Search

Introduction Child malnutrition in Mexico reaches a prevalence as high as 27.5 % in rural areas. Objective To assess the effectiveness of a ready-to-use supplementary food (RUSF) to correct mild acute malnutrition and prevent moderate acute malnutrition in preschool children from rural communities. Method Randomized clinical trial, with assignment to two groups: group with RUSF (RUSF-g) or group without it (non-RUSF-g); children aged from two to five years, with weight-for-height Z-scores (WHZ) between -2 and -1 and low socioeconomic status were included. All received education on nutrition, health and hygiene twice monthly; the RUSF-g children had to consume one portion of the supplement every day. WHZ was assessed at baseline and at four, six, and 12 months. The comparison between groups was carried out with Cox proportional hazards model. Results With regard to mild acute malnutrition correction in the RUSF-g, 68.7 versus 52.1 % in the control group was observed in the intent-to-treat analysis, with a hazard ratio (HR) = 1.25; in the per-protocol analysis of first semester, a HR = 1.48 was observed, and in the second semester, HR = 1.56. One patient progressed to moderate acute malnutrition. Conclusions The RUSF-g showed a significantly higher resolution of mild acute malnutrition. Introduccion La desnutricion infantil en Mexico alcanza prevalencias de 27.5 % en zonas rurales. Objetivo Evaluar la efectividad de un suplemento alimenticio listo para consumir (SALC) para corregir desnutricion aguda leve y prevenir desnutricion aguda moderada en preescolares de comunidades rurales. Metodo Ensayo clinico aleatorizado por grupos: con y sin SALC (g-SALC y g-S/SALC); se incluyeron ninos de dos a cinco anos, con puntuaciones-Z de peso para la talla (pZ-P/T) mayor de −2 y menor de −1 y nivel socioeconomico bajo. Todos recibieron educacion sobre nutricion, salud e higiene dos veces al mes; los ninos del g-SALC debieron consumir diariamente una porcion del suplemento. Se evaluo pZ-P/T al inicio y a los cuatro, seis y 12 meses. La comparacion entre grupos se realizo con el modelo de riesgos proporcionales de Cox. Resultados Respecto a la recuperacion de desnutricion aguda leve, en g-SALC se observo 68.7 versus 52.1 % en el grupo control en el analisis de intencion para tratar, con una razon de riesgo (HR) = 1.25; en el analisis por protocolo del primer semestre se observo una HR = 1.48 y en el segundo semestre, HR = 1.56. Un paciente progreso a desnutricion aguda moderada. Conclusiones El g-SALC mostro resolucion significativamente mayor de desnutricion aguda leve.

Background Zinc biofortification of rice could sustainably improve zinc status in countries where zinc deficiency is common and rice is a staple, but its efficacy has not been tested. Fatty acid desaturases (FADS) are putative new zinc status biomarkers. Objectives Our objective was to test the efficacy of zinc-biofortified rice (BFR) in preschool-aged children with zinc deficiency. Our hypothesis was that consumption of BFR would increase plasma zinc concentration (PZC). Methods We conducted a 9-mo, double-masked intervention trial in 12–36-mo-old rural Bangladeshi children, most of whom were zinc-deficient (PZC 0.05). There was a time–treatment interaction for height-for-age z-scores (P < 0.001) favoring the BFR group. The morbidity longitudinal prevalence ratio was 1.08 (95% CI: 1.05, 1.12) comparing the BFR and CR groups, due to more upper respiratory tract illness in the BFR group. Conclusions Consumption of BFR for 9 mo providing ∼1 mg of additional zinc daily to Bangladeshi children did not significantly affect PZC, prevalence of zinc deficiency, or FADS activity. The trial was registered at clinicaltrials.gov as NCT03079583., The American Journal of Clinical Nutrition, 115 (3), ISSN:0002-9165, ISSN:1938-3207

The risk factors in pediatric influenza immediately before the COVID-19 era are not well understood. This study aims to evaluate the risk factors for hospitalization in pediatric influenza A and B for the recent seasons.Children with a fever of ≥38 °C and laboratory-confirmed influenza at 20 hospitals in outpatient settings in Japan in the 2013/14 to 2019/20 seasons were retrospectively reviewed. Possible risk factors, including gender, age, comorbidities, nursery school or kindergarten attendance, earlier diagnosis, no immunization, lower regional temperature, earlier season, and period of onset, were evaluated using binary logistic regression methods.A total of 13,040 (type A, 8861; B, 4179) children were evaluated. Significant risk factors (p 0.05) in multivariate analyses were young age, lower regional temperature, earlier season, respiratory illness (adjusted odds ratio [aOR]:2.76, 95% confidence interval [CI]:1.84-4.13), abnormal behavior and/or unusual speech (aOR:2.78, 95% CI:1.61-4.80), and seizures at onset (aOR:16.8, 95% CI:12.1-23.3) for influenza A; and young age, lower regional temperature, respiratory illness (aOR:1.99, 95% CI:1.00-3.95), history of febrile seizures (aOR:1.73, 95% CI:1.01-2.99), and seizures at onset (aOR:9.74, 95% CI:5.44-17.4) for influenza B.In addition to previously known factors, including young age, seizures, and respiratory illness, abnormal behavior and/or unusual speech and lower regional temperature are new factors. Negative immunization status was not a risk factor for hospitalization. A better understanding of risk factors may help improve the determination of indications for hospitalization during the future co-circulation of influenza and COVID-19.

Model 4Khas benefits which can help us to identify and differentiate it. Not only has it got advantages which can develop child' brain, but also it helps to adapt a child to the kindergarten and school. Child development theories fоcus on explaining how children change and grow over the course of childhood. Such theories center on various aspects of development including social, emotional, and cognitive growth. We help people find answers, solve problems and get inspired. Parents often focus on what are known as developmental milestones, which represent abilities that most children tend to display by a certain point in development. These typically focus on one of four different areas: physical, cognitive, social / emotional, and communication. Keywords: adaptation, nursery, kindergarten, child, teaching, training, modern, level, goal, communication.

