Preschool Stage Research Articles

Representaciones del currículo social en el futuro profesorado de Educación Infantil. Una investigación cualitativa

Esta investigación tiene por objeto evaluar las competencias curriculares del alumnado del Grado en Educación Infantil, tras cursar las asignaturas de Didáctica de las Ciencias Sociales. Para ello, nos centramos en examinar dos indicadores principales: si emplea de forma apropiada el principio de globalidad que debe presidir los procesos de enseñanza y aprendizaje de esta etapa, y si reconoce e identifica el contenido social curricular. Siguiendo una metodología cualitativa y empleando los programas informáticos Nvivo 11 y Pajek 5.07, se han analizado contenidos textuales generados por 224 alumnos y alumnas, procedentes de ISEN (Universidad de Murcia) y de la Universidad de Málaga, a quienes se les pidió que, a partir de la elección de un contenido social del currículo, propusieran una situación de aprendizaje integrado. Los resultados nos muestran dificultades tanto en la identificación de las temáticas específicamente sociales, como en la conexión entre contenidos de las distintas áreas del currículo. En consecuencia, se revela necesario un tratamiento más exhaustivo de estos aspectos desde el ámbito de la Didáctica de las Ciencias Sociales, que implique un mejor conocimiento y delimitación de lo “social” por parte del futuro profesorado de Educación Infantil. The objective of this research is to evaluate the curricular competences of the students of the Degree in Preschool Education, after having completed the subject of Social Sciences Education. In order to achieve this purpose, we focus on examining two indicators: if the students adequately use the principle of globality that should preside over the teaching and learning processes of the preschool stage; and if they recognizes and identifies the curricular social content. For this, from a qualitative methodological approach, we have used the software Nvivo 11 and Pajek64 5.07, to analyze the textual contents generated by 224 students from ISEN (University of Murcia) and the University of Málaga. All of them were asked to choose a social content of the curriculum and to propose an integrated learning situation based on it. The research results show us difficulties in the identification of specifically social issues, and in the connection between contents of the different areas of the curriculum. Consequently, it is evident that a more exhaustive treatment of these aspects is necessary from the scope of the Social Sciences Education, which implies a better knowledge and delimitation of the social content by the future preschool teachers.

The Effect of Architectural Design in Places on The Education Development of Children: PRE School Stage.(Dept.A)

The theses discus the importance of the interaction between children and the surrounding architecture environment to develop their cognitive, motor activities & social development. This study contains the real needs of the children to develop architectural elements for better improvement of the children social and educational skills later on. The theses aimed to develop urban places for children in Pre School stage it helps in intellectual growth and cognitive learning to find out correlation between the child conscious senses and his motor active reaction to develop his mental capabilities.

Association between parental attitudes towards their offspring's diet and children's actual dietary habits - The SENDO project.

Introduction: the preschool stage is a critical period for teaching and modeling healthy habits to positively influence children's health and wellbeing throughout their lifetime. Objectives: to evaluate the association between parental attitudes towards their offspring's dietary habits in Spanish children aged 4 to 7 years participating in the Follow-up of Children for Optimal Development (SENDO) project. Methods: we defined an index to measure information on parental attitudes towards their offspring's diet (0 to 8 points), and another one to measure children's actual dietary habits (0 to 19 points). A higher score meant healthier attitudes and healthier habits, respectively. Information was collected through an online questionnaire completed by parents. We calculated crude and multivariable-adjusted odds ratios (OR) and 95 % confidence intervals (CI) for children's healthy dietary habits associated with parental scores in the parental attitudes index. Generalized estimation equations (GEE) were used to account for intra-cluster correlation between siblings. Results: a total of 423 preschoolers (52.3 % boys, mean age 5.3 years) were included in the analyses. Half of the children (51 %) reported unhealthy dietary habits, whereas 56 % of parents reported high adherence to the healthy eating index. Compared to those in the lowest category, the children whose parents were in the highest category in the parental attitudes index showed significantly higher odds of having healthy dietary habits (OR: 2.91; 95 % CI: 1.30-6.53, p for trend = 0.004). Conclusions: our results support a direct association between parental attitudes and their offspring's dietary habits, suggesting that public health interventions aimed at improving children's dietary habits should shift from the individual- to a family-based approach.

