Search results for "esikouluikäiset"

Sokean ja vaikeasti heikkonäköisen lapsen koulunaloitusvalmiudet : taitojen ja tuen tarpeen arviointi

2017

Tässä laadullisessa tutkimuksessa on kehitetty menetelmä, jonka avulla sokeiden ja vaikeasti heikkonäköisten esiopetusikäisten lasten taitoja ja tuen tarpeita voidaan arvioida ja seurata. Menetelmän avulla voidaan siirtää tietoa lapsen siirtyessä esiopetuksesta kouluun. Menetelmässä huomioidaan sokean ja vaikeasti heikkonäköisen lapsen kehityksen erityispiirteet. Menetelmälle annettiin nimeksi SoLa kohderyhmän, sokeiden ja vaikeasti heikkonäköisten lasten mukaan. Menetelmän kehittämistä varten koottiin tietoa sokeiden ja vaikeasti heikkonäköisten lasten kehitystä koskevasta kirjallisuudesta, Suomessa käytössä olevista esiopetusikäisten lasten arviointimenetelmistä ja näkövammaisten lasten e…

Physical activity during pregnancy and early childhood from the perspective of gestational diabetes risk and children's body composition

2017

This study investigated the factors associated with self-reported leisure-time physical activity excluding household activities (LTPAexHH) among women at risk for gestational diabetes (GDM), change in self-reported LTPA including household activities (LTPAinHH) from pre-pregnancy to 7-year follow-up as well as the influence of risk for GDM on their children’s physical activity (PA) and body composition. The association between maternal and child PA, and associations of PA with body composition and physical fitness in preschoolers were also studied. A sample of 399 pregnant women at risk for GDM was examined in a cohort study, and 199 mother-child dyads were assessed in cross-sectional and l…

Response to computer-assisted intervention in children most at risk for mathematics difficulties

2015

Evidence of an association between poor early number skills and a high risk for later difficulties in mathematics manifests a need for both early identification of risk and effective prevention of difficulties. However, only a few theory-based assessment and progress monitoring tools, and intervention methods are avail able for this purpose in Finnish pre-primary education. This thesis aimed to examine to what extent a theory-based computer-assisted intervention method (GraphoGame Math, GGM) can support early number skills development in children (6௅7-year-olds) most at risk for mathematics difficulties (MD; defined as performance below the 10th percentile). The specific aims were threefold…

The effects of motor skill and physical activity interventions on preschoolers' cognitive and academic skills: A systematic review

2022

The present systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on cognitive and academic skills in typically developing 3 to 7-year-old children. The review was conducted and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A literature search was carried out in April 2020 using seven electronic databases. The methodological quality of the studies was assessed with the Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. Cohen's d effect size calculations and post hoc power analyses were conducted for the in…

Associations between physical activity, motor skills, executive functions and early numeracy in preschoolers

2022

We investigated direct and indirect cross-sectional associations of physical activity, fundamental motor skills, executive functions, and early numeracy in preschoolers. The participants were 214 preschoolers aged three to five years. Time spent in moderate and vigorous physical activity was measured by hip-worn accelerometers and fundamental motor skills using the tasks assessing locomotor, object control, and stability skills. Inhibition/switching and working memory/updating, as components of executive functions, were assessed by computerized tests and a standardized test was used to assess early numeracy. Path analyses were used to examine direct and indirect associations between the con…

Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1

2021

We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from …

Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading an…

2021

This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately fo…

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…

Lasten suusta kuulee totuuden - myös valehtelusta : esiopetusikäisten käsityksiä lasten valheista ja valehtelusta

2001

Socioecological correlates of perceived motor competence in 5- to 7-year-old Finnish children

2019

We investigated child, family, and environmental factors associated with young children’s perceptions of locomotor (LM) and object control (OC) skills. The participants comprised 472 children (6.22 ± 0.63) and their parents. The children were assessed for their perception of motor competence in LM and OC skills (using the pictorial scale of Perceived Movement Skill Competence for young children), and actual motor competence (Test of Gross Motor Development 3rd edition and Körperkoordinationstest Für Kinder). Anthropometrics were calculated using the children’s body mass index standard deviation scores. A parent questionnaire included questions about child factors (sex, child’s independent w…