Books introduce children to social life and provide them with the opportunity to expand their imaginary worlds. Pre-school children are influenced by books more than adults. Children can identify themselves with the heroes in the books and choose to act like them. Therefore, the features of the heroes in children’s picture books, what they go through, and the intended message of the story have significant importance in terms of children’s development. This study aims to analyze children’s picture books aimed at children who are 3-6 years old in terms of child rights violations. Phenomenological pattern, which is among qualitative research methods, was used in the study. The 30 books, which constitute the data set of the study, were chosen firstly by determining the publishers, and secondly through random sampling method. The data of the study were sorted out using descriptive analysis. In order to find the messages that are directly or indirectly conveyed in children’s picture books, “the sentences in the books” were analyzed. The analysis of the data is based on the four sub-themes of child rights; namely, “Survival, Protection, Participation, Development” rights. This study found that development rights were violated the most. Then came survival and protection violations. No violation as to participation rights was observed. Finally, suggestions were made about the study. Key words: Child rights, children’s literature, children’s books, pre-school, storybooks.

Visual arts media in pre-school and early school years and development of children’s drawing are well researched. However, when one considers that children are endowed with a talent for visual arts, the research is not as comprehensive and clear-cut. The signs of freedom of expression and imagination, intuitiveness and originality, an inclination to individual work, high sensitivity, and other indicators begin to show soon after visual art gifted (VAG) children enter the representative stages of visual arts. This article was based on a longitudinal case study that was carried out to show some aspects of the functioning of a VAG child in pre-school and early school years and to make some suggestions on how to consider the needs of VAG children.

BACKGROUND: The evidence that plethysmographic variability index (PVI), pulse pressure variation (PPV), FloTrac/Vigileo-derived stroke volume variation (SVV), and Ea(dyn) (dynamic arterial elastance) predict fluid responsiveness in children is limited by conflicting results. We aim to evaluate their accuracy and reliability to predict fluid responsiveness after induction in children aged 4–9 years undergoing major neurosurgery. METHODS: Children aged 4–9 years undergoing intracranial epileptic foci excision were enrolled. After the induction of anesthesia, fluid loading with 10 mL/kg of Ringer’s solution over 10 min was administered before surgical incision. PVI, PPV, SVV, and Ea(dyn) were measured before and within 5 min after fluid loading. Respiratory variation in aortic blood flow peak velocity (∆Vpeak) >15% at baseline, measured using transthoracic echocardiography, identified fluid “responders”. The abilities of dynamic variables to predict an increase in mean arterial pressure (MAP) of >10% following fluid loading were also assessed. RESULTS: Fourteen (31.8%) of forty-four patients were responders defined by a baseline ∆Vpeak >15%. Before fluid loading, only the PVI value was significantly different between R and NR (P=0.017). Baseline PVI showed fair diagnostic accuracy for fluid responsiveness, with an area under the curve (AUROC) of 0.735 and the cutoff value of 13%. The R group showed a significantly greater absolute change in PPV and SVV after fluid loading from baseline compared with the NR group (P=0.021 and 0.040, respectively). The absolute change in the PPV and SVV values from baseline was greater in R than those in NR (P=0.021 and 0.040, respectively). Twenty (45.5%) showed a MAP increase of >10% following fluid loading and were defined as responders. Baseline ∆Vpeak and SVV showed fair predictive values for a MAP increase of >10% (AUROC =0.758 and 0.715, respectively). CONCLUSIONS: PVI at baseline showed fair reliability to predict fluid responsiveness after anesthesia induction in mechanically ventilated children aged 4–9 years undergoing neurosurgery. Baseline ∆Vpeak and SVV were fairly predictive for an increase in MAP following fluid loading.

Background: The problem of nutrition in children at Indonesia was still an unresolved problem. Unicef said that one in ten children were underweighted and a fifth of children were overweighted or obesed. This number will not decrease and it will increase if we not handled this problem seriously. This study was conducted with the aimed of analyzed the factors that influenced nutritional status in pre-school children, so that more effective prevention and treatment can be carried out. Method: This research was a cross sectional study with a total sample of 150 preschool child in the age of 3 to 6 years old and the parents with online questionnaire. Sampling was done by cluster random sampling. The study was conducted in PAUD at Tanah Kali Kedinding, Kenjeran, Surabaya. The data was analyzed with Spearmean test, Chi-square, and Fisher exact. Result: Knowledge p value = 0,025 r = 0,182. Income p value < 0,001 r = 0,368. Eating frequency p value < 0,001 r = 0,721. The amount of food p value < 0,001 r = 0,738. The kind of food p value < 0,001 C = 0,443. Physical activity p value = 0,438. Conclusion: Parental knowledge and income, and children's eating patterns were related to the nutritional status of pre-school children, while the physical activity of children does not affected the nutritional status of children.

Child safety around dogs is a serious public health concern, in particular in countries where free-ranging dogs and dog-mediated urban rabies are an issue, such as Turkey. The present study is the first to investigate the effectiveness of a dog bite prevention programme in pre-school children in Turkey. In this study, pre-school students aged between 3 and 6 years (N = 117) received an interactive education programme. The programme consisted of an interactive oral presentation, a drama session (“Being a Tree”), and a practical session, i.e. meeting a dog. Two different questionnaires were administered to children before (PrE), immediately after (PE0), and one week after the programme (PE1): (i) the Dog-Human Interaction questionnaire and (ii) the Contexts for Approaching Dogs questionnaire. Significant improvements in the scores in both questionnaires were found between the evaluations before and after the education. Moreover, older students had significantly higher scores in both questionnaires during PE0 and PE1. The majority of the students were found to be successful in the evaluation of the “Being a Tree'' concept during PE0 and PE1. The results of this study show that the interactive dog bite prevention program can increase the awareness and knowledge of pre-school children on dog behavior. Findings also suggest that age should be considered when designing a dog bite education program. As being a tree concept can be learned by children from all age groups, it can be a useful and beneficial component of dog bite prevention programs in countries having a big population of free-ranging dogs.