Promoting and Generating Children’s Interest in Reading: Pre-school Stage

The article considers and proves the importance of promoting and generating children’s interest in reading under current conditions. Generating interest in reading in pre-school children is presented as a specially organized process that determines the world-view development and moral formation of the child’s personality at the stage of pre-school childhood. The authors of the article theoretically and experimentally confirm the effectiveness of the forms and methods used when generating preschoolers’ interest in reading, which meet their age and individual characteristics. The integrative approach used in the educational process helps to improve the content of the work when gaining the objective - generating preschoolers’ interest in reading. The forms and methods applied in the experiment have proved to be effective when generating children’s interest in reading and therefore, they can be successfully employed in pre-school education organizations.

Avaliação cognitiva de pré-escolares

Objective: To analyze the status of the neuropsychological evaluation of children in Brazil and the reality of diagnostic tools for the cognitive ability of preschool children. Methodology: This is an integrative review of the scientific publica- tions related to the cognitive evaluation of children and cognition tests for the same public. The question of the research delimited was: What tools used in the diagnosis of cognitive ability in the preschool stage? The search was carried out from May to July 2018, in the Capes Periodicals Portal database, using in the first search the descriptors “infant”, “test” and “cognition”, and in the second search, “executive function”, “preschoolers” and “evaluation”. Were found 26 articles. Results: We found some neuropsychological evaluation tests of children in our country, but only one study of translation and adaptation to Portuguese and four validation studies for Brazil, only one of them for the pre-school subgroup, the standardization of the Scale of Columbia Mental Maturity (EMMC). Conclusion: There is a reality of a shortage of instruments for neuropsychological evaluation of children in Brazil, more evident when it comes to early childhood

ПСИХОЛІНГВОДИДАКТИЧНІ АСПЕКТИ ЦІЛЕСПРЯМОВАНОГО РОЗВИТКУ У ДІТЕЙ ДОШКІЛЬНОГО ВІКУ МОВЛЕННЄВОЇ ДІЯЛЬНОСТІ

The formation of native language speech activity deals with formation of its individual structural components with their subsequent unification into a complete system of actions. This process at the preschool stage of speech ontogenesis is connected with a gradual transition from unconscious performance of separate operations to conscious performance of speech actions and to full automation of these actions and their transformation into secondly-automated operations.

ПСИХОЛІНГВОДИДАКТИЧНІ АСПЕКТИ ЦІЛЕСПРЯМОВАНОГО РОЗВИТКУ У ДІТЕЙ ДОШКІЛЬНОГО ВІКУ МОВЛЕННЄВОЇ ДІЯЛЬНОСТІ

The formation of native language speech activity deals with formation of its individual structural components with their subsequent unification into a complete system of actions. This process at the preschool stage of speech ontogenesis is connected with a gradual transition from unconscious performance of separate operations to conscious performance of speech actions and to full automation of these actions and their transformation into secondly-automated operations.

Are Emotion Regulation Strategies Different among 3-6-Year-Old Aggressive Children? Evidence from China.

Background:During the long–time home quarantine due to COVID–19, preschool-age children can be easily stricken by negative emotions, which give rise to aggressive behaviors. Aggressive behaviors are of different types at the preschool stage. We aimed to investigate the differences of emotion regulation strategies among children age 3–6 yr old with different aggression types and explore the relationship between emotion regulation strategies and aggressive behaviors.Methods:The aggressive behaviors of 1,187 children sampled (event sampling method) from 5 kindergartens in five cities in Henan Province of China were observed on the spot in 2020. Three aggression types (i.e., physical, verbal, and indirect) were selected to conduct a questionnaire survey on emotion regulation strategies and discuss the differences among aggressive children in emotion regulation strategies.Results:Children of different genders are significantly different in aggressive behaviors and problem solving, as well as children at different age levels in self–comfort, passive reaction, and negative regulation strategies. Significant interaction exists between gender and aggression but not in negative regulation strategy; significant interaction also exists between age and aggression but not in cognitive reconstruction, substitutive activity, and aggressive behavior. Significant differences exist among children of different aggression types in positive and negative regulation strategies. The discrimination accuracy of emotion regulation strategies for aggression types is 66.5%.Conclusion:Significant differences exist among 3-6-yr-old aggressive children in emotion regulation strategies, and emotion regulation strategies can effectively distinguish aggressive children of different types.

