Search results for "PRESCHOOL"

Didaktiskās spēles ka līdzeklis pirmsskolas vecuma bērnu izziņas intereses attīstīšanai

2021

Diplomdarba “Didaktiskās spēles kā līdzeklis pirmsskolas vecuma bērnu izziņas intereses attīstīšanai” mērķis ir izpētīt pirmsskolas vecuma bērnu izziņas intereses attīstīšanas iespējas, balstoties uz didaktisko spēļu izmantošanu. Darba autore analizē zinātnisku literatūru, pedagoģiskās un psiholoģiskās atziņas par pirmsskolas vecuma bērnu izziņas interesi, par didaktiskām spēlēm un tās izmantošanas iespējam izziņas intereses attīstīšanai. Vēro un novērtē pirmsskolas vecuma bērnu izziņas interesi pirms un pēc didaktisko spēļu izmantošanas. Darba rezultātā ir iegūti dati didaktisko spēļu praktiskai pielietošanai pirmsskolas vecuma bērnu vidū. Didaktisko spēļu izmantošana uzlabo izziņas intere…

Heparan sulfate levels in mucopolysaccharidoses and mucolipidoses.

2004

Glycosaminoglycans are accumulated in both mucopolysaccharidoses (MPS) and mucolipidoses (ML). MPS I, II, III and VII and ML II and ML III patients cannot properly degrade heparan sulphate (HS). In spite of the importance of HS storage in the metabolic pathway in these diseases, blood and urine HS levels have not been determined systematically using a simple and economical method. Using a new ELISA method using anti-HS antibodies, HS concentrations in blood and urine were determined in MPS and ML II and ML III patients. HS concentrations were determined in 156 plasma samples from MPS I (n = 23), MPS II (n = 26), MPS III (n = 24), MPS IV (n = 62), MPS VI (n = 5), MPS VII (n = 5), ML II (n = …

W poszukiwaniu skutecznych sposobów wspierania aktywności plastycznej dzieci w wieku przedszkolnym

2016

Contemporary education accentuates the need for versatile development of man, supporting his personality and stimulating creative attitudes. Preschool children’s activity in the sphere of visual art fallsonly too well in line with this particularly vital area of children’s creativity. In the paper, the author undertakes to analyze opinions offered by kindergarten teachers with reference to organizing and supporting children’s artistic creativity. The author offers also her own reflexions on the problem in question

Is it possible to make a diagnosis of raw, heated and baked egg allergy in children using cut-offs? A systematic review

2015

The diagnosis of IgE-mediated egg allergy lies both on a compatible clinical history and on the results of skin prick tests (SPTs) and IgEs levels. Both tests have good sensitivity but low specificity. For this reason, oral food challenge (OFC) is the ultimate gold standard for the diagnosis. The aim of this study was to systematically review the literature in order to identify, analyze, and synthesize the predictive value of SPT and specific IgEs both to egg white and to main egg allergens and to review the cutoffs suggested in the literature. A total of 37 articles were included in this systematic review. Studies were grouped according to the degree of cooking of the egg used for OFC, age…

Merkityksellisen ohjaus- ja vuorovaikutussuhteen olemus lastentarhanopettajakoulutuksen ohjatussa harjoittelussa

2014

Diagnozowanie i wspieranie rozwoju dziecka z zakłóceniami lateralizacji, na etapie edukacji przedszkolnej

2018

Okres przedszkolny jest najlepszym i najbardziej efektywnym czasem do korygowania i usprawniania rozwoju lateralizacji u dzieci. Na nauczycielach przedszkola spoczywa obowiązek podjęcia działań diagnostycznych i pomocowych wobec dzieci z nietypowym lub zakłóconym modelem lateralizacji. Wyniki przeprowadzonych badań ukazały, że nauczycielki przedszkola posiadają pewną wiedzę na temat lateralizacji, choć w sposób wyraźny zaznaczają się w niej braki, co potwierdziła analiza poszczególnych kwestii badawczych. Popularyzowanie tematu lateralizacji wydaje się więc ciągle uzasadnione.

Diagnozowanie i wspieranie rozwoju dziecka z grupy ryzyka dysleksji na etapie wczesnej edukacji

2018

A Comparison of Physical Activity Levels in Childcare Contexts among Finnish and Dutch 3-Year-Olds

2016

The aim of the current study was to determine Finnish and Dutch three-year-old preschool children’s physical activity (PA) levels and how levels vary across gender, location, time of day and social contexts in both countries. A modified version of the Observational System for Recording Physical Activity in Children-Preschool (OSRAC-P) was used to measure children’s PA levels and contextual variables (e.g. group composition, prompts) of children attending childcare centres in Finland and the Netherlands. In total, 90 Finnish children (46 boys and 44 girls) and 97 Dutch children (46 boys and 51 girls) were observed. Three-level linear regression analyses with cross level interactions were use…

Kyselymittari: Tutkimuskysely Monikielisyys ja kielitietoiset toimintatavat varhaiskasvatuksessa

2023

This survey was developed to investigate multilingualism, language awareness and language-aware practices in early childhood education in Finland. The data consists of questionnaire data collected from early childhood education staff through an online survey. There is also available some of the anonymized data gathered with this survey linked to this publication. Tämä mittari laadittiin tutkimukseen, joka käsittelee monikielisyyttä ja kielitietoisuutta sekä kielitietoisia toimintatapoja varhaiskasvatuksessa Suomessa. Kysely sisältää sekä suljettuja että avoimia kysymyksiä aihepiiristä. Mittarilla kerättyä aineistoa on soveltuvin osin anonymisoituna saatavissa opetus- ja tutkimuskäyttöön täm…

What, where, when and how : Finnish children’s perceptions of learning in preschool

2021

To be able to support young children in learning to learn—an ability that requires adapting often-unprecedented changes in society—teachers need to be aware of the ways in which children understand learning. In this qualitative study, 177 micro-interviews conducted with 41 Finnish children were analysed using an abductive method to understand their perceptions of learning in a preschool. Learning was perceived as learning to do or know things. Academic skills and contents, followed by motoric skills and sports, arts and crafts, socio-emotional skills and everyday skills, were mentioned as the learning contents. In addition, intentional teaching, teacher-initiated exercises, practising, cogn…