Implementation of musical play in children’s pedagogy has received extensive investigation from a range of researchers. From Marsh’s (2010) seminal work documenting instances of play in primary school playgrounds to Campbell’s (2005, 2007, 2010, 2011, 2015) comprehensive exploration into the importance of musical play in the social and personal development of young children, musical play has been demonstrated to have a positive effect on the outcomes of young children’s learning. Musical play refers to the “everyday forms of musical activity … that children initiate of their own accord and in which they may choose to play with others voluntarily” (Marsh & Young, 2006). This definition was expanded upon through the work of Nieuwmeijer et al. (2021) and is still used in contemporary literature to define and outline essential features of musical play. This thesis presents an investigation of musical play in early childhood and suggests tangible processes and interactions of musical play for children aged two to five years and explores their potential applications in music teaching. This research was conducted as a single-site ethnographic study of manifestations of musical play activities at Edith Cowan Early Learning Centre* in Sydney and involved the analysis of observational data to generate potential strategies for encouraging and supporting musical play activities in early childhood music settings. * pseudonym used The findings suggest that important features of musical play included imitation, experimentation, movement, social interaction, and accessibility. Strategies to support musical play in the early learning context include providing adequate access to numerous sound-producing objects, teaching a range of appropriate repertoire to the children, ensuring adequate space for learning activities to take place, and demonstrating leadership strategies such as counting in or repetition of a musical phrase to focus group learning activities.

Teaching in nursery schools is a demanding profession based on interaction with people. As a result, teachers are exposed to an increased risk of burnout. The main goal of the research was to find out to what extent the pedagogical staff of the mentioned nursery schools are endangered by the burnout syndrome and how satisfied they are in their profession. The research group consisted of 90 participants which included teachers from all nursery schools for children with special educational needs in the Czech Republic. To determine the empirical data, the Maslach Burnout Inventory – Educators Survey, Teacher Satisfaction Inventory and One-Dimensional Assessment Scale measuring teachers’ climate perception were used. The results suggest that special needs nursery school teachers are at a high risk of burnout in the dimension of emotional exhaustion and depersonalization in contrast to the high level of personal satisfaction, job satisfaction and satisfaction with the working climate. Keywords: burnout syndrome; job satisfaction; social climate

A learning environment that offers the opportunity for the child to explore the world, express him/herself and use everyday life as a learning experience forms the basis for a child’s self-directed learning. This research’s objective is to discover the determining factors of the child's self-directed learning, revealing the challenges faced by the teachers in organizing self-directed learning process. This is a phenomenological research study, designed as a mixed sequential qualitative and quantitative study, which implies a qualitative processing of the initial data. 150 teachers from different regions and cities of Latvia completed the survey. The interviews were conducted with seven participants. In this study, 50 self-assessments of pre-school teachers were analysed focusing on the quality of their professional activity. We discovered a shift in teachers' understanding of their professional pedagogical activity, its content and implementation methods related to metacognitive abilities, in order to effectively plan, organize and evaluate their pedagogical strategies. Keywords: pre-school; child's self-directed learning; teaching.

Aim Probiotics have been shown to prevent or treat a number of paediatric health problems; however, not much is known about how probiotics are used in the community. This study aimed to describe the prevalence and main predictors of probiotic supplementation among healthy pre-school-aged children. Methods Parents of 4- or 5-year-olds residing in the Australian Capital Territory (ACT) were invited to complete a web-based questionnaire between February and May 2020. There were 469 responses concerning 494 children eligible for analysis. Prevalence was categorised as lifetime exposure and recent exposure. Predictors were determined through multiple logistic regression modelling. Results Almost half (47.4%) of the children had ever been exposed to probiotics and 14.9% had taken probiotics in the previous month. The strongest predictors of lifetime probiotic exposure were parental lifetime probiotic use (OR 13.3; 95% CI 7.4-24.1) and an interaction between functional food consumption and parental lifetime probiotic use (OR 5.6; 95% CI 2.6-12.1). The strongest predictor of recent probiotic exposure was parental recent probiotic use (OR 13.3; 95% CI 5.7-30.8). Conclusions This study illustrates the high prevalence of probiotic exposure among healthy pre-school-aged children in the ACT and emphasises the relationship between parental use of probiotics and exposure in children. These findings will allow comparison and analysis of trends over time. Practitioners should be aware of the evidence for and against probiotics as these findings suggest a high level of acceptability among parents.

Introduction and objectives Developing a language screener for Dual Language Learners presents numerous challenges. We discuss possible solutions for theoretical and methodological problems often encountered in the development of such a test and illustrate possible solutions using a newly developed language screener for Dual Language Learners. Materials and methods The process for developing, validating and norming the screener is also offered as a potential model for the development of other assessments for Dual Language Learners throughout the world. The twelve types of subtests are in three categories: Vocabulary, Syntax, and Process. Results and conclusions Results from the Tryout and Norming phase on 362 Dual Language Learners aged 3–5;11 years are presented, together with the results of item selection via IRT, validity, and reliability testing. The advantage of using Best Scores is highlighted as a useful measure to identify children who are at risk for language difficulties that will impact their academic success. Importantly, knowledge is found to be distributed across the languages.