MANAGING THE PROCESS OF ADAPTATION TO THE SCHOOL ENVIRONMENT IN THE CONTEXT OF A MODERN EDUCATIONAL SYSTEM

The present publication examines the possibilities for more effective implementation of the existing models of the Bulgarian educational system through more active coordination. Emphasis is placed on the need for reform of the institutional framework, the realization of which is possible through the involvement of independent, competent and prepared individuals in the preschool, elementary and lower secondary stage of the educational institutions. Without these specialists, an institutional system would not be able by itself to guarantee the required efficiency. A set of measures has been proposed in this respect to ensure the implementation of the necessary change. The problem of human adaptation to the rapidly changing conditions of modern life is particularly important for modern children who from an early age are raised under conditions of frequent adaptation and re-adaptation to new environments. Each period of transition to a new environment is associated with stress and number of difficulties for the child.

Las relaciones entre juego dramático y autorregulación: Una revisión sistemática

In this article, we review studies that analyze the relationship between sociodramatic play and self-regulation in 3-6 years old children. It is well established that Early childhood is a landmark period for laying the foundations of self-regulation. We searched the Portal Timbo database using combinations of the keywords. We included reports that were published in English and specifically examined how Sociodramatic play promotes Self-regulation development. Seven published articles between 2002-2020 met our selection criteria. Although few studies explored the relationship between sociodramatic play and self-regulation, they evidence that mature sociodramatic play is strongly related with self-regulatory skill acquisition developed at a pre-school stage. Two very important elements to consider are quality in play and the inclusion of fantasy elements within them.

Types of parent-child relationship and indicators of neuropsychological development of preschool children

Introduction: During the last 20 years, in Russia and in many EU countries, there has been significant change in the global social and cultural situation. Individualistic tendencies rose sharply and there is a widespread destruction of the sense of belonging. In this regard, the type of parent-child relationship is changing, which is one of the key dimension of the neuropsychological development of children. There is a logical question for psychologists, teachers and parents, what types of parent-child relationships are constructive, that is, they favor normal neuropsychological development of children of preschool age (6-7 years). 
 Purpose: The purpose of the present work is to investigate correlation between types of parent-child relationships and indicators of neuropsychological development of children, as well as identifying constructive types of parent-child relationships for the normal neuropsychological development of children.
 Methodology: The study was conducted within the framework of the basic screening program (pre-school stage). The Order of the Ministry of health of the Russian Federation of 03.07.2000 № 241 On approval of the Medical card of the child for educational institutions (together with the Instruction on the procedure of an accounting form № 026/u-2000 (The Medical card of the child for educational institutions of preschool, primary, basic, secondary (complete) general education, primary and secondary vocational education, orphanages and boarding schools). Determination of the correspondence of neuropsychological development to the child's age was carried out according to the following indicators: thinking and speech; attention and memory; positive emotions and social contacts; sensorimotor development. Types of parental relationship was studied using the methodology of the Questionnaire “Parental relationship” (QPR), A.Y. Varga, V.V. Stolin. The sample was formed from 94 respondents who were screened in the framework of the basic screening program (preschool stage) at the health Center of the MC “Gubernia” in Novosibirsk. The study of determination of the type of parent-child relationship of 47 respondents (mothers) was conducted and the neuropsychic development of 47 children of preschool age in the families (6-7 years) was evaluated.
 Results and Discussion: The data obtained indicate that different types of parent-child relationship such as “Cooperation” and “Symbiosis” positively interrelated with different indicators (attention and memory; the development of positive emotions and the presence of significant experiences in children) of the child's neuropsychological development. Such types of parent-child relationship as “Infantilism” and “Acceptance-rejection” negatively interrelated with such indicators of child's neuropsychological development as attention and memory; thinking, speech and positive emotions and social contacts.
 Conclusion: Children in groups with a more “constructive” parental relationship type have higher cognitive scores and fewer behavioral problems. The materials of the study can be used by child psychologists in the evaluation of neuropsychological development of the child. The Bank of diagnostic techniques that quickly allow diagnosing the state of neuropsychic development of the child in relation to the type of parental relations and thereby increasing the effectiveness of its correction through work with parents is of practical importance

