Preschool Centers Research Articles

Effects of an 8-Week Active Play Intervention on Body Composition and Fundamental Motor Skills in Preschool Children.

Objective: Examine the effect of an 8-week teacher-guided active play intervention on preschoolers' body composition and fundamental motor skills. Methods: Participants were from two local preschool centers randomly assigned to either the intervention (n = 25, 3.91 ± 0.53 years) or the control group (n = 25, 3.69 ± 0.81 years). All measures were assessed at baseline (week 0), post-intervention (weeks 9-11), and follow-up (weeks 30-33). Bioelectrical Impedance assessed body composition (fat mass (FM) and fat-free mass (FFM)). The Peabody Developmental Motor Scales, Second Edition (PDMS-2) assessed fundamental motor skills (gross motor quartile (GMQ)). Results: A significant Group × Time interaction for GMQ at post-intervention (p = 0.03), with the intervention group scoring significantly higher on GMQ. A significant main effect of Time (p < 0.001) indicated that GMQ increased in both groups across the 33-week period. For FM, a significant main effect of Time at both post-intervention (p < 0.05) and follow-up testing (p < 0.001) indicated that participants increased FM over the 33-week period. Lastly, there was a significant main effect of Time for FFM at post-intervention (p = 0.003) and follow-up (p < 0.001). Interestingly, there was a significant Group × Time interaction (p < 0.05) at follow-up testing showing that FFM increased over time but significantly more for the control group. Conclusions: Results indicate that active play interventions might be a successful pathway to improve gross motor skills in young children. Further research is needed to understand the effect that active play interventions have on body composition in preschoolers.

Teacher-related factors associated with teacher–child interaction quality in preschool education

Quality teacher–child interaction is considered one of the primary mechanisms through which educational experience fosters the development of children’s competencies. Teachers’ self-efficacy and beliefs about developmentally appropriate practices influence the quality of classroom interaction. However, the findings are mixed, and more research must be done within the preschool teacher population. The present study investigated teacher-related factors influencing teacher–child interaction quality with preschool children. Two rating scales and one observation measure were used to survey and observe 55 preschool teachers in preschool centres of Arba Minch town, Ethiopia. Statistically significant positive correlations were found between teacher factors (i.e., teacher belief, self-efficacy, teaching experience) and teacher–child interaction quality (emotional support, classroom organization, and instructional support). Teacher belief significantly predicted teachers’ emotional support and classroom organization, while teaching experience significantly predicted instructional support. The findings of this study have implications for concerned bodies striving to achieve the 2030 sustainable development goals aimed at increasing the supply of qualified teachers to ensure all girls and boys have access to quality early childhood development and care so that they are ready for primary education, especially in the least developed countries.

Standard-based inspection and teacher assessment of climbing facilities and equipment in pre-school and primary centers in the province of Pontevedra (Galicia)

The purpose was to identify the risks of climbing facilities in primary schools in the province of Pontevedra (Galicia) in comparison with the regulatory standard, as well as the teachers' assessment of their use, maintenance and safety. The study was carried out in 18 schools by means of an inspection check-list and a questionnaire. Bearing in mind that it is not common for climbing walls to be used for non-educational activities and by people other than the pupils themselves, the most frequent risks were the lack of signage and warnings, and it was found that all the facilities present some risk, of a trivial or tolerable level, which coincides with similar studies. It is important to provide the teaching staff with tools so that they can carry out periodic checks, although they confirmed that the climbing walls studied were totally safe for the activities carried out. Keywords: Risks, accidents, walls, climbing, review, teachers, school.

Pedagogical Strategies Limitations and Practices Leading to Improved Teacher-Learners’ Classroom Interactions through English in Lower Primary Schools of Rwanda

Strategies employed by teachers and learners in lower primary schools in Rwanda were judged insufficient and ineffective, as learners’ learning performance, especially in rural schools, was still unsatisfactory in examinations set in English. The study aimed to investigate the limitations of the strategies used by teachers and learners in their English classroom interactions and to propose effective practices to enhance teacher-learner interactions in lower primary grades. The constructivism theory guided this study, employing a mixed method with a sequential exploratory research design. The research population consisted of 56,691 people, including 56,125 learners, 449 teachers, and 117 head teachers of primary schools in Musanze District. A sample of 115 respondents, including 109 teachers and six head teachers, were randomly selected. Semi-structured interviews with 18 teachers and 6 school head teachers yielded qualitative data, while 91 teachers completed a written questionnaire, which provided quantitative data. Thematic analysis helped to treat qualitative data, and descriptive statistical analysis by cross-tabulation was utilized in quantitative data cleaning and analysis. Findings revealed that strategies employed in teacher-learner classroom interactions present some limitations to effective teaching and learning through English. Furthermore, various practices, including special preparatory programs in preschool centers, improved methodology for pre- and in-service teachers’ training on the English language, and an emphasis on practical tasks to equip learners with sufficient knowledge and skills to solve school and real-life problems, were suggested. The study recommended the collaboration and cooperation of multiple educational partners during the implementation of the proposed practices. The proposed practices are expected to have a great impact on the journey of re-examining and re-contextualizing teaching and learning in Rwandan schools.

