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Articles 1 - 9 of 9

Full-Text Articles in Education

The Effects Of Structured Physical Activity Programs For Gross Motor Development In Preschoolers., Matthew Farwell May 2020

The Effects Of Structured Physical Activity Programs For Gross Motor Development In Preschoolers., Matthew Farwell

Kinesiology, Sport Studies, and Physical Education Synthesis Projects

The purpose of this synthesis was to review the literature on the effects of structured physical activity programs on the gross motor skills of preschooler. It was determined that the benefits of physical education for children in elementary school has been well-documented and include acquiring gross motor skills more rapidly as well as improved cognitive functioning. However, the benefit for preschoolers from organized physical activity or a motor program is not as prevalent in research and discussion. A structured motor program is defined as a motor planning program designed by an expert in Motor Development, Physical Education or Physical Activity ...


A Preschool Obesity Prevention Program Is Associated With Improvements On Physical Activity Quality, Fernando Juarez Jr., Azeem A. Hussain, Shiyu Li, Vanessa Estrada, Jill Johnstone, Zenong Yin, Erica Sosa Feb 2018

A Preschool Obesity Prevention Program Is Associated With Improvements On Physical Activity Quality, Fernando Juarez Jr., Azeem A. Hussain, Shiyu Li, Vanessa Estrada, Jill Johnstone, Zenong Yin, Erica Sosa

International Journal of Exercise Science: Conference Proceedings

The Míranos! Look at Us We Are Healthy (Míranos!) is an eight-week pilot intervention to promote healthy weight gain in low-income preschool Latino children aged 3-5 years. A major focus is to increase time spent in physical activity level, especially moderate to vigorous physical activity (MVPA) during play time and improve class instruction quality. According to one published study, preschool children spent only 14% of play session time in MVPA and 73% in sedentary activity (Tandon, 2015). PURPOSE: To assess the effectiveness of the Míranos! pilot intervention on the quality (lesson context, and health promotion interactions) and level of physical ...


An Eight-Week Physical Activity Intervention Is Associated With Gross Motor Skills In Preschool Children, Azeem A. Hussain, Fernando Juarez Jr., Shiyu Li, Vanessa Estrada, Jill Johnstone, Erica T. Sosa, Zenong Yin Feb 2018

An Eight-Week Physical Activity Intervention Is Associated With Gross Motor Skills In Preschool Children, Azeem A. Hussain, Fernando Juarez Jr., Shiyu Li, Vanessa Estrada, Jill Johnstone, Erica T. Sosa, Zenong Yin

International Journal of Exercise Science: Conference Proceedings

The preschool age (three to five years old) is critical in developing gross motor skills. Additionally, children with higher fundamental movement skills are more likely to participate in high levels of physical activity (Han, Fu, Cobley, & Sanders, 2018). PURPOSE: To determine if the eight-week physical activity (PA) pilot intervention program is associated with gross motor development in preschool children ages three to five years old. METHODS: Study participants were 35 children (average age=3.74 (SD 0.74); 82.67% Hispanics, 8.57% African American, 2.86% white, and 5.71% others) enrolled in two Head Start Centers in San Antonio, Texas. Gross motor development was assessed by the Gross Motor Quotient (GMQ) scores of the Test of Gross Motor Development-2 (TGMD-2). TGMD-2 was administered at the baseline and the posttest by three trained research assistants, following an established protocol (CDC, 2012 ...


Design And Validation Of A Scale For Preschoolers: Measuring Nutrition Knowledge, Beliefs, And Behaviors, Michelle E. Johnson Dec 2017

Design And Validation Of A Scale For Preschoolers: Measuring Nutrition Knowledge, Beliefs, And Behaviors, Michelle E. Johnson

Electronic Theses and Dissertations

The literature indicates a lack of validated scales to measure nutrition knowledge, attitudes and behaviors in preschool-aged children. Reliable and valid assessment tools are critical in the development of nutritional interventions for young children; careful design, including psychometric evaluation of reliability and validity, is the best approach to scale development. Best practice points to an efficient, yet comprehensive look at the constructs of knowledge, attitudes, and behaviors. This multi-phase study included 298 preschool children ages 2-6 years (151 girls, 147 boys; mean age 3.936). A 45-item scale was created, with 4 subscales to measure the nutrition knowledge, attitudes, and ...


