Pre-School Education - Science topic

See The Elementary School Journal. You fill find papers related to your research issue. As example Ansari, A., & Gottfried, M. A. (2020). Early childhood educational experiences and preschool absenteeism...

This study may be useful.

Please find attached.

Hello, Jolanta.

You may be interested in this artícle: 

Sincerely

Dear Anika

Thanks for your helpful suggestion. I will consider for using SNAP as an alternation.

I also recommend you BAPNE Method: 

I am more interested in research projects, regional or international, where I will be able to share and benefit from assorted experiences especially from Third world countries where such kind of research is absolutely lacking.

Some literature on playing, gender, and

some on language development.

Regards,

Joachim

Thank you so much for your help !! 

I am very grateful to both of you !! :)) 

Music is an important part of the child care curriculum. Young children love sound. Music activities and experiences help children practice important skills, including thinking, language, motor coordination and understanding emotions.

We should communicate through email, Aleksandar, because at the Minnesota Learning Resource Center in Minneapolis trainings are conducted for the most advanced and effective school readiness programs PreK-4th grade.  Over 6000 teachers have been trained in school teams (including the physical education teacher) for brain stimulation in the classroom, gymnasium/floor and playground.  A huge part of the program is movement activities that produce high levels of agility and coordination, strength, endurance and flexibility.  School readiness in America is a problem that produces too many students in need of special education.  Compared to norms, half of the students in the Stimulating Maturity through Accelerated Readiness Training (SMART) program achieve at the 75%ile on formal and informal tests.  I am a co-developer of this program that integrates movement stimulation for kinesthetic, tactile, visual and auditory stimulation to produce unprecedented results.  The program includes movements that inhibit retained primitive reflexes that produce discomfort and unpredictable actions.  We include mobility coordination for fire escape safety, sighting eye dominance, correct handedness related to language hemisphere, eye motility, eye fixations, eye convergence, visual field expansion, vestibular stimulation (sliding, rolling, spinning), etc, all of which impact comfort in sitting in class, increasing ability to concentrate and pay attention, and deep joy in body exertion, thrills, and social participation. A separate training class for pre-kindergarten teachers is now available.  Young children must move, and some moves are better than others.  We should talk.  Lyelle

Allyssa  McCabe,

I was just reading Tempii Champion's question on developing narrative research with African American kids. You mentioned the analysis of Africanist? Excactly what is an Africanist analysis? My focus area in research includes Africentrism, but I have never heard the term Africanist?

                                   AKA/ Mile' Ealy [doctoral candidate]

Hello Guita, below is the link to a story book designed specifically with the aim of changing children's attitudes towards disability. Hope this helps. Regards Hemant

As CEO of Autism SA I've asked a few people this question and received tow quite distinct responses, one that children do not cope with natural environments as by definition they lack structure and/or involve sensory overload, or, the other that children benefit significantly. I'm not aware of any specific research but you can check Claire Warden's forest t kindy website and Richard Louv's children and nature site.

My research is related to the topic and there is certainly myriad findings on the benefits from a whole range of social and medical aspects

Hello Rosemary- I like the above comments and the work of Mathias Urban (2008, 2009). At the IPDA (International Professional Development Association) conference in 2009, Urban used the analology of 'the wizard of Oz' in explaining many interventions in early years. The interventions are inclined to focus on an 'end-product' as opposed to being based on an awareness of surrounding processes (like the characters on the yellow brick road and their emphasis on 'getting to Oz'). So circle time can be fine if it focuses on processes. Bu it's less fine if it looks at end products.

I would suggest to have a look at the Index for Inclusion - an instrument that is specifically designed to support the inclusive development of schools (there is a version for early years as well). It was developed in the UK and tested there, as well as in a number of other countries (including Bulgaria): http://www.csie.org.uk/resources/inclusion-index-explained.shtml

Hi, Gordon:

This has been a perplexing issue for many in education! Perhaps because of  problems in understanding, communicating and transferring lean thinking in the education context!

For example, a recent research study (Bessette, 2012) argued that principles, management, and leadership tactics within standards of businesses recently have proven to become nonconforming in terms of education which prevails and is exercised in businesses!

The author goes on to argue that simplistic operations techniques which have been used and nurtured in the past three decades have shown to become obsolete in terms of the new visions and focuses on realistic goals and plans within companies and organizations.

Furthermore, the author argues that sustainable methods, with the increased concentration in operations management techniques, have proven to be useful and educational in terms of task completion. When companies, associations, and organizations plan and show significant impacts on environments, ecosystems, and societies, they have the ability to enable humans to significantly help improve the surrounding educational methods towards businesses!

