Illinois prekindergarten programs for children at risk of academic failure : a progress report /

Cover title.

Illinois prekindergarten program for children at risk of academic failure ... summary report.

Description based on: FY 91.

Infant education : or, practical remarks on the importance of educating the infant poor, from the age of eighteen months to seven years, containing hints for developing the moral and intellectual powers of children of all classes. / by S. Wilderspin.

Mode of access: Internet.

Report and evaluation of "When is September," [an experiment in the provision of pre school experiences via educational television to orient and motivate children entering grade one and to facilitate their adjustment to group activities] Title VII, Project number 120, National Defense Education Act, grant number 708004.09.

Mode of access: Internet.

Helping parents teach young children : a guide for home economics program assistants /

Mode of access: Internet.

Children's books.

Compilers: 1964-1980, V. Haviland (with L. B. Watt, 1964-<1974>)

Mind and body: Concepts of human cognition, physiology and false belief in children with autism or typical development

This study examined theory of mind (ToM) and concepts of human biology (eyes, heart, brain, lungs and mind) in a sample of 67 children, including 25 high functioning children with autism (age 6-13), plus age-matched and preschool comparison groups. Contrary to Baron-Cohen [1989, Journal of Autism and Developmental Disorders, 19(4), 579-600], most children with autism correctly understood the functions of the brain (84%) and the mind (64%). Their explanations were predominantly mentalistic. They outperformed typically developing preschoolers in understanding inner physiological (heart, lungs) and cognitive (brain, mind) systems, and scored as high as age-matched typical children. Yet, in line with much previous ToM research, most children with autism (60%) failed false belief, and their ToM performance was unrelated to their understanding of. human biology. Results were discussed in relation to neurobiological and social-experiential accounts of the ToM deficit in autism.

Quantifying the association between physical activity and injury in primary school-aged children

BACKGROUND. Regular physical activity is strongly advocated in children, with recommendations suggesting up to several hours of daily participation. However, an unintended consequence of physical activity is exposure to the risk of injury. To date, these risks have not been quantified in primary school-aged children despite injury being a leading cause for hospitalization and death in this population. OBJECT. Our goal was to quantify the risk of injury associated with childhood physical activity both in and out of the school setting and calculate injury rates per exposure time for organized and non-organized activity outside of school. METHODS. The Childhood Injury Prevention Study prospectively followed a cohort of randomly selected Australian primary school- and preschool-aged children (4 to 12 years). Over 12 months, each injury that required first aid attention was registered with the study. Exposure to physical activity outside school hours was measured by using a parent-completed 7-day diary. The age and gender distribution of injury rates per 10 000 hours of exposure were calculated for all activity and for organized and non-organized activity occurring outside school hours. In addition, child-based injury rates were calculated for physical activity-related injuries both in and out of the school setting. RESULTS. Complete diary and injury data were available for 744 children. There were 504 injuries recorded over the study period, 396 (88.6%) of which were directly related to physical activity. Thirty-four percent of physical activity-related injuries required professional medical treatment. Analysis of injuries occurring outside of school revealed an overall injury rate of 5.7 injuries per 10 000 hours of exposure to physical activity and a medically treated injury rate of 1.7 per 10 000 hours. CONCLUSION. Injury rates per hours of exposure to physical activity were low in this cohort of primary school-aged children, with < 2 injuries requiring medical treatment occurring for every 10 000 hours of activity participation outside of school.

The effect of caudal block on functional residual capacity and ventilation homogeneity in healthy children

Caudal block results in a motor blockade that can reduce abdominal wall tension. This could interact with the balance between chest wall and lung recoil pressure and tension of the diaphragm, which determines the static resting volume of the lung. On this rationale, we hypothesised that caudal block causes an increase in functional residual capacity and ventilation distribution in anaesthetised children. Fifty-two healthy children (15-30 kg, 3-8 years of age) undergoing elective surgery with general anaesthesia and caudal block were studied and randomly allocated to two groups: caudal block or control. Following induction of anaesthesia, the first measurement was obtained in the supine position (baseline). All children were then turned to the left lateral position and patients in the caudal block group received a caudal block with bupivacaine. No intervention took place in the control group. After 15 nun in the supine position, the second assessment was performed. Functional residual capacity and parameters of ventilation distribution were calculated by a blinded reviewer. Functional residual capacity was similar at baseline in both groups. In the caudal block group, the capacity increased significantly (p < 0.0001) following caudal block, while in the control group, it remained unchanged. In both groups, parameters of ventilation distribution were consistent with the changes in functional residual capacity. Caudal block resulted in a significant increase in functional residual capacity and improvement in ventilation homogeneity in comparison with the control group. This indicates that caudal block might have a beneficial effect on gas exchange in anaesthetised, spontaneously breathing preschool-aged children with healthy lungs.