Evolution of psychomotor development in pre-school children born prematurely

The rate of premature births has significantly increased, and it is important to determine its effects. The objective of this study is to determine the psychomotor development profile of a group of children born prematurely, at the age of 4, 5 and 6, and to compare them with a group of full-term birth children, in order to detect any differences. The sample consisted of 98 participants, evenly distributed into two groups, premature and full-term born children. A prospective longitudinal observational analytical study, with a design of cases and controls, was carried out. For some analyses, the separation into early pre-term, moderate pre-term, and late pre-term was considered. The evaluations were performed using the McCarthy Scale of Aptitudes and Psychomotor skills for children. The data shows achievements within the middle intervals. However, there are more difficulties in development at 4 years in the group of premature children, according to gestational age. Early pre-term (gestational age less than 32 weeks) showed significantly lower scores compared to moderate and late pre-term, mainly at 6 years, and with those born at term, at 4 and 6 years. Development difficulties are greater at a lower gestational age, and may affect the Primary Education stage. The need to monitor all premature children in the preschool stage is suggested, as well as to evaluate more specific skills and continue with the care from specialist teams.

Is winning at the start important: Early childhood family cognitive stimulation and child development

Abstract We study the influence of early childhood family cognitive stimulation on child development. Using the China Family Panel Studies (CFPS) survey data, we find that early childhood family cognitive stimulation at the preschool stage plays an important role in young children’s later development. Our findings mainly demonstrate that the preschool stage family cognitive stimulation can significantly improve the school-aged children's cognitive outcome based on the cumulative value-added model with other factors controlled. However, this impact is different between urban cohorts and rural cohorts, and is substantially significant for children in rural regions. Moreover, early childhood cognitive development delays at the toddler stage also have significant adverse effects on children's later cognitive outcomes, especially language delays. Finally, we also explore behavioral factors of attention and priority of study as potential operating mechanisms of early family cognitive stimulation. The results imply that the effect channels of preschool family cognitive stimulation are complex and cannot be captured by these two measures.

Evolution of psychomotor development in pre-school children born prematurely

IntroductionThe rate of premature births has significantly increased, and it is important to determine its effects. The objective of this study is to determine the psychomotor development profile of a group of children born prematurely, at the age of 4, 5 and 6, and to compare them with a group of full-term birth children, in order to detect any differences. Patients and methodsThe sample consisted of 98 participants, evenly distributed into two groups, premature and full-term born children. A prospective longitudinal observational analytical study, with a design of cases and controls, was carried out. For some analyses, the separation into early pre-term, moderate pre-term, and late pre-term was considered. The evaluations were performed using the McCarthy Scale of Aptitudes and Psychomotor skills for children. ResultsThe data show achievements within the middle intervals. However, there are more difficulties in development at 4 years in the group of premature children, according to gestational age. Early pre-term (gestational age less than 32 weeks) showed significantly lower scores compared to moderate and late pre-term, mainly at 6 years, and with those born at term, at 4 and 6 years. ConclusionsDevelopment difficulties are greater at a lower gestational age, and may affect the Primary Education stage. The need to monitor all premature children in the preschool stage is suggested, as well as to evaluate more specific skills and continue with the care from specialist teams.

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students' Graphic Representations.