Background of the Study: Stunting, wasting, and underweight are the important nutritional status indicators for children. “While stunting is caused by long-term insufficient nutrient intake and repeated infections, wasting is a result of acute food shortage and illness. Wasting, on the other hand, is a strong predictor of mortality and requires urgent response. Underweight combines information about linear growth obstruction and weight for length/height” [7]. Understanding differences in the determinants of childhood malnutrition between urban and rural areas is important to design appropriate, relevant program and policy implementation. Aims & Objectives: The aim of the study is to assess and compare the prevalence of underweight, stunting and wasting among pre-school children in rural and urban area. Methodology: Convenient random sampling technique was used to gather data in 100 samples, 50 each from rural and urban population. Data was collected by using structured interview and anthropometric assessment. The questionnaire consisted of two parts, i.e., demographic data and questions regarding anthropometric assessment, age, height, weight etc. The three nutritional status indicators, HAZ - z-score for height-for-age, (Stunting), WAZ - z-score for weight for age (Underweight), WHZ- z – score weight for height (Wasting) were calculated using WHO Anthro survey application. Results: This study revealed that Prevalence of acute malnutrition (stunting) among rural pre-school children is 28% which was higher than the prevalence of acute malnutrition in urban pre-school children which was only 18 %. Prevalence of Underweight among rural pre-school children is 36% which was higher than the prevalence of underweight in urban pre-school children which was only 34 %. Prevalence of chronic malnutrition (wasting) among rural pre-school children is 32% which was lower than the prevalence of chronic malnutrition in urban pre-school children in which it was 46%. There is no significant association between the nutritional status of the rural and urban pre-school children with the selected demographic variables. This indicates even though there was a significant difference between the rural and urban pre-school children, both group of children are at the risk of one or other malnutrition related problems. Conclusion: This study suggests that even though there was a significant difference between the rural and urban pre-school children, both group of children are at the risk of one or other malnutrition problem.

Impairment of mental and emotional development in children can be an early sign of crime at a young age. Risk factors for mental and emotional disorders in children are influenced by external and internal factors. This study aims to determine the prevalence and factors influencing mental-emotional problems in pre-school children in Sukabumi City in 2020. The study design was cross-sectional. The number of samples of pre-school children is 385 children. The data was collected with the help of a checklist and a questionnaire on psychological emotional problems (KMME). Logistic regression was used in the data analysis. The result of the prevalence of mental emotional disorders is 25.7% (99 children). The results of the multivariate analysis showed that emotional psychological problems in children caused by authoritarian upbringing [OR = 5.88 (95% CI; 3.45-10.02)], birth complications [OR = 3.36 (95% CI); 1.95-5.81)] is affected. , divorced parents [OR = 3.00 (95% CI; 1.09–8.23)], working mother [OR = 1.77 (95% CI; 1.04–3.00)] and mother with a low level of education [OR = 1.74 (95% CI; 1.02–2.95.))], authoritarian upbringing is the dominant factor in emotional psychological problems in children. Routine detection by health workers is required so that mental emotional problems in children can be detected as early as possible. Abstrak Perkembangan mental emosional anak yang terganggu dapat menjadi tanda awal kejahatan pada usia remaja. Faktor risiko masalah mental dan emosional pada anak dipengaruhi faktor eksternal dan internal. Studi ini bertujuan untuk mengetahui prevalensi dan faktor-faktor yang mempengaruhi masalah mental emosional pada anak prasekolah di Kota Sukabumi pada tahun 2020. Disain studi potong lintang. Jumlah sampel anak prasekolah adalah 385 anak. Pengambilan data dilakukan dengan menggunakan daftar ceklist dan juga kuesienor masalah mental emosional (KMME). Analisis data menggunakan regresi logistik. Hasil prevalensi masalah mental emosional sebesar 25,7% (99 anak). Hasil analisis multivariat menunjukkan bahwa masalah mental emosional terdapat pada anak dipengaruhi oleh pola asuh otoriter [OR =5,88 (CI 95%;3,45-10,02)], komplikasi saat lahir [OR=3,36 (CI 95%;1,95-5,81)], orangtua bercerai [OR=3,00 (CI 95%; 1,09-8,23)], ibu bekerja [OR= 1,77 (CI 95%;1,04-3,00)], dan pendidikan ibu rendah [OR=1,74 (CI 95%; 1,02-2,95)], Faktor yang paling dominan terhadap masalah mental emosional anak adalah pola asuh otoriter. Perlu dilakukan deteksi secara rutin oleh tenaga kesehatan agar masalah mental emosional pada anak dapat terdeteksi sedini mungkin.

Nutrition is known to be the key driver in well-being and fitness generally, and as a driving force behind the growth of capital and child food, it is a source and a product of greater health problems, family income and living conditions. The first 1,000 days of maternal and child care concentrate on healthy physical exercise and cognitive improvement, with long-term health and economic consequences for people and economies. The research reviewed Nutrition for Preschool Children in Africa and Asia and illustrated the economic effect of malnutrition in infants. The review indicated that nutrition for pre-school children in Africa and Asia remains insufficient to ensure enhanced economic and human growth and that each nation needs to consider how money is to be invested through the assistance resources that help the least per cent of the population to fix this gap for children and make it the most efficient investment in society. Citizenship and collective efforts, particularly the voice of youth, are important forces of transformation, which must be encouraged to meet SDGs. Democracy campaigns can play a crucial role in the struggle for justice for children and the family.

The article considers the peculiarities of the architectural organization of children's preschool institutions in European countries on the example of Germany and Ukraine in the 20th century. The study examines examples of architectural design of preschool institutions in the dense urban development of foreign cities, which are of particular importance for further solving of domestic problems of preschool institutions location in Ukrainian urban settlements. The considered projects demonstrate individual design decisions of kindergartens with revealing of regional features and local traditions of the countries which at the same time correspond to modern educational programs of these countries and reflect the advanced world tendencies in designing of children's preschool institutions.