Very interesting research. please take a look at it:

Hope this helps!

Nadeem

General point: early tests for visually impaired children often made use of items in existing tests of intelligence which did not require visual analysis. Consequently, they over-relied upon items in verbal scales and inventories, which, more often than not, required verbal reasoning. Clearly, relying upon skills developed with sighted children, rather than incorporating the sensory skills that visually impaired children develop to represent, understand and reason about their physical and cognitive environments, did not adequately assess the ability of visually impaired children.

Your intention to include auditory, tactile and olfactory assessments should avoid that problem. What levels of sophistication do you require in instruments you need to assess auditory and olfactory skills?

Hi,

Of course there are many theories relating to child language acquisition. However, your question is not sufficiently clear. can you really demarcate acquisition processes for a child between school and non-school at that age? Also, I fail to see why you would think that general language acquisition theories might not be useful here. I do not think the setting matters. Rather, it is the process. Starting from Chomsky's general language acquisition theory through his (LAD), to more sociologically inclined theories of recent years, I am sure you will find something worth looking at. I attach twoi links to resources focusing on child language acquisition specifically. You might find them useful

Cogeco (2002) `Theories of Child Language Acquisition` Internet access @: http://home.cogeco.ca/~monicafitz/theories.htm

Cogeco (2002) `Stages in child acquisition` internet access @:   http://home.cogeco.ca/~monicafitz/theories.htm

While I agree with Mr. Umachandran's discription of what is actually happening from a global point of view I must however disagree that all we can do is accept and conform. Mr. Umachandran's pointing out of Multilateral Development Cooperation in a Changing Global Order is correct but look and the last three words (changing Global Order). These words should scare the (fill in) out of all of us. Does it remind anybody of a certain U.S. president remarks about a new world order? This begs the question are we as researchers acting as functionalists?

Mr Krug makes a valid point, and asks a very real question. By standerizing all reasearch in the social sciences are we, as researchers, capitulating to the requirments being demanded by the Changing Global Order? If so the we are in the practice of fatalism. Surrendering our collective power by conformity, and denying the responcibility of our agency in (what I hope is) the pursuit of global eguality. Not by denying past wrongs but finding equitable solutions forthose  past and ongoing issues. 

Any way just some thoughts

Douglas

Childrens right's based pedagogy is fundamental to early childhood education for sustainability, suggest you check a new research publication:

Davis, J. & Elliott, S. (2014). Research in early childhood education for sustainability: International perspectives and provocations. London: Routledge.

But to study this - you must also measure teacher motivation and teacher morale - otherwise this will confound the study and further it is very important the kind of assumptions you are going to make with regard to teachers and about teachers.

Sounds like a valuable project.

The only teachers who should 'intervene' where child mental health problems are suspected are those that are members of the Royal College of Psychiatrists, Physicians or Surgeons or a clinical psychologist.  The cluster of conditions frequently misdiganosed as ADHD can include serious neurological conditions and these can be masked by this catch all 'diagnosis'.

I am unclear what you mean by at risk of ADHD.  There is no biological marker for this condition or clearly identified causes and imposing this lable on a child can have devastating consequences.  If a child presents with behavioral problems then they need to be reffered to a medical practioner to determine if they have any underlying causes.  They should not be given this highly stigmatising label by amateurs, whether they be parents, teachers or social workers.   

Elzbieta, your hypotheses would be of form like:

"There is a relationship between physical fitness and BMI of preschool children."

"There are differences in BMI of the two groups of preschool children with high and low level of physical activity."

"There are differences in physical fitness of 3 groups of preschool children with different amount of time spent on computer games."

Now these hypotheses are such that you can apply statistics on them. You have to check the hypotheses through an analysis. Your hypotheses would look like what I stated above. So on the first one, you would apply correlation. On the second one, a t-test. On the third one, ANOVA.

Your hypotheses decide your choice of selecting a statistical test. And your hypotheses are based on your problems of research.

So have you made any such hypotheses?

Thank you Elna, this is very helpful. I'm definitely interested in exploring emergent literacy concept, so I'll gladly check literature recommended by you.

what I think ?

1.prevail home environment in school.

2.teacher should not do his/her duties like a duty but with a responsibilities.

3.should not develop a fear of learning by pressuring the child .

4. teach the child in a natural setting instead of formal setting.

5.play way based curriculum is favorable.

6. too much focused on science make the child Robbert.

7.character knowledge is must .