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

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

Effects of a large-scale program for the construction of daycare and preschool centers on cognitive skills and female employment

ABSTRACT This paper assesses the impacts of a large-scale program aimed at constructing daycare and preschool centers in Brazil named Proinfância, which funded new buildings in nearly 45% of the municipalities between 2008 and 2017. We find a significant increase in early education care in the jurisdictions that participated in the program more than a decade after it had started: 4 percentage points in the attendance rate for infants aged up to three and six percentage points for children aged 4 to 5. However, the improvements in public schools' scores in ‘Prova Brasil’, which is a national exam for elementary school children, are small (at most 1%). Despite this, the program significantly helped increase female labor force participation, especially considering low-educated workers, but also with a small magnitude (1 percentage point). The results suggest that a faster increase in the coverage of public infant education would lead to more pronounced effects on children's development and female participation in the workforce.

Implementation in the "real world" of an evidence-based social and emotional learning program for teachers: effects on children social, emotional, behavioral and problem solving skills.

The delivery of social and emotional learning (SEL) programs that are developmentally school-based and evidence-based has the potential to benefit many children, and as such, greater efforts are needed to disseminate these programs more widely within the community. The Incredible Years® Teacher Classroom Management (IY-TCM) has shown promising results when applied by teachers in preschool centers and primary schools, as seen in several randomized control trials conducted worldwide, including in Portugal. The current study presents a model of the implementation of the program within the framework of a nationwide initiative undertaken in Portugal: the Academias Gulbenkian do Conhecimento. Additionally, results of the program's impact on children were explored using ANOVA, which compared pre- to post- treatment outcomes. To assess which factors affected the efficacy of the intervention, moderation analyses were conducted using the MEMORE macro. Ninety teachers and 535 children (2 to 10 years old) were assessed. Results revealed that children showed significant increases in social and emotional skills (e.g., social adjustment, empathy) and significant reductions in problem behavior when assessed by their teachers, and in social-cognitive problem solving strategies as evaluated by a set of problem-solving tasks. Moderation analyses showed that, in general, interaction effects were not found, meaning that the intervention was effective for almost all conditions. Nevertheless, significant moderation effects were found for factors pertaining to the child and the mother with respect to pro-social and emotional skills (children who benefited most from the intervention exhibited more behavioral difficulties at the baseline according to the teachers' perceptions and had mothers without a university degree; children attending primary school took less benefit from the intervention than those attending pre-school). The findings contribute both to the reinforcement of the effectiveness of the IY-TCM program as a universal intervention in "real world" schools and to the development of some guidelines for the promotion of effective scaling up and sustainability of program effects.

EXPERIENCE OF THE ORGANIZATION OF THE PRE-SCHOOL EDUCATIONAL ENVIRONMENT OF THE UK

The article examines the experience of organizing a preschool educational environment in the UK. Features of functioning and educational approaches of preschool educational institutions in the country, particularly kindergartens and preschool centers, are considered. It provides an overview of current early childhood education in the UK and emphasizes its importance for developing children under five. The "Fundamental Program of Preschool Education" – a national document that defines the standards, goals, and content of preschool education – was considered, and its fundamental principles were analyzed, such as the child's overall development, learning through play, partnership with parents, and individualization. The article highlights the role of qualified pedagogical workers and teaching methods that contribute to the development of children in preschool educational institutions. Special attention is paid to play and play activities as an essential means of supporting and stimulating children's development. The article examines the interaction between teachers and parents in the process of preschool education and also notes the importance of involving parents in the educational process. It is substantiated that the introduction of the experience of organizing a preschool educational environment in the UK into the educational space in Ukraine can positively affect the development of children, preparation for school, the development of their creative and analytical abilities, as well as increase the status and quality of preschool education in our country.&#x0D; The overall informativeness and relevance of the article make it a valuable resource for those interested in preschool education, teachers, parents, and education professionals.