This paper reports the effects of praise from two robots on children’s learning time, their performance, and their acceptance of the robots. Since praise from a single robot provides positive effec...

Starting from the importance of sustainable behaviour among educators for sustainability in kindergarten, the aim of this empirical quantitative study was to investigate the prevalence of predispositions towards sustainable behaviour among students from the first cycle of the Preschool Education study programme at three universities. The connection between predispositions, the existence of a difference between cognitive and non-cognitive predispositions, and the absence of a statistically significant difference between the predispositions of the students in relation to home faculty and place of residence were determined.

This study describes the learning process of religious-based character education at TK ABA Berbah, Sleman, during the Covid-19 pandemic. This study incorporates a qualitative research method with a descriptive case study approach. Findings suggest that the school implemented blended learning activities in which lessons are conducted online and offline. Habituation became a key activity during the offline session. The involvement of parents contributed to the success of learning during the pandemic, set an example, and monitor their kids at home. Blended learning provided an increase in the communication's intensity and the relationship between parents, children, and teachers so that teaching and learning religious-based character education can be conducted appropriately amid the Covid-19 pandemic.

For children aged 0-6, learning is the most intense period. A preschooler is the person most interested in taking care of her child's mother. Preschool education helps children think and express themselves. Studies (Melisa Korkmaz) have shown that children who receive pre-school education have higher school attendance rates and school success in their future academic life than children who do not receive pre-school education. In this context, the importance of the teacher in the pre-school period is undeniable. No matter how good the physical conditions of the school are, no matter how carefully the program is prepared, it is the teacher who is with the children all day and implements the program (Erişen, 2004). In Turkish society, the care and responsibilities of the child are accepted as the mother's duty. As a result, the number of female teachers in pre-school education institutions is higher than the number of male teachers. Depending on this idea, the number of female teachers in pre-school education institutions is higher than male teachers. According to TUIK 2014 data, the rate of male preschool teachers in Turkey is 5.34%. Fagan (1996) brings more appropriate solutions to the conflicts between children and copes with aggressive behaviors in the classroom management of male preschool teachers. In addition, today, reasons such as divorce, death and working conditions cause the mother to assume the role of a single parent. This situation reduces the possibility of a child growing up in such an environment to establish a close relationship with a male figure. (Cameron, 2001: 430). It is necessary to disseminate the view that men can take an active role in child care and education, to support male teachers who work or will work in pre-school education institutions, and to raise public awareness about the requirements of men in this field (McBribe & Rane, 1997; 14, Lamb, 2001: 30-31). ). In line with all this information, the problem of this research was determined as "parent perceptions of pre-school teachers regarding gender".

El propósito de la presente investigación es presentar las relaciones predictoras entre el autoconcepto, la regulación de las emociones, el comportamiento y el estado emocional en niños de 5 a 6 años y probar el conjunto de modelos de acuerdo con estas relaciones. La presente investigación adoptó el modelo de encuesta relacional, que es un subtipo de modelo de encuesta general. El grupo de trabajo de la investigación está conformado por 263 participantes (136 niños y 127 niñas), quienes fueron seleccionados entre el alumnado de varios centros de preescolar. Las herramientas de recopilación de datos utilizadas para la presente investigación son Purdue Self Concept Scale for Preschool (PSCS), Emotion Regulation Checklist (ERC) y Preschool Behavioral and Emotional Rating Scale (PreBERS). Se realizó un análisis de modelos de ecuaciones estructurales para presentar las relaciones predictoras entre el yo, la regulación de las emociones, el comportamiento y el estado emocional entre los estudiantes de preescolar y para investigar sus efectos. El análisis de modelado de ecuaciones estructurales se realizó con el programa de software AMOS 19. En el modelo final obtenido en la presente investigación (X2 = 201.711, df = 71, p The purpose of the present research is presenting the predictor relations between self-concept, emotion regulation, behaviour and emotional state among 5-6 years old children and test the model set in accordance with these relationships. The present research adopted the relational screening model, which is a sub-type of general screening model. The work group of the research consists of 136 male, 127 female, the total of 263 students, who were selected among students of various pre-schools. Data collection tools utilized for the present research are Purdue Self Concept Scale For Preschool (PSCS), Emotion Regulation Checklist (ERC) and Preschool Behavioural and Emotional Rating Scale (PreBERS). Structural equation modelling analysis was conducted to present the predictor relationships between self, emotion regulation, behaviour and emotional state among pre-school students and to investigate their effects. Structural equation modelling analysis was conducted in AMOS 19 software program. In the final model obtained in the present research (X2 = 201.711, df = 71, p < .001), there were four exogenous (physical, academic, social and mother acceptance) and six endogenous behaviour and emotional state, emotion regulation (dz, oh, sg, aao, emotion regulation and variability negativity) data. The Bentler-Bonett normed fit index (NFI), The Tucker-Lewisco efficient fit index (TLI) and other fit indices showed that the model presented a good fit. According to the findings obtained with predictor relationships, there was a positive linear relationship between self and behaviour and emotional state and there was a positive linear relationship between self-concept and emotion regulation among pre-school students.

The research aims at examining the counting skills of children in the preschool period. For this purpose, this study has been planned according to the “survey model”. The study group of the research is comprised of 108 children with ages between 60th-72nd months, who attend kindergartens. The “Counting Skills Test" has been used, which has been developed by the researcher as a data gathering tool. The research concluded that the preschool children possessed good levels in the skills of “rhythmic counting, stable order, counting the next number, abstraction, cardinal number and recognizing numbers” and that they had no problems therewith.

