suffer from depression. The indirect effect of social trust (OR = 1.06, p < 0.01, 95% CI = [1.02, 1.10]) is significantly on the relationship between LBE and psychological depression, with the total effect (OR = 1.71, p < 0.001, 95% CI = [1.27, 2.31]) and direct effect (OR = 1.62, p < 0.01, 95% CI = [1.20, 2.18]) are both significantly. The proportion of indirect effect in the total effect is 10.69%.ConclusionThe left-behind experience that occurred in childhood has a significantly negative effect on adult psychological depression, in which preschool left-behind experience played the most critical role. Social trust is the mediating factor associated with left-behind experience and psychological depression. To mitigate the long-term effects of the left-behind experience on psychological depression, parents need to be prudent about the decision-making of migration in the preschool stage of their children. and subsequent policies should strengthen social work targeting vulnerable youth groups especially those with left-behind experience at an early age in terms of their psychological depression.

ЕКИПНАТА ЗАДАЧА КАТО СРЕДСТВО ЗА РАЗВИВАНЕ НА СОЦИОКУЛТУРНИ КОМПЕТЕНТНОСТИ У ДЕЦАТА В ПРЕДУЧИЛИЩНА ВЪЗРАСТ

In this article, the subject of the problem is that the social environment continuously is changing. That is why it`s inevitable for changes to occur in educational environments also, because education prepares the adolescent for his social existence as in the global society. A key task of modern education is to develop competences of the 21st century. Among them is socio-cultural competences which is important for child`s existence in the world of adults. The most important thing in modern education is to build in the child the ability to develop throughout life. More and more educators are looking for innovative methods and forms of work to help with the problems, mentioned above. The article proposes the team task as an innovative form of work for developing sociocultural competences in children. The publication`s hope is that it will reach to more teachers at the preschool stage because it is a fundamental stage for every child as a future student and later – an active citizen of the world.

Relationship Between Gross Motor Skills and Inhibitory Control in Preschool Children: A Pilot Study.

PurposeGross motor skills (GMS) and inhibitory control (IC) which are both development in preschool stage is significant for preschooler to healthy growth. However, the evidence of relationship between them in preschoolers are still insufficient, most of studies only focus on youth. Thus, the aim of this research is to examine the association between GMS and IC in preschool children.MethodsThis cross-sectional study used baseline data from a previous intervention study of preschoolers conducted in 2018. GMS were assessed by using the Test for Gross Motor Development (2nd edition) in preschoolers, which includes two subtests of locomotor and object control skills. Total GMS is calculated from the sum of these two subtests. The Fish Flanker task was used to evaluate both accuracy and reaction time of IC. Multivariate linear regression models were established to analyze the relationships between GMS and IC.ResultsA total of 123 preschool-age children (55 girls, 68 boys) were included in the final analysis. After adjusting for confounders, GMS (β = −8.27 ms, 95%CI: −14.2, −2.34), locomotor (β = −11.2 ms, 95%CI: −21.43, −0.97), and object control skills (β = −12.15 ms, 95%CI: −22.07, −2.23) were all negatively related with reaction time of IC.ConclusionThere was a significant negative correlation between gross motor skills and the reaction time of inhibitory control in preschool children. Further research is needed to verify this finding in prospective and experimental studies.

Developmental trajectories of challenging behaviors reported retrospectively by Japanese parents of adult children with intellectual disabilities

Introduction: Individuals with intellectual disabilities (ID) are at heightened risk of behavioral problems. Methods: This study investigated differences in the severity of challenging behaviors (CBs) among individuals with IDs at varying life stages. Data were collected from parents’ retrospective interviews. Surveys were completed by 47 parents whose child with IDs was 19 years or older and had made use of welfare services for individuals who exhibit CBs. Results: The final study sample consisted of 28 parents. Findings showed that (a) parents gave the lowest total scores for severity of CBs for their adult children when at the pre-school stage compared to other stages (elementary school, junior high school, high school, and post-high school), (b) differences between life stages appear to depend on the type of CB, and (c) the most common CB recorded for children between 0 and 2 years old was extreme hyperactivity, followed by severe sleep disturbances. Conclusions: The results of the study show that domain ratings for stereotypic/restricted behaviors, sleep disturbance problems, feeding problems, and problems with elimination often remain stable throughout the life stages. Moreover, parents frequently reported that CBs often occurred in children aged 0–2 years.