Evaluating the Science to Inform the Physical Activity Guidelines for Americans Midcourse Report

Evaluating the Science to Inform the Physical Activity Guidelines for Americans Midcourse Report

Norwegian speech-language pathologists treatment practices for preschool children who stutter: An explorative study

PurposeThis study investigated the treatment practices of speech-language pathologists (SLPs) with preschool children who stutter to explore variations in service delivery and, consequently to better inform and support evidence-based practice. Method121 Norwegian SLPs completed an online survey about stuttering treatment for preschool children aged up to six years. They reported on treatment training, choices, setting, dosage, and outcomes. Data was analysed descriptively. Correlation analyses between years of clinical experience and clinician perceived outcomes were conducted. ResultSixty-eight percent of SLPs were trained in one or more stuttering treatment programs. The majority of SLPs (83 %) provided treatment in person in preschool centers; 59 % reported providing treatment once a week. Thirty-four percent of SLPs reported that they often or always delivered the whole treatment program. Treatment practice addressed various elements, including advising parents about language and communication strategies, supporting the child's self-image, and perceived outcomes. The SLPs reported their clinician perceived outcomes as ‘always’ or ‘often’ reduction of audible stuttering (70 %), reduced cognitive and emotional reactions (55 %), and improved communication skills (58 %). Factors influencing treatment choices were identified at the systemic level (e.g., work place regulations) and individual level (e.g., SLPs competency, child’s best). ConclusionStuttering treatment services in Norway differ from those reported in existing literature as treatment is given in preschool settings, only 34 % of SLPs deliver programs as intended whilst the majority use treatment elements only, and still experience positive changes. Provision is variable, and seems influenced by SLP training and competence.

Supporting preschool teachers’ use of culturally grounded Practices: Factors that influence program fidelity

ABSTRACT Policymakers have underscored the importance of professional development (PD) opportunities for supporting the early childhood education workforce. Yet little is known about how the scope and delivery of PD opportunities impact the extent to which the content provided informs classroom practice. In the present study, we explored how teacher fidelity of implementation differs by the PD scope and delivery, and the role it plays in overall classroom quality. Lead teachers in under-resourced preschool centers were randomly assigned to one of three PD conditions: (1) a broad-based program focused on incorporating children’s cultural funds of knowledge throughout the day, delivered via an in-person coach, (2) a culturally grounded classroom storytelling program that is narrow in scope and delivered via in-person coaching, (3) a culturally grounded classroom storytelling program that is narrow in scope and delivered via an animated webinar series. Findings showed that teachers’ fidelity of implementation was higher when trained in a classroom program that is narrow in scope, fidelity did not vary by mode of delivery (i.e., in-person coaching vs. webinars), and that higher fidelity of implementation was predictive of more supportive classroom practices. Results are discussed in relation to implications for best practices surrounding in-service professional development opportunities.

A comparing key performance indicator and benchmarks of quality pre-school among the agency in Malaysia

High quality early childhood education (ECE) enables children to enjoy the experience and have nurturing environment that promotes holistic development. The key performance indicators such as quality pre-school’s environment, teachers and assistant teachers, learning materials have been predicted to produce desirable outcomes. However, the challenge is to identify the predictors that can quantify the definition of a quality teacher. This study uses questionnaire to assess individual perceptions and views on quality key performance indicators of early childhood pre-school center. The study’s findings revealed that the gap analysis related to the qualification of pre-school teachers and ratio teacher-child below the standard. Even though teacher-child ratio in private pre-schools is small because most of pre-schools do not employ assistant teacher as practiced in other pre-schools. Thus, the study found that the performance of children’s abilities in Ministry of Education pre-school and private pre-schools exceeded the national standard of 76.2% National Average of Reading and Writing, and 64.6% National Average of Arithmetic. However, based on benchmark 100% achievement, the screening performance report shown children far left behind. In conclusion, these findings are important to be given attention and remedial action in order the improvement and quality of pre-school achieve the minimum standard.

Towards A Mother-Language Based Multi-Lingual Education in Jharkhand

Jharkhand is a highly multi-lingual Indian state, which is home to at least 33 indigenous communities, who speak around 20 mother languages. The new state used to experience the highest dropout of children at primary level in India. The author set up a research centre on children’s languages, M-TALL Akhra. The mother-language based centre focused on research and innovation in language and education. It conducted a state wide linguistic survey, which revealed that 96 percent children in the state spoke in indigenous languages, which are very different from the school’s Hindi language. Children failed to understand the language of textbooks, teachers and examination. Hence, they left school. M-TALL Akhra developed bilingual picture dictionaries in 9 indigenous languages for children in early grades. Then ‘Bhasha Puliya’ (language bridge) with content for pre-school education was developed. The piloting enabled around 80% children to acquire desired school readiness. It led to expansion of the programme to 7,200 pre-school education centres. Finally, it was upscaled across the board with improvised contents. Then M-TALL Akhra developed culture sensitive primary textbooks in 16 indigenous languages in five scripts. These textbooks, published in 7 languages since 2016, are used by indigenous children in around a thousand schools. A second linguistic survey was conducted recently by M-TALL Akhra for the state to design a foundational literacy numeracy (FLN) roadmap for children as desired under the National Education Policy, 2022.

