Search results for "Kind"

The developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school

2012

Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their arithmetic skills in kindergarten and in Grades 1, 2, and 4 of elementary school. Children's task-avoidant behavior in learning situations was rated by their teachers. The results of latent growth curve analyses showed that math performance and task-avoidant behavior develop in tandem: an increase in task-avoidant behavior was related to less improvem…

Relations between teacher-child interactions and children's learning and motivation in Finnish kindergartens

2012

Association of child maltreatment subtypes and long-term physical health in a German representative sample

2018

ABSTRACT Background: Child maltreatment is a major public problem, associated with enormous consequences on the individual and socioeconomic level. Studies show a clear impact of child maltreatment on long-term physical health. However, there is a lack of analyses comprising a wide variety of subtypes of maltreatment and addressing cumulative effects of different maltreatment subtypes experienced during childhood on physical health. Objective: The objective of this analysis was to assess the association of different subtypes and the intensity of child maltreatment with long-term physical health outcomes. Methods: In a cross-sectional observational approach, a representative sample of the Ge…

Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention

2015

Weaknesses in early number skills have been found to be a risk factor for later difficulties in mathematical performance. Nevertheless, only a few intervention studies with young children have been published. In this study, the responsiveness to early support in kindergarteners with most severe difficulties was examined with two different computer programs. Two intervention groups were matched by age, visuo-spatial, and phonological working memory, as well as early number skills. After a short and intensive computerized intervention, the results indicated significant intervention effects for verbal counting Wilcoxon ES (r) = 0.46, and dot counting fluency, r = 0.52, when practiced with Grap…

Parental involvement and children ́s academic skills

2012

Does Physical Activity Improve Inhibition in Kindergarteners? A Pilot Study

2022

Substantial empirical evidence supports the positive effects of physical activity (PA) on executive functions, but not all forms of physical activity benefit equally. Among kindergarteners, cognitively-engaging exercise seems to more strongly effect EF than simple exercise. We aimed to investigate several qualitatively different exercise formats on kindergarteners' inhibition. Participants were 75 children (M age = 68.1 months), recruited from 14 classrooms of three kindergarten schools. They were randomly assigned to three groups: control group, free play group (non-cognitively-engaging PA), and an intervention group (cognitively-engaging PA). The intervention group performed 18 sessions …

Formy organizacyjne zajęć dydaktycznych stosowane przez nauczycieli przedszkoli (na przykłądzie Opolszczyzny)

2018

Współczesne tendencje w pedagogice przedszkolnej podkreślają potrzebę stosowania zróżnicowanych form konstruowania procesu dydaktyczno-wychowawczego - pracy zbiorowej, indywidualnej i grupowej. Podjęte w artykule rozważania teoretyczne uzupełniono wynikami badań własnych, przeprowadzonych drogą sondażu diagnostycznego, wśród nauczycielek przedszkoli w województwie opolskim. Analiza rezultatów badań dowiodła, że nauczycielki najczęściej w organizowaniu zajęć dydaktycznych stosują pracę zbiorową, choć najwyższą efektywność i zaangażowanie dzieci dostrzegają w formie indywidualnej.

Nauczanie języka niemieckiego jako języka mniejszości narodowej w przedszkolach województwa opolskiego

2017

Na terenie województwa opolskiego występują mniejszości narodowe i grupy etniczne, dla których organizowane jest kształcenie umożliwiające podtrzymywanie tożsamości narodowej, etnicznej i językowej. Od 1991 r. w szkołach, a od 2001 r. w przedszkolach zauważa się wzrost zainteresowania nauczaniem języka niemieckiego jako języka mniejszości narodowej. W przedszkolach występuje dynamika rozwoju placówek oferujących ten rodzaj edukacji, a także wzrost liczby dzieci korzystających tej oferty.

Zaniedbane emocjonalnie dzieci – symptomy, diagnoza, formy wsparcia w środowisku przedszkolnym

2020

This article aims to present analysis of possible actions of kindergarten teachers and other specialists working with emotionally neglected children. The first part of the text includes definition of emotional neglect and information about the symptoms observed in emotionally neglected child. The short term and long term consequences of emotional neglect in group of children aged 3–6 were shortly described. The characteristics enabling recognition of emotional neglect and diagnostic procedures facilitating identification of a problem by teachers and kindergarten specialists were given. Basic cues concerning the work with emotionally neglected child that can be accomplished in kindergarten, …

Longitudinal associations between teacher-child interactions and academic skills in elementary school

2017

This study examined the extent to which the quality of teacher-child interactions assessed in kindergarten (6-year-olds) is associated with children's reading and math development across the elementary school years. The sample consisted of 515 Finnish children (271 boys, 244 girls). Teacher-child interactions were observed in 49 kindergarten classrooms. The findings from the latent growth curve models showed that high-quality teacher–child interactions in kindergarten were positively associated with the initial levels of reading and math skills. Furthermore, the results indicated that high-quality teacher-child interactions in kindergarten were positively associated with children's academic…