Aims: To study the feasibility and challenges for early vision screening of the 0-6 yr preverbal/ preschool children in both urban and rural settings of India using the simple Red Reflex test. Study Design:Operational research. Place and Duration of Study: Four settings (two urban and two rural) were designed to target the 0-6year old children. Model I .Pre School (Urban slum Population), Model II. Health Centre (Urban Hospital), Model III. Immunization OPD of Municipal Hospital (Rural hospital) Model IV. Anganwadi Centre (Rural Population) was designed and conducted July 2017 –Dec 2017 (6 months). Methodology: All models were conducted as single day vision screening camps except Model III which was an opportunistic screening for a period of 3 months (July – Sept 2017). Vision screening was done using Red Reflex test and follow up was done for three months. Data was analyzed on MS Excel and expressed in proportions / percentages. Results: Maximum children (155) were screened in Model I. Out of the 301 total children screened 33 (10.96%) had abnormal Red Reflex test. The yield was maximum 6 (17.14%) in Model III. Urban health centre Model I was the most time efficient model(average 0.74 minutes/child). Conclusions: Single day screening of population based cohort is time efficient but opportunistic screening using universal immunization programme model had maximum yield.

Introduction: The paper focuses on a narrowly specific topic of the family cooperation with an institution of pre-school education - the nursery school (or also just the nursery), concentrating on a specific topic of “media education”. It considers the determining factors and presents partial findings of a research survey aimed at the field of media education in nursery schools. Methods: The paper contains the results of our own questionnaire research, which was carried out online in nursery school teachers. It also contains a theoretical definition of media literacy and media education in the context of the target group. Results: The result is an analysis of the obtained findings and formulated proposals for measures in the given field, which are usable and applicable in practice. Discussion: The individual presented results are continuously discussed with regard to the findings from the field of media education in the nursery school. Today, the world of the media is a common part of life even for children of pre-school age, and therefore it is necessary to teach them to orient themselves in it, which should be one of the tasks of the nursery school. In the Czech Republic, this issue has not yet been addressed at a significant level or to an appropriate extent. Our results are therefore closely linked not only to the discussion comments, but also to the conclusions drawn from them. Limitations: The results of the empirical research may be influenced by the attitudes and prejudices of nursery school teachers in relation to media in pre-school children. Conclusion: An early intervention can teach children to use media for their benefit and prevent media from negatively affecting them. The negative consequences of unrestrained effects of e.g. the television or mobile phones have been empirically proven. This information about the negative consequences is very general, distorted or superficial for the general public (parents), though. We consider the implementation of media education into the “teaching” process in nursery schools to be inevitable, even with regard to a closer cooperation between the institution and parents. However, this also places increased demands on training pedagogical staff in nursery schools in the subject area, creating methodological materials, etc.

Previous studies have reported the inappropriate administration of medication at nursery schools by the staff and a lack of drug-related information from caregivers at the time of request. However, the situation concerning medication administration at nursery schools from the mothers' perspective is unknown and it is not clear what information the mothers provided to nursery staff at the request. We conducted an online survey between April and May 2019 regarding the administration of medication at the nursery school with input from 600 mothers. Overall, 510 (85%) individuals replied that the requests to administer medication were acceptable for all or some of the medications. Application forms for medications were used by 91% of the 301 mothers who had previously made such requests. Although information including the child's name, medication times, illness of the child, parent's name, and dosage form was specified by over 70% of mothers, drug-related information such as effectiveness, side effects, and drug interactions was insufficient. In total, 41 instances of inappropriate medication administration by staff were reported by 35 mothers. It is suggested that the drug information sheets provided by community pharmacies should make up for inadequate drug-related information on application forms for medications to avoid the risk of adverse events and reduce staff burden. Toward this end, it is necessary to provide easily understandable information sheets for nursery staff, as the medication is usually administered by nursery staff, not a nurse. Community pharmacists should support these measures as pharmaceutical professionals.

While studies have used assessments on gender differences regarding social and emotional development, there remains a lack of research on the abilities as well as difficulties that are expressed by...

Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school administrators. Internal challenges include teachers’ readiness regarding knowledge in the area, level of understanding, skills and attitude. In conclusion, previous studies also present challenges that require continuous training to be given to teachers and administrators to strengthen early childhood education.

© 2021 The Author(s). The nearly 400 maintained nursery schools in England are schools for children aged 2–4 years. They hold a unique position in offering state-funded provision for this age group, outside of a primary school environment, and are disproportionately located in areas of disadvantage [EE. 2020. Briefing Note: The Comprehensive Spending Review and Funding for Maintained Nursery Schools. Accessed 13 October 2020. https://early-education.org.uk/sites/default/files/Briefing%20note%20-%20CSR%20and%20maintained%20nursery%20schools%27%20funding.pdf]. While there have been policy-based attempts to reduce the impact of social deprivation on educational outcomes, we argue that education policy has created a hostile environment for nursery schools. This arises from the national strategies on funding, ‘free hours’ for parents, and staff qualifications, alongside social policy. Based on interview data with staff and leaders in four nursery schools, the paper explores the views of these teachers and discusses them as policy actors within a precarious environment, faced with possible closure. We explore their agency as they navigate this hostile terrain and their ways of maintaining their sense of professional pride and commitment to social justice. Brunel University London.

Background: Globally, many people suffer from parasitic infections of the intestines with up to 24% of the world population are affected. These infections are particularly prevalent in low-and middle-income countries and exist mainly among economically and socially disadvantaged populations. This study sought to establish the current prevalence of STHs among preschool children in rural areas of Enugu State. Materials and Methods: This was a cross-sectional descriptive study carried out at Obinofia Ndi-Uno and Obe, rural communities of Enugu State, Nigeria. A pre-tested semi-structured interviewer-administered questionnaire and Laboratory kits for stool analysis were used. Data were analyzed using the IBM SPSS statistics version 22. Results: A total of 589 preschool children (294 from Obinofia Ndi-Uno and 295 from Obe) were studied. Ova of helminths were seen in the stool of 47 preschool children giving a prevalence of 8% with ascariasis being the predominant infection. Discussion: The prevalence of worm infection in this study was low compared to some studies in Nigeria, Africa, and other parts of the world.