THE TRANSITION FROM PRESCHOOL TEACHERS’ TRADITIONAL CONCEPTS TO MODERN PERCEPTIONS WITH EMPHASIS ON EDUCATION THROUGH ARTS

The present study examines in detail and presents data on the chronological evolution of the institutional framework and the purposes of preschool centers in Greece. The traditional conceptions of preschool teachers and the state from the provision of exclusive care to the education and training of infants are revealed. Using music education as a main tool, the opinions of preschool teachers today on the contribution of music to the development and education of early childhood children are explored. A Mixed Method Research (M.M.R.) was preferred to conduct the study, combining quantitative and qualitative data. Regarding the contribution of music to child all-round development, preschool teachers claimed that music enhances children's motor development by 76.3%, emotional by 73.5%, and aesthetic development by 71.2%. This was followed by the development of children's creativity through music education by 65.1%, language development by 59.6%, then social development by 56.2% and finally children's cognitive development by 48.9%.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0205/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Influence of Preschool Teachers’ Characteristics on Children’s Socio-Emotional Developmental Skill in Dutsin-Ma, Katsina State, Nigeria

In the provision of quality preschool education, teachers occupy a serious and elusive place. They are the strength of the entire educational arrangement as rightly stated in the National Policy on Education that no education can rise above the quality of its teachers (Federal Republic of Nigeria, 2013). Therefore, the study investigated the influence of the teachers’ characteristics on children’s socio-emotional developmental skills in the Dutsin-Ma Local Government Area. The study employed a descriptive research design of the observation type. The sample size comprised 25 preschool centres from both private and public schools, 50 teachers and 250 preschool children who were selected through a simple random sampling technique. The Children’s Socio-Emotional Developmental Skill Rating Scale (CSEDSRS) with a reliability index of 0.77 was used for data collection. Hypotheses were tested using Analysis of Variance. The result indicated a significant influence of teachers’ area of specialization, working experience, and qualification on the socio-emotional developmental skills of children. The study concluded that teachers are critical to supporting children’s socio-emotional developmental skills in preschool education centres. It was recommended that teachers with a specialization in Early Childhood Education (ECE), high qualifications and good years of working experience be employed to work in ECE centres. This would help to improve the children’s socio-emotional skills in preschool education centres.

Improvement in adherence to Mediterranean diet in children attending preschool centers

Background: the Mediterranean diet has been associated with a lower prevalence of obesity and metabolic syndrome, and with healthier lifestyles in adults and children, but data is scarce in younger ages. The Mediterranean-type ecosystem of the central region of Chile as well as its traditional gastronomy would facilitate the adoption of this dietary pattern. Objectives: to assess the adherence to Mediterranean diet in preschoolers and their parents, and to evaluate the impact of a nutrition education intervention and diet implementation. Methods: prospective cohort study. The KidMed index was applied to children older than 18 months, and the Mediterranean Dietary Index in Chile (Chilean-MDI) to their parents, before and after a remote educational intervention. Results: one hundred and thirty-nine families participated, with 95 preschoolers; 56 % were girls, aged 26.2 ± 8.7 months. The basal mean KidMed score was 7.4 ± 1.9 and increased to 7.9 ± 1.9 after the intervention (p = 0.1). The Chilean-MDI score was 6.9 ± 1.8 and 7.1 ± 1.7, respectively (p = 0.09). When separated by categories, there was improvement from low and moderate adherence to optimal adherence in both children and their parents (Chi2, p = 0.009 y p = 0.04). In 58 dyads, there was a positive correlation between the KidMed and the Chilean-MDI index, pre- and post-intervention (Pearson R = 0.3 y 0.34; p = 0.004 y 0.003, respectively). Conclusions: most of these sample of preschoolers and their parents had a moderate adherence to Mediterranean diet, with an improvement after an educational intervention.