The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the pre-school, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of “a garden” that students drew both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterward characterized the level of change between paired graphic representations. Sample size was of 24–19–25–29 pairs per stage, respectively. Across all stages, an overall improvement in students’ graphic expression was observed, which can be attributed to their experience in the space. At the pre-school stage, the garden favored the establishment of some simple cause-effect relationships which were consolidated at the primary stage, and provided a climate of motivation and affectivity that was evident in the final drawings, given the enormous quantity of details represented, the level of the finished product, and the careful combination and variety of colors. The presence of elements related to water notably increased in final graphic representations from pre-school, primary, and secondary education, thus evidencing that the use of gardens facilitates an approach to responsible water management. At the university stage, students initially demonstrated good knowledge of conventional agriculture, while the gardening experience -which was based on permaculture practices- helped evolve their ideas toward an alternative model of cultivation. The most prevalent science learning across all stages was related to plant knowledge, particularly to their anatomical traits and diversity. Finally, the role of educational gardens as models for students was evidenced, which suggests the importance of teachers and institutions carefully considering which model to offer. Overall, our results support the legitimacy of incorporating gardens to educational centers, particularly for promoting contact with live plants and plant knowledge, and potentially for promoting contact with garden fauna and activities oriented toward learning about it.

Desarrollo de competencias didácticas docentes para la enseñanza de nociones histórico-culturales en Educación Inicial

El presente estudio busca determinar la importancia del desarrollo de competencias didácticas docentes para la enseñanza de nociones histórico-culturales en los niños y niñas en Educación Inicial, en atención al componente curricular Historia local, regional y nacional, en la ciudad de Barinas, estado Barinas. Fue seleccionado el enfoque de investigación cuantitativa con diseño descriptivo, utilizando procesos inductivos para explorar y describir; lo cual reflejará una realidad específica al caracterizar, registrar y analizar; bajo la modalidad de proyecto factible, promoviendo estrategias que permitan el surgimiento de soluciones a la problemática. Se aplica cuestionario de diez (10) ítems a una muestra de diez (10) docentes del Subsistema de Educación Inicial, Etapa Preescolar (de 4 años, 10 meses a 5 años, 10 meses) en 05 Centros de Educación Inicial de la ciudad de Barinas. Se evidencia como resultado la carencia de metodología didáctica docente que apoye la reflexión para la enseñanza de la historia y la cultura, por lo cual se prevé el diseño de estrategias didácticas que generen medios de construcción del pensamiento histórico-cultural en los niños y niñas basados en la reflexión continua, para que las celebraciones cívicas y efemérides les sean significativas y valoren positivamente su entorno.

Food groups consumed by Saudi Children during the poste weaning to ‎preschool years, Jeddah, Saudi Arabia ‎‏ ‏

Abstract:‎ Purpose: healthy eating during early childhoods is important for growth and development. We ‎investigated the types of food groups’ consumption among preschool children. Household interview ‎of the mothers were done to indicate the general features of children food consumption and its ‎related strength and weakness.‎ Methods: Between 2017 and 2019 mother of children aged from 2 to 6 year old were interviewed. The ‎sample was cross sectional convenience sample of n=550. The data gathered describes the children’s ‎food intake and environment factors occurring during the children meals.‎ Results: children aged 2 years were repeatedly offered per day 2.6 of the milk group, 2.2 of the grain, ‎‎2.3 of the fruits, 1.5 of the proteins, 1.2 of the vegetables. An increase in the number of repeated ‎offering of the food groups especially milk and snack high in fat and sugar occurs by the preschool ‎stage. Consumption of food high In fat and sugar starts at the post weaning stage and is offered 1.19 ‎per day and increases to 2.03 per day at the preschool stage. The effect of child gender and maternal ‎education on food intake shows mostly no significance at our present sample size.‎ Discussion: Food uptakes of the milk and grains group were the larger and reached up to 3 times daily. ‎Nutrient intense food such as vegetables, fruits, and protein uptake was around one time per day. ‎And calories intense foods high in fat and sugar the up take starts form the earlier age and increased as ‎the children grow. Our study indicate that 80% of mothers prepared fresh food for the child ‎meals and 60% were present in those meals

