Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Institution
- Publication
- Publication Type
Articles 1 - 4 of 4
Full-Text Articles in Education
Content Fundamentals For A Tv Show Aimed At Indigenous Children Aged 3 To 6: A Literature Review And Discussion Paper, David Norris
Content Fundamentals For A Tv Show Aimed At Indigenous Children Aged 3 To 6: A Literature Review And Discussion Paper, David Norris
Indigenous Education Research
The following literature review was undertaken to establish a foundation for the discussion of potential content (and the issues pertaining to the implementation of that content) for an educational television program aimed at Indigenous children aged 3 to 6. Specifically, the literature was read with an eye to identifying the most effective and relevant learning styles, teaching techniques and subject matters that will successfully engage, support and inform Indigenous children and their families in the transition from home/pre-school to school, and onwards into their early years of schooling.
Effects Of Language On The Development Of Executive Functions In Preschool Children, Greer A. Ezrine
Effects Of Language On The Development Of Executive Functions In Preschool Children, Greer A. Ezrine
Counseling and Psychological Services Dissertations
The purpose of this research was to investigate the relationship between language skills and the development of executive functions in a normative preschool population over a 3 year period. Hierarchical Linear Modeling (HLM) was used to examine models of individual change and correlates of change in the growth of 7 executive skills in a sample of 39 children ages 3 to 5. Results of the analyses revealed significant positive linear growth trajectories over time for 5 of the 7 executive skills measured (p < .05). Maturation alone accounted for a significant amount of variance in nonverbal working memory (Block Span, Stanford Binet-5th Edition (SB-5)) and problem solving skills (Tower, NEPSY). Growth in verbal working memory (Memory for Sentences, SB-5) was predicted uniquely by initial receptive vocabulary (Peabody Picture Vocabulary Test–3rd Edition) and oral language (Comprehensive Assessment of Spoken Language) skills, even after considering age. Language variables did not predict rate of change in the 6 other executive skills measured. Thus, the pattern of results extends previous cross-sectional research by documenting that executive skills grow systematically with age in individual children during the preschool period. Furthermore, results suggest that during the preschool years, language ability is an important predictor of growth in working memory for verbal information—a capacity associated both theoretically and empirically with the transition from other- to self-regulation in early childhood. Findings are discussed in relationship to the literature on school readiness and the development of self-regulation. Implications for future research and practice are also suggested.
Effects Of Social Story Interventions On Preschool Age Children With And Without Disabilities, Cori Michelle More
Effects Of Social Story Interventions On Preschool Age Children With And Without Disabilities, Cori Michelle More
UNLV Theses, Dissertations, Professional Papers, and Capstones
More children are receiving care outside of their home under the age of six (Childstats.gov, 2007). The quality of these programs has a direct impact on student’s readiness for school (Burchinal, Roberts, Nabors, & Bryant, 1996). Social readiness is the foundation for school readiness and academic achievement (Blair, 2002; Brigman, Lane, Lane, Lawrence, & Switzer, 1999; Raver, 2004). Acquisition of social skills plays a key role in preschool age children’s readiness for school, thus interventions that teach young children social skills are of importance. The purpose of this study was to examine the effects of Social Story interventions on preschool …
Implementation Of A Relationship-Based School Readiness Intervention: A Multidimensional Approach To Fidelity Measurement For Early Childhood, Lisa L. Knoche, Susan M. Sheridan, Carolyn P. Edwards, Allison Q. Osborn
Implementation Of A Relationship-Based School Readiness Intervention: A Multidimensional Approach To Fidelity Measurement For Early Childhood, Lisa L. Knoche, Susan M. Sheridan, Carolyn P. Edwards, Allison Q. Osborn
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The implementation efforts of 65 early childhood professionals involved in the Getting Ready project, an integrated, multi-systemic intervention that promotes school readiness through parent engagement for children from birth to age five, were investigated. Digital videotaped records of professionals engaged in home visits with families across both treatment and comparison conditions were coded objectively using a partial–interval recording system to identify and record early childhood professionals’ implementation of intervention strategies and their effectiveness in promoting parent engagement and interest in their child. Adherence, quality of intervention delivery, differentiation between groups, and participant responsiveness were assessed as multiple dimensions of fidelity. …