The Effectiveness of the Parental Behavior Model Educational Package Based on the Lived Experiences of Parents with Gifted Children on the Cognitive Ability of Pre-school Children with Moderate Intelligence

Aim: The purpose of this study was to investigate the effectiveness of the Parental behavior model educational package based on the lived experiences of parents with gifted children on the cognitive ability of pre-school children with moderate intelligence. Method: The research was applied and the experimental method (experimental and control group) was used. The statistical population consisted of all parents with preschool children and their children in Arak from October 2020 to October 2021. 20 parents and their children (9 girls and 11 boys) were randomly selected from a comprehensive preschool center and were divided into two experimental and control groups. Tehran-Stanford-Bineh intelligence scale was used to measure children's cognitive ability. Then the parents of the experimental group received 13 training sessions. At the end, the post-test was administered to all students. The data were analyzed using the statistical model of analysis of covariance and with the SPSS (version 26). Results: The findings showed that the educational package had a positive effect on non-verbal intelligence (F=11/85, P&lt;0/05), verbal intelligence (F=9/93, P&lt;0/05), total intelligence (F=14/12, P&lt;0/05), fluid reasoning (F=10/43, P&lt;0/05), knowledge (F=9/33, P&lt;0/05), quantitative reasoning (F=6/38, P&lt;0/05), visual-spatial processing (F=9/70, P&lt;0/05) and working memory (F=9/26, P&lt;0/05). Conclusion: in the golden age, with parent education and enriching the environment, it is possible to had positive effect on the development of children abilities and its positive consequences.

WELLNESS OF CHILDREN AND ADOLESCENTS ASTRAKHAN REGION

The relevance of this work is determined by a decrease in the physical capabilities of the younger generation that has been recorded in recent years, an increase in the incidence of acute and chronic diseases, which necessitates the formation and improvement of the effectiveness of health-improving measures. The influence of shortterm rest and the effectiveness of health improvement on the somatometric and physiometric indicators of children has been studied. Examined 201 people aged 7 — 15 years, who were for a period of rest in the children’s health center (DOC). Analysis of the somatometric and physiometric indicators of children in the dynamics of staying in the preschool center for a week without positive dynamics, which indicates that such shifts should be considered not health-improving, but shifts for organizing children’s recreation.

Developing a Based-on-play Cognitive-behavioral Educational Package and Determining Its Effectiveness in Improving the Language Disorders and Social Adjustment in Bilingual Children

Background: The present study was conducted to develop a game-based cognitive-behavioral educational package and determine its effectiveness in improving the receptive language disorders and social adjustment of bilingual children. Methods: The current study was applied objectively and in terms of the nature of the data, it was quasi-experimental with a pretest post-test design and follow-up with experimental, control, and pseudo-control groups. The statistical population of the research includes all bilingual children of Bojnord City, Iran who were studying in preschool centers in the academic year 2018-2019. A sample consisting of 60 male and female students was selected using convenience sampling and according to the inclusion and exclusion criteria, and they were randomly assigned to three experimental, control, and pseudo-control groups (each group with 20 people). In the pretest stages, the participants completed the Nikamer and Hamill language development test and the Dokhanchi social adjustment scale, and then during the intervention process of the experimental group, they received a game-based cognitive-behavioral training program for 12 sessions. The pseudo-control group received a program except for play therapy, and the control group received no intervention. After the end of the intervention, all three groups responded to both scales again in the post-test stages and were re-evaluated after two months. The data were analyzed using the analysis of variance test with repeated measurements and using SPSS software, versian 24. Results: The results showed that the game-based cognitive-behavioral intervention is significantly effective in improving the receptive language disorders and social adjustment of bilingual children compared to the control and quasi-control groups. Conclusion: It seems that game-based cognitive-behavioral interventions can play a significant role in improving the language skills and social adaptation of bilingual children.

The perspectives of preschool teachers regarding their ability to respond to various crises in the childcare center

The purpose of this study was to investigate the perspectives of preschool teachers regarding crisis preparedness in independently funded childcare centers. This study was based on the integrated model of school crisis preparedness and intervention proposed by Jimerson, Brock, and Pletcher. This study examined how preschool teachers describe the effect of crisis preparedness drills and training on their ability to handle school crisis events prior to, during, and following a center crisis. Qualitative data for the study were gathered during one-on-one interviews conducted with 15 preschool teachers working in independently funded childcare centers across a Western state of the United States. Preschool teachers indicated that some aspects of crisis preparedness drills and training have increased their ability to handle school crisis events while other aspects appear insufficient, both in anticipation of and during a real emergency. Results from this study may inform preschool center directors about the type of training that preschool teachers have, want, and need, in order to best prepare these teachers to respond to a school crisis event and keep children safe.