Common Challenges in Institutions of Education and Higher Education in Iraq Analytical- Social Study

Today the world goes through many challenges and difficulties which can only be addressed by science and knowledge, so the educational institution- which consists of a group of stages beginning with the pre-school stage through the primary and secondary stages and ending with the university stage represented by higher education institutions- shares the providing of the individual with knowledge which enables him/her address the requirements of life and this process entails a number of elements such as the existence of a student, a schoolteacher, a teacher, a professor and a scientific material whether theoretical or practical. The scientific institution, with its two types: the educational and the higher education, may face common challenges whether social, economic, political and cultural. Hence our research emerges trying to shed light on these challenges to find solutions for them via recommendations which the researchers have come up with in this research. in this research, the two researchers have adopted the analytical descriptive approach to achieve the goals of the research which has come up with a number of results the most prominent of which are the insufficient scientific buildings, the limited proficiency of the teaching staff together with the increase in failure rates among students in the education sector and the higher education in addition to that the curricula are old and do not fit the scientific and technological advances in schools and universities namely in the humanitarian studies.

Research on the Influencing Factors of Problem-Driven Children's Deep Learning.

Deep learning is widely used in the fields of information technology and education innovation but there are few studies for young children in the preschool stage. Therefore, we aimed to explore factors that affect children’s learning ability through collecting relevant information from teachers in the kindergarten. Literature review, interview, and questionnaire survey methods were used to determine the influencing factors of deep learning. There were five dimensions for these factors: the level of difficulty of academic, communication skills, level of active collaboration, level of in-depth processing, and reflection level evaluation. Reliability and validity tests were used to analyze the data from questionnaires. In total, 100 valid questionnaires were collected. The Cronbach coefficients for academic challenge, communication, active cooperation, deep processing, and reflective evaluation were 0.801, 0.689, 0.770, 0.758, and 0.665, respectively. Principal component analysis revealed that there were three main factors that affect children’s learning depth: the level of deep processing (maximum KMO: 0.908), the level of reflective evaluation (maximum KMO: 0.542), and the active level of collaboration (maximum KMO: 0.410). In conclusion, there were several factors affecting deep learning in children and further studies are warranted to promote the development of this field.

Revealing the Competence of Multiprofessional Team Building among Students and Its Impact on the Effectiveness of Team Interaction

Introduction. The need for a multiprofessional team is critical for the preschool stage where problems of individualization of education for children with disabilities and gifted children with behavioral deviations are solved. Despite the large number of publications on multiprofessional education, there are almost no researches into the readiness to multiprofessional interaction of preschool education specialists. The aim of the article is to present the results and methods for revealing the level of multiprofessional team building competence of students – future preschool education workers, to analyze the differences between the groups with high level of multiprofessional team building competence and the groups with low effectiveness of team interaction. Materials and Methods. Research sample: students of Shadrinsk State Pedagogical University (Russia) and Kazakh National Womenʼs Pedagogical University (Kazakhstan). Methods: expert observation (teachers competent in the fields of knowledge that students should operate in the research process were involved) using “field notes” and video recordings (qualitative and quantitative assessment according to the methodology of V.I. Zagvyazinsky, R. Atakhanov); questionnaires; interviews in focus groups; testing; expert evaluation of the effectiveness of team interaction; statistical criteria: Kolmogorova-Smirnova (single-sample) to determine the normality of distribution; Mann-Whitney U-criterion to identify the reliability of differences in groups with high levels of formation multiprofessional competencies from groups with low efficiency of team interaction. Results. It is proved that the formation of competence of multiprofessional team building is significant for the effectiveness of team interaction. The problems of multiprofessional interaction of preschool education workers are revealed: lack of willingness to conduct a dialogue with each other, weak or low degree of team-building and co-organizing activity, an attempt to associate the problem with the activity of one specialist, the desire to find the culprit in the situation. Discussion and Conclusion. The obtained results contribute to the development of the issue of readiness for interaction of specialists in defectological and non-defectological areas of training. In the future, it is advisable to investigate the issues of designing and evaluating the effectiveness of courses that develop the competencies of multiprofessional team building. The materials of the article can be useful in the developing standards of higher education of a new generation in terms of designing the planned learning outcomes of the academic programs and international recommendations on education.

