Establishing validity among pre-school children

2018 ◽  
Vol 7 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Kati Hannken-Illjes ◽  
Ines Bose
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Child Play ◽  
Multimodal Analysis ◽  
Function Of Argumentation ◽  
Play Interaction ◽  
Epistemic Function ◽  
Working Out ◽  
Theoretical Considerations ◽  
Natural Child

Abstract This paper lays out theoretical considerations and first analyses on the giving of and asking for reasons among preschool children age 3–7 in natural child-child play interaction. We attempt to give an integrated, multimodal analysis of the verbal, paraverbal and extraverbal means of these reasoning activities. In our data we find many instances of younger children who are giving reasons during play interaction. Often these reasoning activities do not occur in an open conflict and are not primarily directed at working out a local dissensus. Rather, these interactions seem to foreground the epistemic function of argumentation. We will argue that these practices should be understood and researched as early forms of argumentation.

Modelling of Teaching for Pre-School Children with Mental Retardation

2021 ◽  
Vol 2 (1) ◽  
pp. 29-38
Author(s):  
Olga Shapko
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
External World ◽  
Preschool Age ◽  
Necessary Condition ◽  
Effective Technique ◽  
Remedial Work ◽  
Model Algorithm ◽  
Purposeful Activity

The article discusses the experience of using models in remedial work with children with mental retardation of preschool age in kindergarten conditions. Examples of outlines of lessons with this category of preschool children 6-7 years old are offered. The reactions of children to the introduction of models are illustrated. The aim of the article is to show that models are an effective technique for children with mental retardation to perceive cognitive material, because they stimulate children to independent voluntary purposeful activity. This is facilitated by the model algorithm, which includes generalized images that are familiar to children and do not cause them difficulties. We have taken into account that for children with mental retardation the operation "comparison" is one of the difficult ones, but through it the relations between objects and phenomena of the external world are learned. Comparison therefore plays an important role in cognition Comparison helps to generalise and systematise knowledge. The process of comparison is a necessary condition for generalisation. The model can help children with mental retardation to find similarities between objects, which for them is rather more difficult than finding differences.

scholarly journals Hubungan Penggunaan Gadget Dengan Kemandirian Dan Kematangan Sosial Anak Pra Sekolah

2019 ◽  
Vol 6 (2) ◽  
pp. 107-118
Author(s):  
Tutik Hidayati ◽  
Yessy Nur Endah Sary ◽  
Iis Hanifah
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Developmental Disorders ◽  
Negative Impact ◽  
B Value ◽  
Rank Test ◽  
P Value ◽  
Cross Sectional ◽  
Spearman Rank ◽  
Social Maturity

Child development can be done with environmental habits and the provision of stimulation to pre-school children. The use of gagdet has a large impact, both good and bad for everyone, especially for preschoolers with technological developments at this time. Preschool children with developmental disorders were 85,779 (62.02%). Besides pre-school children also experience emotional problems that have a negative impact on the development and readiness to go to school around 9.5% - 14.2% of children aged between zero to five years. The purpose of this study was to analyze the Relationship between the Use of Gadgets and the Independence and Social Maturity of Children in Putra Bangsa Kindergarten, Gading District. The research design used was cross sectional. Data collection used in this study using a questionnaire. Spearman Rank test results between the use of gagdet with independence and social maturity obtained p value 0,000 <α 0.05, then ha is accepted so that there is a relationship between the use of gagdet with independence and social maturity. has a value of 4.668 which means that independence has a 4,668 chance to change. While the social maturity variable in multiple logistic regression has an Exp (B) value of 2.545, from these results it can be explained that social maturity has an opportunity to increase by 2.545 times..   Keywords: Gadgets, Independence, Social Maturity, Preschool Children ABSTRAK   Perkembangan anak dapat dilakukan dengan kebiasaan lingkungan dan pemberian stimulasi pada anak pra sekolah. Penggunaan gagdet mempunyai dampak yang besar, baik dampak baik maupun buruk untuk semua orang, terutama bagi anak pra sekolah dengan perkembangan teknologi pada saat ini. Anak pra sekolah dengan gangguan perkembangan sebanyak 85.779 (62,02%). Selain itu anak pra sekolah juga mengalami masalah emosional yang berdampak negatif pada perkembangan dan kesiapan untuk bersekolah sekitar  9,5% - 14,2% anak berusia antara nol sampai lima tahun. Tujuan penelitian ini adalah untuk menganalisis Hubungan Penggunaan Gadget Dengan Kemandirian Dan Kematangan Sosial Anak di TK Putra Bangsa Kecamatan Gading. Desain penelitian yang digunakan adalah cross sectional.  Pengumpulan data yang digunakan pada penelitian ini menggunakan kuesioner. Hasil uji Spearman Rank  antara penggunaan gagdet dengan kemandirian dan kematangan sosial diperoleh nilai p value 0,000 < α 0,05, maka ha diterima sehingga ada hubungan antara penggunaan gagdet dengan kemandirian dan kematangan sosial.. Besarnya  nilai Exp (B) pada analisis regresi logistik kemandirian memiliki nilai 4,668 yang berarti bahwa kemandirian memiliki peluang 4,668 kali untuk berubah. Sedangkan variabel kematangan  sosial pada regresi logistik berganda memiliki nilai Exp (B) sebesar 2,545, dari hasil tersebut dapat dijelaskan bahwa kematangan  sosial memiliki peluang meningkat 2,545kali. Kata kunci: Gadget, Kemandirian, Kematangan Sosial, Anak Pra Sekolah.

