Gender-stereotyped attitudes in kindergarten students: A multicausal analysis

2014 ◽  
Vol 8 (1) ◽  
pp. 1294-1299
Author(s):  
Margit Kanka
Keyword(s):  
Kindergarten Students ◽  
Stereotyped Attitudes

Gender-stereotyped Attitudes and Behavior in Kindergarten Students

2011 ◽  
Vol 18 (2) ◽  
pp. 291-304
Author(s):  
Margit Kanka ◽  
Petra Wagner ◽  
Barbara Schober ◽  
Christiane Spiel
Keyword(s):  
Kindergarten Students ◽  
Stereotyped Attitudes ◽  
And Behavior ◽  
Attitudes And Behavior

EFFECT OF TOKEN ECONOMY THERAPY FOR REDUCING ATTACHMENT BEHAVIOR AMONG PRE SCHOOL CHILDREN IN KINDERGARTEN

2018 ◽  
Vol 1 (1) ◽  
pp. 55-58
Author(s):  
Ramaita Basri
Keyword(s):  
Intervention Group ◽  
Sampling Technique ◽  
Total Sample ◽  
Token Economy ◽  
Kindergarten Students ◽  
Wilcoxon Test ◽  
Bivariate Analysis ◽  
Control Group ◽  
Attachment Behavior ◽  
Public Health Services

Attachment behaviors are behaviors experienced by children when they would leave their homes and families to join his friends at school he regarded as strangers. This behavior can interfere with the functioning life of the child so that the child can not be independent, and parents should be involved more in the activities of children. The study aimed to determine the effect of economic token therapy for reducing the attachment behavior among Kindergarten Students. The design of this study was quasi experimental with pre and post with control group. By using multistage random sampling and consecutive sampling technique with a total sample of 68 people who experienced attachment behavior. Consisted of 34 peoples as intervention group and 34 peoples as control group. Bivariate analysis using Wilcoxon test and mann-whitney test. The results showed that there were significant differences of attachment behavior before and after entering the token economy intervention in the intervention group compared with those in the control group (p = 0.000). Token economy therapy has positive effect to reduce attachment behavior of kindergarten student at the beginning of learning process in the kindergarten school. The application of economic token is recommended to overcome the attachment behavior of existing preschool children in schools and in the general public health services.   KEY WORDS: Attachment behavior, Token economy, Kindergarten students.

Thaharah Implementation Through Toilet Training For Down Syndrome Kindergarten Students At Islamic School

2020 ◽  
Author(s):  
Sinta Ari Susanti
Keyword(s):  
Down Syndrome ◽  
Kindergarten Students ◽  
Toilet Training ◽  
Islamic School

Thaharah memiliki makna bersuci dalam Islam. Bersuci di sini memiliki maksud membersihkan diri dari kotoran atau najis. Salah satu cara mengajarkan anak untuk bersuci adalah melalui toilet training. Kemampuan toilet training adalah bagian dari program pendidikan untuk membantu diri sendiri yang diajarkan kepada peserta didik dalam rangka agar peserta didik dapat menggunakan toilet dengan baik. Toilet trainingharus diajarkan sejak dini karena mempengaruhi perilaku anak pada fase perkembangan selanjutnya. Penelitian ini dilaksanakan di TK Permata Bunda yang merupakan sekolah Islam untuk peserta didik usia dini penyandang Down syndrome. Tujuan dari penelitian ini adalah untuk menganalisis bagaimana penerapan thaharah dalam bentuk toilet traininguntuk peserta didik penyandang Down syndrome. Observasi, wawancara, dan dokumentasi digunakan untuk mengumpulkan data. Data dianalisis menggunakan metode deskripsi kualitatif. Hasil menunjukkan bahwa penerapan toilet training dilakukan dengan membangun kebiasaan yang konsisten dan berkelanjutan. Guru dan orang tua harus melakukan kerjasama yang baik untuk menerapkan toilet training secara konsisten tidak hanya di sekolah tetapi juga di rumah.

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

2020 ◽  
Author(s):  
Jennifer McDonald ◽  
Rebecca Merkley ◽  
Jacqueline Mickle ◽  
Lisa Collimore ◽  
Daniel Ansari
Keyword(s):  
Mathematical Thinking ◽  
Math Education ◽  
Kindergarten Students ◽  
First Year ◽  
Research Practice ◽  
Early Numeracy ◽  
Future Directions ◽  
Collaborative Project ◽  
Practice Gap ◽  
Second Year

Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-A-Number task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener [BLINDED] with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students’ thinking and targeting instruction. The Educators’ feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.

The Comparative Efficiency of Speech Sound Interventions That Differ by Delivery Modality: Flashcards Versus Tablet

2019 ◽  
Vol 42 (1) ◽  
pp. 31-39
Author(s):  
Krystal L. Werfel ◽  
Marren C. Brooks ◽  
Lisa Fitton
Keyword(s):  
Elementary School Children ◽  
Speech Sound ◽  
Functional Relation ◽  
Kindergarten Students ◽  
Single Subject ◽  
Single Subject Design ◽  
Single Word ◽  
Or Efficiency ◽  
Comparative Efficiency ◽  
Subject Design

Although speech–language pathologists increasingly make use of tablets in clinical practice, little research to date has evaluated the effectiveness or efficiency of tablet use for targeting speech sound goals. The twofold purpose of this study was to compare (a) the effectiveness and (b) the efficiency of speech sound intervention using tablets versus flashcards. Four kindergarten students with at least two similar speech sound errors participated in this adapted alternating treatments single subject design study that explored the functional relation between speech sound intervention that differed by modality of delivery (tablet vs. flashcards) and increased speech sound skill in elementary school children with speech sound errors. Flashcards and tablets were both effective single-word speech sound intervention modalities; however, for three of the four participants, flashcards were more efficient than tablets.

Growing a Nature Kindergarten That Can Flourish

2018 ◽  
Vol 34 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Enid Elliot ◽  
Frances Krusekopf
Keyword(s):  
Public School ◽  
School System ◽  
Kindergarten Students ◽  
Public School System ◽  
First Year ◽  
Outdoor Programs ◽  
Unique Framework ◽  
Nature Preschool ◽  
Key Aspects ◽  
Ongoing Support

AbstractGrowing a nature kindergarten that can flourish takes a community, careful planning, and sustained support. In 2011, the Sooke School District in British Columbia, Canada undertook the project of creating a nature kindergarten when outdoor programs of this kind did not exist in the Canadian public school system. Inspired by the well-established forest school and nature preschool models in northern Europe, a program to take 22 kindergarten students outside into nature every morning, regardless of the weather, was developed. This article explores how a unique framework and set of guiding principles were co-created by a diverse advisory committee. It also describes how the hiring, education, and ongoing support of the program's two educators — a kindergarten teacher and an early childhood educator — became critical to its success. The article offers an overview on steps taken, including how the idea was born, working within the public school system, building a framework and principles, hiring and education, preparing the educators, learning from our first year, ongoing support, and remaining questions. The authors’ intention is not to articulate best practices, but to share key aspects of the program's development and implementation phases that allowed the nature kindergarten to thrive over the last 5 years.

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