ANALISIS PRAKTIK PEMELIHARAAN GIGI DAN MULUT BALITA SEBAGAI PENCEGAHAN EARLY CHILDHOOD CARIES OLEH ORANGTUA/WALI DI PROVINSI JAWA TENGAH

Early Childhood Caries is a serious dental and oral health disease that occurs when child is at preschool stage, where at this time, children expepriencing growth of the primary teeth, that are still susceptible. Untreated dental caries problem on children, can cause several problems, such as being underweight, poor performance at school, school absent, and also poor quality of life. Based on the 2018 RISKESDAS, 42,11% children aged 3-4 years in Central Java is having oral health problem, but only 3.95% that receive medical care from health professional. Good oral hygine is important for oral health, and also overall health. The aim of this study is to see factors that related to oral hygiene practice for children under five years old by parents or guardians, as an effort to prevent Early Childhood Caries (ECC) in Central Java.This study is a quantitative research, with cross sectional approach. The number of responden in this this study were 98, that determined uising purposive sampling technique. The study results showed that 51% of parents/guardians had a poor practices at maintaining children’s oral health. Factors that influence their practice were parent’s attitude (p=0,005), parents knowledge (p=0,000), and also the accessibility of oral health information (p=0,009).

Analysis of the Key Theoretical Frameworks of the Organization of Inclusive Education in a Preschool Establishment

The article substantiates the peculiarities of the organization of inclusive education in preschool establishment. The author focuses on theoretical and practical research, in which the preschool stage of childhood is considered in the context of the problem of reforming the preschool education system within the framework of inclusion. The purpose of the presented article is a theoretical substantiation of the key theoretical and practical frameworks of the organization of inclusive education of children with special educational needs in a modern preschool establishment. The following research methods are selected: theoretical (study and analysis of pedagogical and psychological literature; legislative and normative documents; systematization, classification, terminological analysis; generalization of existing pedagogical experience) and empirical (pedagogical experiment; observation; pedagogical interpretation of research results). The methodological basis of the study is the activity approach in the process of personality development, conceptual provisions on the specifics of the organization of the educational process of children with special educational needs. According to the results of the presented research, the attitude of the participants of the educational process to inclusion, selection of content and methods of education, taking into account the individual characteristics and abilities of each child, has changed; the essence of interaction with children's parents; interdisciplinary interaction of all teachers. The author sees prospects for further research in the introduction of inclusive learning technologies into the practice of preschool education.

The association between the health-related physical fitness and inhibitory control in preschool children

BackgroundInhibitory control develops rapidly during the preschool stage, and development of inhibitory control in this period is significant for the healthy growth of the future. However, most studies paid more attention to children and adolescents in recent years, but less focus on preschool children. Therefore, the purpose of this study was to explore the association between the health-related physical fitness and inhibitory control in preschool children.MethodsThis cross-sectional study was based on a baseline data from randomized controlled trial by cluster sampling(including 128 preschoolers, 70 boys, 58girls).The health-related physical fitness T-score (HPFT) was obtained by adding standard scores of six indicators: body mass index, handgrip strength, standing long jump, one-leg balance, 2 × 10 m shuttle run test, and 20 m shuttle run test. Inhibitory control was assessed using the flanker task and reflected by reaction time and accuracy.ResultsA total of 120 preschoolers were included in the final statistical analysis. After adjusting the confounders, HPFT was associated with reaction time (β=-2.49 ms, 95%CI: -4.22, -0.75). Similarly, a negative association was observed between one-leg balance and reaction time (β=-12.04 ms, 95%CI: -18.94, -5.15), and between 20 m shuttle run test and reaction time (β=-23.28 ms, 95%CI: -37.00, -9.56). Compared with the participants in the lowest tertile, HPFT (β=-158.74, 95%CI: -309.63, -7.84), one-leg balance (β=-267.25 ms, 95%CI: -420.71, -113.79) and 20 m shuttle run test (β=-215.58 ms, 95%CI: -374.67, -56.49) were all negatively associated with reaction time of those in the highest tertile.ConclusionsNegative relationships between HPFT and RT of the inhibitory control were observed in preschoolers. To have better inhibitory control, it’s suggested that HPFT of preschoolers should be at least 249. These findings are of great significance for the early improvement of HPFT and the development of inhibitory control in preschool children.