Digital Technologies in Kindergarten

2018 ◽  
pp. 114-130
Author(s):  
Rita Brito ◽  
Patrícia Dias
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Digital Technologies ◽  
Kindergarten Teacher ◽  
Added Value ◽  
The Subject ◽  
Technological Integration

With this chapter, the authors aim to present a theoretical review about the use of digital technologies in kindergartens, with preschool children. They begin by taking a theoretical and generalized approach to the subject. Next, they present the added value for children when using technologies. The importance of the kindergarten teacher in the use of technologies by younger children is also explored, as well as the factors that influence technological integration in schools and kindergartens. The authors present a project carried out in Portugal, which refers to publications of books for pre-school children, with the aim of sensitizing children of these ages for a safe use of technologies. Finally, they round it up with some brief conclusions.

Finding Parts within Figures: A Developmental Study

Perception ◽  
1987 ◽  
Vol 16 (3) ◽  
pp. 399-407 ◽  
Author(s):  
Régine Kolinsky ◽  
José Morais ◽  
Alain Content ◽  
Luz Cary
Keyword(s):  
Preschool Children ◽  
Primary School ◽  
School Children ◽  
Form Perception ◽  
Primary School Children ◽  
Developmental Study ◽  
Cognitive Growth ◽  
Stimulus Properties ◽  
Good Relationship ◽  
Probe Task

Preschool children, primary school children, and unschooled adults were tested on the part-probe task designed by Palmer. Relatively high scores were obtained with all groups on parts which had a ‘good’ relationship with the figure. However, the ability to find more deeply embedded segments was not present in the preschool children or in the unschooled adults. This indicates that the processes of postperceptual analysis necessary to find a part in a figure are neither built-in nor the consequence of mere cognitive growth, but depend on the instruction or experience usually provided in school. Such processes should not be confused with those that lead to form perception. Inspection of the part–figure pairs and of the corresponding detection scores suggests the importance of several stimulus properties.

Preschool children and their mothers are more exposed to paternal smoking at home than school children and their mothers

2010 ◽  
Vol 411 (1-2) ◽  
pp. 72-76 ◽  
Author(s):  
Moon-Woo Seong ◽  
Jin Soo Moon ◽  
Jong Hee Hwang ◽  
Hye-Jung Ryu ◽  
Soo Jin Kang ◽  
...  
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Paternal Smoking ◽  
At Home

Comparison of Slosson and McCarthy Scales for Minority Pre-School Children

1982 ◽  
Vol 54 (2) ◽  
pp. 356-358 ◽  
Author(s):  
Andrew S. Bondy ◽  
John C. Norcross ◽  
David Sheslow ◽  
Robert Constantino
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Intelligence Test ◽  
The Mean

A comparison was made between the Slosson Intelligence Test and the McCarthy Scales of Children's Abilities for 44 minority preschool children. The mean Slosson score was 13.8 points higher than the mean McCarthy score and the correlation between scores on the two tests was .81. One source of this discrepancy in means may be the heavy reliance the Slosson has upon the 1960 Stanford-Binet. The potential effects of inflated Slosson scores relative to McCarthy scores for screening purposes are discussed.

scholarly journals The Influence Of Therapy Playing Cut And Stick Paper On An Anxiety In Pre-School Children Hospitalization in Blambangan Room, RSUD Prof. Dr. Soekandar Mojosari

2017 ◽  
Vol 1 (1) ◽  
pp. 99-103
Author(s):  
Indra Yulianti
Keyword(s):  
Blood Pressure ◽  
Preschool Children ◽  
Blood Vessels ◽  
School Children ◽  
Adrenal Glands ◽  
Anxiety Scale ◽  
Anxiety Score ◽  
Consecutive Sampling ◽  
Before And After

Hospitalization is a new experience that can make the child be afraid, it can take effect for his physical and psychology because of a new environment and the officer. Afraid feels and uncertain feeling is a danger warning that can make the children take an action for the threat. As a result the child is not cooperative. Then the nurse can give the child distraction therapy with playing therapy. Playing therapy is to change the children problematic are playing with a situation. This research is to prove the influence of therapy playing cut and stick paper on an anxiety in preschool children hospitalization in Blambangan Room, RSUD Prof. Dr. Soekandar. The population is all of the preschool children, with design pre-experiment with one group pretest-posttest approach. The Sample 15 children are taken with consecutive sampling. 15 child is given playing therapy playing cut and stick paper. Collection of data taking with Spence Children’s Anxiety Scale. Then data is processed and tested by modus analysis.  The anxiety score of the child before is given playing therapy is 9 (60%) normal anxiety, 5 (33,3%) slight anxiety, 1 (6,7%) medium anxiety. The anxiety score of the child after given playing therapy is 15 (100%) decreased anxiety. There was a change from before and after therapy to play cutting and sticking paper. Decreased anxiety from this stressors is delivered on the hypothalamus that will stimulate the adrenal glands to perform vasodilatation of blood vessels so that blood pressure decreases.

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