Alteraciones en el discurso narrativo en hijos de madres con preeclampsia

Background and objectiveMuch epidemiological evidence has shown that the offspring born to preeclamptic women (hypertension in pregnancy) have a high risk for developing cardiovascular diseases and neurocognitive disorders, including language disorders later in life. Nevertheless, the analysis of language disorders in children born to preeclamptic women is limited. Therefore, the present study aims to investigate oral language in children of mothers who had preeclampsia. MethodThis is a cross-sectional study, previously approved by the Scientific Ethics Committee of the Hospital Clínico Herminda Martin of Chillán, Chile. The analysis was performed on a third (n = 17) of a target universe of 56 children. These were sub-divided into groups of pre-school children born to normal pregnancies (n = 4) and preeclamptic women (n = 3); and children of school age born to normal (n = 5) and preeclamptic women (n = 5). We evaluated in general (screening) the different levels of language and narrative discourse using an adaptation of the tests available in the literature. ResultsNo statistically significant differences between children of pre-school or school age from both groups of pregnancies were found in the total score of the language evaluation test. However, in the more detailed analysis of either the expressive or the comprehensive aspect, specific differences were detected that resulted in a low percentage of children born to mothers with pre-eclampsia in the pre-school stage who failed to understand or express part of the delivered message (end of a tale) compared to the respective controls. ConclusionsThe results indicate that children born to mothers with preeclampsia may have decreased understanding and expression of narrative discourse at preschool age. We suggest that preeclampsia might cause diminished oral verbal ability in offspring.

Couple Relationship Education Outcomes Predicted by Family Life Stage and Traditionality

An understudied aspect of couple relationship education (CRE) effectiveness is participant factors, including their changing needs over time. This study investigated the influence of changing needs over time on CRE outcomes. Participants (n = 692) self-selected to a CRE course and completed pre- and posttests. Family life stages were utilized to reflect changing needs, and participants were also assessed whether they fit family development theory’s expected (traditional) stage progression. Using linear mixed-effects models, we estimated the impact of family life stage on the posttest scores of three outcomes: commitment, relationship knowledge, and control rejection. We further tested whether a traditional progression interacted with family life stage. Related to our first hypothesis, if CRE outcomes differed by life stage, results indicated that the CRE outcome of commitment was different for those in the establishment and transition to parenthood stages, and the CRE outcome of knowledge differed for those in the transition to parenthood and preschool stages. The second hypothesis, an interaction between life stage and traditional (versus nontraditional) form of that stage, was supported for commitment and knowledge. Those who were in non-traditional earlier life stages and scored low on the pretest did not do as well on the posttest as their traditional counterparts. It may be that what couples need varies based on life stage and traditionality, and typical CRE courses may be less effective for non-traditional participants. Curricula should be carefully considered, to ensure it applies to the targeted participants. Theoretical implications are discussed.

How chimpanzees and children perceive other species' bodies: Comparing the expert effect.

Human adults are better at recognizing upright bodies than inverted bodies. This inversion effect is also found for objects with which they have expertise, which is called the expert effect. This study aims to investigate its evolutionary and developmental aspects by testing humans' closest relatives, chimpanzees, and preschool children. Chimpanzees show the inversion effect to chimpanzee bodies, but it is not clear how they perceive other species' bodies. We tested seven chimpanzees in matching-to-sample tasks on touch screens using upright and inverted stimuli, and examined their accuracy and response time. In a previous study, they did not show the inversion effect for bipedal humans in unfamiliar postures, but here in this study they showed it to bipedal humans with familiar postures or crawling postures. This suggests the existence of the expert effect in non-human primates, and that visual or embodied experience is needed to invoke it. It is also supported by the inversion effect they exhibit for horses who share quadrupedal postures, but which they have never seen. Additionally, for conspecifics, the inversion effect was shown regardless of the postures. We tested 33 preschool children using a similar method. They showed the inversion effect to human bodies, but not houses, suggesting the configural processing for bodies, which is found to be stable at the preschool stage. They also showed the inversion effect for chimpanzees and horses, indicating the important role of experience in shaping the ways of object processing.