Assessing Vocabulary Of Children: Investigating The Evaluation And Instruction Of Basic Concepts, Rebecca Elizabeth Smith May 2015

Assessing Vocabulary Of Children: Investigating The Evaluation And Instruction Of Basic Concepts, Rebecca Elizabeth Smith

Theses and Dissertations

Vocabulary knowledge of preschool children is a key factor in predicting literacy success in elementary school (Hammer, Farkas, & Maczuga, 2010). However, few deliberate attempts to teach basic concept vocabulary have been studied (Bowers & Schwarz, 2013; Wilson, 2004). The purpose of this research is to determine if large group explicit instruction with interactive activities of specific basic concept vocabulary will increase preschool children's understanding of basic concept terms when measured by a standardized basic concept assessment. This research will also assess the validity of a basic concept-curriculum based measure (BC-CBM) as an efficient tool to monitor a child's understanding of basic concept vocabulary over time. There were 30 preschool children (M age=53.8 months) who ...


Beyond The Pencil: Expanding The Occupational Therapists’ Role In Helping Young Children To Develop Writing Skills, Hope K. Gerde, Tricia D. Foster, Lori E. Skibbe Jan 2014

Beyond The Pencil: Expanding The Occupational Therapists’ Role In Helping Young Children To Develop Writing Skills, Hope K. Gerde, Tricia D. Foster, Lori E. Skibbe

The Open Journal of Occupational Therapy

Occupational therapists (OTs) play an important role in early childhood classrooms as vital members of the educational team, particularly for young children’s writing development. Children’s emergent writing is a foundational literacy skill, which begins to develop well before they enter elementary school. However, early childhood classrooms are lacking in supports for early writing development. OTs are experts in guiding the development of early writing skills in young children and, therefore, should be considered as critical members of the early literacy curriculum team. This paper identifies the critical role emergent writing plays in early childhood literacy development and how ...


Explicit Teacher-Implemented Phoneme Awareness Instruction: Preschool Effects, Osterhouse Jun 2013

Explicit Teacher-Implemented Phoneme Awareness Instruction: Preschool Effects, Osterhouse

Master's Theses

The purpose of the current study was to investigate the impact of explicit, concentrated, teacher-implemented phonological awareness instruction for ―at risk‖ 4- year-olds. Early childhood educators were trained to implement a 10-week program delivered for 20-minute sessions, four times a week, in their classrooms. The program focused on phonological awareness beginning at the level of letter-sound knowledge and advancing to blending and segmenting constituent phonemes in words. Pre- to post-treatment comparisons of phonological awareness and letter knowledge skills indicated that children in the experimental group made significant gains in comparison to the control group in phoneme blending and letter knowledge ...


Preschoolers With Speech And Language Impairment: Case Studies From A Teacher-Delivered Phonological Awareness Program, Wickham Apr 2013

Preschoolers With Speech And Language Impairment: Case Studies From A Teacher-Delivered Phonological Awareness Program, Wickham

Master's Theses

Past and present research demonstrates early reading success related to phonological awareness (PA) instruction conducted individually or in small groups outside of the preschool classroom. This study investigated the effects of an explicit, intensive and teacher-delivered PA instruction for children with speech sound disorder and language impairment as part of the preschool curriculum. The investigator examined the performance of individual cases in both groups, those who received instruction and the control. Two participants in each of the experimental (E1 and E2) and control (C1 and C2) groups had standardized scores indicating deficits in speech and/or language. These children who ...


Getting Ready: Promoting School Readiness Through A Relationship-Based Partnership Model, Susan M. Sheridan, Christine Marvin, Lisa Knoche, Carolyn P. Edwards Jan 2008

Getting Ready: Promoting School Readiness Through A Relationship-Based Partnership Model, Susan M. Sheridan, Christine Marvin, Lisa Knoche, Carolyn P. Edwards

Faculty Publications, Department of Psychology

School readiness is determined by the life experiences of young children between birth and enrollment in formal education programs. Early intervention and education programs designed to promote school readiness often focus on skills a child fails to demonstrate that are believed to be of importance to social and academic success. The Getting Ready model of early childhood intervention (Sheridan, Edwards, & Knoche, 2003) recognizes the transactional nature of young children’s development and the important role parents play in pre-school readiness and school-age success. In the Getting Ready model, collaborative partnerships between parents and professionals are encouraged to promote parent’s ...