Effectiveness of the Language Intervention Programme for Preschool Children

2016 ◽  
Vol 68 (2) ◽  
pp. 80-85 ◽  
Author(s):  
Marisa Lousada ◽  
Margarida Ramalho ◽  
Carolina Marques
Keyword(s):  
Preschool Children ◽  
Language Intervention ◽  
Intervention Programme

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

scholarly journals “What did you see in this picture” Training preschool children to create fictional narratives.

2021 ◽  
Vol 9 (9) ◽  
pp. 634-644
Author(s):  
Hellen Vretudaki
Keyword(s):  
Preschool Children ◽  
Prior Knowledge ◽  
Instructional Strategy ◽  
Control Group ◽  
Structural Elements ◽  
Intervention Programme ◽  
Structural Framework ◽  
Multilevel Intervention ◽  
Experimental Group ◽  
Preschool Aged Children

The purpose of this study is to examine the effect on preschool aged children of an intervention reinforcing comprehension of the structural framework of stories, so that they can produce their own stories. The sample consisted of 78 children, ages 4-6. The sample was separated into two groups, one experimental and one control group. The children in the experimental group were taught how to create original fictional stories through a multilevel intervention programme. During sessions, well-structured books were used that had very well-structured contents and an instructional strategy was implemented on five levels (creating prior knowledge, discussion, modelling, monitoring the process and producing stories). The children in the control group were read the same books and a discussion followed on the interesting parts of the stories. The results showed that the intervention programme significantly improved the children’s ability to understand the structural elements of a story and to generate comprehensible and organised fictional stories.

scholarly journals Composite Index of Anthropometric Failure (CIAF) among Sonowal Kachari tribal preschool children of flood effected region of Assam, India

2019 ◽  
Vol 82 (2) ◽  
pp. 163-174
Author(s):  
Nitamoni Bharali ◽  
Kh. Narendra Singh ◽  
Nitish Mondal
Keyword(s):  
Preschool Children ◽  
Composite Index ◽  
Public Health Problem ◽  
Z Score ◽  
Intervention Programme ◽  
Anthropometric Indices ◽  
Anthropometric Measures ◽  
Cross Sectional ◽  
Single Measure ◽  
Standard Procedures

Abstract Undernutrition is considered to be a serious public health problem in most of the developing countries. Globally, the anthropometric measures are widely used to estimate the magnitude of undernutrition in children. The Composite Index of Anthropometric Failure (CIAF) provides the overall magnitude of undernutrition as an aggregate single measure over the conventional anthropometric indices and helps in identification of single or double or multiple anthropometric failures in preschool children. The present investigation assesses the age-sex specific prevalence of undernutrition using both conventional anthropometric measures and CIAF among Sonowal Kachari tribal preschool children of Assam, India. This cross-sectional investigation was carried out among 362 (162 boys and 190 girls) Sonowal Kachari tribal children younger than 5 years of flood affected regions of Lakhimpur district of Assam, India. Anthropometric measurements of height and weight were measured using standard procedures. Age-sex specific Z-score value of weight-for-age, height-for-age and weight-for-height were calculated by using WHO-Anthro, v. 3.2.2. A child Z-score <−2.00 of any anthropometric indices was considered to be undernourished and the standard CIAF classification was used to calculate the prevalence of undernutrition. The overall prevalence of wasting, underweight, stunting and CIAF was observed to be 11.6%, 22.9%, 36.2%, and 48.6%, respectively. The sex-specific prevalence of wasting (15.8% vs. 6.9%), underweight (30.5% vs. 14.5%) and stunting (42.1% vs. 29.6%) observed to be significantly higher among girls than boys (p<0.05). The girls (61.05%) were found to be more affected than boys (34.9%) by CIAF (p<0.01). The present investigation reported higher magnitude of undernutrition using CIAF over conventional anthropometric measures, hence the CIAF is relatively better indicator that reflects higher magnitude of undernourishment as compared to any conventional anthropometric indices in children. This research investigation has also reinforced the importance of appropriate intervention programme and strategies needed to reduce the prevalence of undernutrition in childhood and in population as a whole.

Talk—An Intervention Programme for Enhancing Early Literacy Skills in Preschool Children: A Pilot Study

2021 ◽  
pp. 1-17
Author(s):  
Marinella Majorano ◽  
Rachele Ferrari ◽  
Beatrice Bertelli ◽  
Valentina Persici ◽  
Tamara Bastianello
Keyword(s):  
Preschool Children ◽  
Pilot Study ◽  
Early Literacy ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Intervention Programme
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