Using Developmental Theories to Inform the Design of Technology for Children

Electronic Blocks are a new programming environment, designed specifically for children aged between three and eight years. As such, the design of the Electronic Block environment is firmly based on principles of developmentally appropriate practices in early childhood education. The Electronic Blocks are physical, stackable blocks that include sensor blocks, action blocks and logic blocks. Evaluation of the Electronic Blocks with both preschool and primary school children shows that the blocks' ease of use and power of engagement have created a compelling tool for the introduction of meaningful technology education in an early childhood setting. The key to the effectiveness of the Electronic Blocks lies in an adherence to theories of development and learning throughout the Electronic Blocks design process.

Readiness for school: A study of parent, teacher, and preschool provider perspectives

A possible gap exists between what parents and preschool providers know concerning children's readiness for school and what they should know when compared to teacher expectations. Students are experiencing difficulty in early schooling as a result of this gap in perspectives. This study's purpose was to describe, explain, and analyze the perspectives of parents, teachers, and preschool providers concerning school readiness. The qualitative strategy of interviewing was used with six parents, six teachers, and two preschool provider participants. Interview transcripts, field notes, member checking, and document analysis were used to interpret data and support findings. Categorization and coding organized data and aided in theory development. ^ Major findings of the study include: (a) All participant groups stress social skills, communication skills, and enthusiasm as most valuable for school readiness; (b) All participant groups agree parents have primary responsibility for readiness preparation; (c) Many participants suggest variables concerning family, economics, and home life contribute to a lack of readiness; (d) Parents place greater value on academic skills than teachers or preschool providers; (e) Preschool programs are identified as having the potential to significantly influence readiness; (f) Communicating, providing positive learning experiences, and providing preschool experience are valuable ways to prepare students for school, yet, differences were found in the types of experiences noted; (g) Participant perspectives indicate that informing parents of readiness expectations is of major importance, and they offer suggestions to accomplish this goal such as using public libraries and pediatrician offices as houses for written information and having kindergarten teachers make presentations at preschools. ^ This study concludes that parents and preschool providers do have knowledge concerning readiness for school. They may not, however, be in a position to carry out their responsibilities due to the intervening variables that inhibit the amount of time, interaction, and communication they have with the children in their care. This study discloses the beliefs of parents and preschool providers that children are ready for school, while teachers conclude that many children are not ready. Suggestions for readiness preparation and information dissemination are significant findings that offer implications for practice and future study. ^

The Effects of Classroom Environmental Quality on the Early Literacy Outcomes of a Regionally Heterogeneous Population of Latino Children

The purpose of this study was to examine the relation between classroom environmental quality and early literacy outcomes amongst a sample of Latino children from various Latin-American countries. Participants included 116 preschoolers that attended various childcare centers in Southeast Florida. Participant’s literacy knowledge was assessed using the Test of Preschool Early Literacy. Classrooms were assessed on environmental quality using the Early Childhood Environmental Rating Scale-Revised. A regression analysis revealed that classroom environmental quality did not account for Latino children’s early literacy outcomes. However, a multiple regression analysis was significant (R2= .15, F(5, 115) = 3.86, p< .05) indicating that quality has a varying impact on children’s early literacy skills based on children’s region of origin. Findings suggest that high classroom environmental quality does not necessarily mean better literacy development for Latino children. Additionally, Latino children should not be viewed as a homogeneous group, particularly in relation to their development of literacy skills in English.

Florida's Voluntary Prekindergarten (VPK) Program's Influence on Preschool Teachers' Beliefs and Practices

Three veteran preschool teachers told their stories about navigating the implementation of VPK. Even with parents' misconceptions about VPK's goals, teachers were able to meet its standards by continuing to embrace a play-based, hands-on philosophy that also emphasized children's social and emotional needs.

Emergence of episodic future though in pre-school aged children

Three experiments examined the development of episodic future thinking: the ability to think ahead about novel future situations (Atance & O’Neill, 2001). Each experiment used three novel tasks, similar to the Blow Football task used by Russell, Alexis, and Clayton (2010). In each, there was a different table top with two sides. Children played a game on one side of a table, and then were asked to choose a tool to play with a similar game on the other side of the table the next day. For example, children used a toy fishing rod to catch magnetic fish on one side of the table; playing the same game from the other side of the table required a different type of fishing rod. At test, children chose between 2 or 3 tools: a) the tool they used today, b) the tool suitable for the other side (correct) and c) a distractor tool which was not suitable for either side. In Experiment 1, 24 four-year-olds selected 1 out of 2 tools for tomorrow. Children selected the correct item above chance level in all tasks (p < 0.001). In Experiment 2, in which children were not allowed to look at the apparatus when choosing, 21 three-year olds selected 1 out of 2 tools for tomorrow. This group also selected the right tool above chance level in all tasks (p < 0.001).The results of Experiments 1 and 2 imply that 3- and 4-year olds might indeed show episodic future foresight. However, they could have also selected the right tool by default. To control for this, a third tool distractor was introduced in Experiment 3. This time, 3-4 year olds did not perform above chance levels, suggesting that there is an alternative explanation as to why they performed so well in the previous two experiments.