Pandemic covid-19 has surprised people all over the world. It happen suddenly and give many impacts to all aspects of human’s life including education in Indonesia. Since, the minister of education and culture stated that all he activity of teaching and learning should be done at home by online learning, then it gives some positive and negative impact. The negative impacts are; not all teachers, studemts, or parents have a facility to access internet, nor use IT well, for example theachers who are old or students of pre school still need their parents’ help. Then, not all parent can earn money to buy internet quota. Moreover, the positives impacts are; the students become familiar to use IT and it is safe for them to avoid covid-19 outbreak by studying at home.

Supporting Literacies for Children of Color is half theoretic examination, half guidebook; the text revolves around the research that pre-school students of Color, historically underestimated, have cultural and linguistic strengths that should be recognized and supported in learning spaces. Meier establishes a strengths-based approach to literacy—stressing the importance of creating a developmentally engaging curriculum that includes books, oral storytelling, personal journals, drawings, and writings. A strong benefit of Meier’s text is that by using his own experiences, those of colleagues, and of families of Color, he connects theories to real life in a way that makes them accessible enough that educators and librarians of all levels will find value in adding it to their collection of professional development books.

Guided play activities were developed so that coding clubs could promote computational thinking skills in preschool children. The clubs involved fifteen children aged between 2 and 4 years, including a group of children with communication difficulties. The children took part in an action-research scoping study over three coding clubs involving six 45–60-min sessions. The activities were developed to teach computational skills and, ultimately, concepts of programming and coding. The findings suggested that the children began to develop many of the skills necessary for programming and coding as well as computational thinking skills such as collaboration, logical thinking and debugging algorithms. However, they found programming specific algorithms into Bee-Bots complicated and they needed support from adults to direct the robots along routes on simple maps. Overall, the guided play activities could be used in nurseries and preschool establishments to teach early computational thinking skills.

Objective: To evaluate the effect of chewable probiotic tablets on plaque accumulation and gingival inflammation, salivary pH and remineralization of white spot lesions in pre-school children with high caries risk. Materials and Methods: A randomized clinical trial with two parallel arms was used with a sample of 40 high caries risk children 3-5 years old. Children were divided randomly into two equal groups. Group I: children received probiotic tablets and were instructed to chew it once daily after routine tooth brushing for two weeks. Group II: children performed only routine tooth brushing. A plaque and gingival indices were scored, salivary pH was assessed, and DIAGNOdentTM readings were recorded from all participants at baseline and after two weeks of intervention. Results: Data showed that after two weeks of intervention, the mean plaque index after using the probiotic chewable tablets was lower than the control group with statistically significant difference. The mean gingival index was lower in the test group than the control group with statistically significant difference. Probiotic showed a percent increase in the mean pH values, while the control group showed a percent decrease at the end of the study with statistically significant difference between the two groups. Both groups showed a decrease in the mean DIAGNOdentTM scores with no statistically significant difference between them. Conclusion: Probiotics play an important role in the improvement of oral health. Additionally, they can be used as an adjunct to fluoride in dental caries prevention or control in high caries risk children.

Background: Preschool children are increasingly surrounded by technological devices, such as tablets, smartphones, game consoles and the internet and more susceptible to technology addiction. The aim of this study: Was to assess mothers' awareness regarding technology addiction for preschool children. Research design: A descriptive design was utilized to conduct this study. Setting: This study was conducted at three nursery schools at Benha city. Sample: Convenient sample of 300 mothers accompanied their children to nursery school. Tools: Data was collected by using two tools (I): Interviewing questionnaire to assess socio demographic characteristics of the mothers, personal characteristics of the children, Data related to child use of electronic devices, children current complaints, mothers' knowledge regarding technology addiction and mothers' reported practices to prevent technology addiction. (II): Likert scale questionnaire to assess mothers' attitudes regarding technology addiction. Results: There were 71.7% of the studied mothers had university degree and more and 94.3% of them were married, 78.3% of the studied mothers had average total knowledge about technology addiction, 71 % of the studied mothers had unsatisfactory total practices regarding prevention from technology addiction and negative total attitudes regarding technology addiction. Conclusion: Less than one fifth of the studied mothers had good total knowledge about technology addiction, more than one quarter of the studied mothers had a satisfactory total practices, a positive total attitudes regarding technology addiction and there was a highly statistically significant relation between mother's age and their total knowledge score. Recommendations: Health educational and training programs are recommended to increase mothers' awareness about negative effects of technological devices, technology addiction and following a healthy life style in order to prevent it.

This paper does not necessarily reflect the views of the International Commission on Radiological Protection. Kawamata Town in Date District, Fukushima Prefecture is located more than 30 km north-west of Fukushima Daiichi nuclear power plant, but on 22 April 2011, part of the Yamakiya District of Kawamata Town was designated as a planned evacuation area. The exposure of children was a concern in Kawamata Town. Based on the proposal of Kindai University, Kawamata Town Board of Education took the initiative to measure individual radiation doses with an integrated dosimeter (glass badge) for all kindergarten children, nursery school children, elementary school students, and junior high school students in the town. These measurements were continued for nearly 3 years from June 2011 until the end of March 2014. The total number of measurements was approximately 16,800 across 11-cycle measurement, with 3 months’ accumulation taken as one-cycle measurement. Kindai University provided financial support for the glass badge measurement service, and cooperated in the analysis of measured values and the development of advice based on the results. The main body implementing the measurements was Kawamata Town Board of Education, and the data obtained belong to Kawamata Town. When measurements were starting to be taken, schools got involved in the collection and distribution of dosimeters after explanations were provided to principals and school nurses who were in charge of risk communication. Thanks to the efforts of the schools, the recovery rate exceeded 90%, increasing the reliability of the measurements. It was clear who needed the information – the children and their parents. Kawamata Town Board of Education summarised the cumulative dose results for each measurement and notified parents via personal reports. These were sent to parents with advice on measurement results prepared by Kindai University, and care was taken to ensure that people could understand the measured results. Further briefing sessions were held as appropriate. At the briefing sessions, at the request of Kawamata Town Board of Education, the faculty members of Kindai University explained the measurement results from a professional point of view, and a professor from the Faculty of Medicine provided individual health consultations. Kawamata Town took the lead in using specialists to gain peace of mind, and this was key to the project’s success. The situation was managed by taking measurements by dosimetry, and asking experts to interpret the data and provide advice to help reassure the residents.

