Assessing the Effects of the McGraw Hill Phonemic Awareness Program with Preschool Children with Developmental Delays: A Case Study

2011 ◽  
Vol 34 (3) ◽  
pp. 373-387 ◽  
Author(s):  
Lisa Isakson ◽  
Nancy Marchand-Martella ◽  
Ronald C. Martella
Keyword(s):  
Preschool Children ◽  
Phonemic Awareness ◽  
Developmental Delays

The Effects of an Aided Augmentative System on Communication and Speech in a Preschool Child with Developmental Delay: A Case Study

1999 ◽  
Vol 23 (1) ◽  
pp. 25-46
Author(s):  
Mark Carter
Keyword(s):  
Preschool Children ◽  
Developmental Delay ◽  
Communication System ◽  
Lower Proportion ◽  
Graphic Symbol ◽  
Symbol Use ◽  
Alternating Treatment Design ◽  
Treatment Design ◽  
Sustained Increase

The effect of an aided graphic augmentative communication system on communication and speech in a 4‐year 7‐month‐old child with developmental delay was evaluated in this case study. An alternating treatment design was used across 2 mealtime settings (morning tea and lunch) over a 6‐week period with counterbalancing of aided and unaided conditions. Once graphic symbol use emerged, there were slightly higher levels of unprompted communication and requests in the aided condition and a lower proportion of acts contained nonsymbolic communication. There was also a higher number of different words + symbols used in the aided condition. The introduction of the graphic symbols did not appear to have detrimental effects on speech but there was no evidence of sustained increase in frequency of speech or spoken vocabulary in the aided condition. Substantial increases were noted in the number of unprompted communicative turns and range of total vocabulary over the course of the study in both conditions. The need for further research on the effects of AAC on speech and communication in preschool children is highlighted.

Smart design of intelligent companion toys for preschool children

2020 ◽  
pp. 1-14
Author(s):  
Xin Wang ◽  
Nian Yin ◽  
Zhinan Zhang
Keyword(s):  
Artificial Intelligence ◽  
Early Childhood ◽  
Preschool Children ◽  
Essential Role ◽  
Childhood Education ◽  
Child Centered ◽  
Toy Design ◽  
Complete Framework ◽  
New Framework

Abstract Early childhood education has long-lasting influences on people, and an appropriate companion toy can play an essential role in children's brain development. This paper establishes a complete framework to guide the design of intelligent companion toys for preschool children from 2 to 6 years old, which is child-centered and environment-oriented. The design process is divided into three steps: requirement confirmation, the smart design before the sale, and the iterative update after the sale. This framework considers the characteristics of children and highlights the integration of human and artificial intelligence in design. A case study is provided to prove the superiority of the new framework. In addition to enriching the research on intelligent toy design, this paper also guides for practitioners to design smart toys and helps in children's cognitive development.

scholarly journals What Is the Place of the Play Between the Essential Needs of Preschool Children According to Preservice Teachers?

2019 ◽  
Vol 12 (3) ◽  
pp. 148
Author(s):  
Hatice Uysal Bayrak
Keyword(s):  
Preservice Teachers ◽  
Preschool Children ◽  
Nutrition Education ◽  
Teacher Candidates ◽  
Structured Interview ◽  
State University ◽  
Department Of State ◽  
Analysis Technique ◽  
Group A

This research aims to reveal the perceptions of the preservice teachers on the play which are among the essential needs of the preschool children. In this descriptive study, a case study which is one of the qualitative research designs was used. 79 preservice teachers attending the third grade in the Classroom Teaching Department of state university in Nigde province in Turkey. Convenience sampling method was used in the selection of the study group. A semi-structured interview form was prepared in order to reveal the perceptions of preservice teachers about the play. Content analysis technique was used for data analysis. At the end of the research, it was determined that the preschool teacher candidates expressed the essential needs of preschool children as nutrition, education and love respectively. The play was ranked as the number four among these needs.

scholarly journals Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

2019 ◽  
Vol 11 (5) ◽  
pp. 1478 ◽  
Author(s):  
Şebnem Feriver ◽  
Refika Olgan ◽  
Gaye Teksöz ◽  
Matthias Barth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Systems Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Unintended Consequences ◽  
Childhood Education

This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

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