This study aims to determine the relationship between parental meta-emotion and emotion regulation on pre-school kids. In IndonesiaThe two dimensions of parental meta-emotion are emotion coaching and emotion dismissing. The independent variable in this study is emotion coaching and the dependent variable are emotion coaching and emotion dismissing. The sampling technique in this study uses purposive sampling technique with 97 mothers in Bandung City. The measuring instrument used in this study is Emotion Regulation Checklist (ERC) and Maternal Emotion Style Questionnaire (MESQ). The validity and reliability test in this study uses the Cronbach Alpha technique. The result of the validity coefficient on ERC move from 0,339 to 0,953 with reliability coefficient of a = 0,951 for liability/negativity dimension and 0,948 for emotion regulation dimension. While on MESQ move from 0,317 to 0,697 with reliability coefficient of a = 0,649 for emotion regulation dimension and 0,747 for emotion dismissing dimension. Based on data analysis, a correlation value between emotion coaching and emotion regulation is 0,139 with a significance level of 0,173 and a correlation value between emotion dismissing and emotion regulation is -0,416 with a significance level of 0,000. This shows that there is not a significant relationship between emotion coaching and emotion regulation, and also there is a significant relationship between emotion dismissing and emotion regulation on pre-school kids.

In this paper, we will track and discuss the changes in enrollment numbers of infants in nursery schools since 1960 in order to estimate future enrollment trends. First, the trajectory of enrollment numbers in Yamaguchi Prefecture is established. Second, an attempt is made to estimate future numbers of infants who will attend nursery school (and thus facility and capacity needs) by considering attendance trends as they relate to the number of infants in each household type. In addition, a consideration is made concerning whether policy effectively addresses supply and demand for childcare in the intermediate and mountainous areas of the region, where the population has decreased. Birthrate figures are added using the current facilities planning strategy of the district entities. The results are as follows: 1) In the whole prefecture, the number of nursery schools and their total capacity increased from 1960 to 1980. This was due to the increasing birthrate: a larger number of infants were born and needed childcare. From 1980 to 1995, as the birthrate decreased, the number of nursery schools and total capacity also declined. The number of children attending nursery school trended upward with the increase in double-income households. In rural areas, however, the downward trend continued due to the declining population and fewer households . This has been especially noticeable since 2000. 2) The results of these calculations show that the number of infants attending nursery school has been decreasing slightly since 2005, when there were 25,600 children. The number of infants needing childcare increases with the trend of double-income households. The results of our calculations cause us to estimate that 22,700 children will need childcare by 2035. The trend of childcare enrollment numbers also relates to the income levels of the households; those with lower employment income show a downward tendency in attendance, particularly in rural districts. The enrollment number of children in nursery schools in 2005 decreased to 6,400 and continues to decline. These results allow us to estimate 3,900 children attending nursery school by 2035. There is a larger decrease in the number of infants attending nursery school in rural areas than in urban areas. 3) Results showed that this estimation of nursery schools and their capacities was effective by defining the rate of change. There was a small decrease from 2015 (209 nursery schools for a capacity of 19,900). In 2035, those numbers will be slightly different (181 schools for a capacity of 18,300) in urban areas. On the other hand, the number of nursery schools and capacity decreased steeply from 2015 (when there were 92 nursery schools for a capacity of 5,490) to the estimated number in 2035 (60 nursery schools for a capacity of 3,630). Results show a downward trend in the rural districts in comparison to urban areas. Therefore, a realistic and effective method to ensure an adequate number of schools and capacity in the future can be created from tracking vacancy trends year by year in both the intermediate and mountainous areas.

This research is done in order to examine the behavioral problems that are seen in the pre-school children and the relation between mother and child. The study is prepared according to the relational screening model. The population of the study is the children that are enrolled in the pre-school institutes and kindergartens based in the central region of the providence of Kutahya as well as the parents of these children. According to the results of the study and based on the Scale of the Relation between Parents and the Child, there is no differentiation due to the age of the mother and her employment status, but it is observed that there is a differentiation due to mother’s educational status. In both the extrinsic and intrinsic behaviors of the child, there is a differentiation based on the age of the mother as well as her educational status. In the same way, the age and the gender of the child plays some role in the differentiation of the extrinsic and intrinsic behaviors of the child., This research is done in order to examine the behavioral problems that are seen in the pre-school children and the relation between mother and child. The study is prepared according to the relational screening model. The population of the study is the children that are enrolled in the pre-school institutes and kindergartens based in the central region of the providence of Kutahya as well as the parents of these children. According to the results of the study and based on the Scale of the Relation between Parents and the Child, there is no differentiation due to the age of mother and her employment status, but it is observed that there is a differentiation due to mother’s educational status. In both the extrinsic and intrinsic behaviors of the child, there is a differentiation based on the age of the mother as well as her educational status. In the same way, the age and the gender of the child plays some role in the differentiation of the extrinsic and intrinsic behaviors of the child.