Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems

Broekhuizen, Martine; Mokrova, Irina L.; Burchinal, Margaret; Garrett‐Peters, Patricia

doi:10.1016/j.ecresq.2016.01.005

Cited by 91 publications

(50 citation statements)

References 59 publications

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“…By shaping prosocial attitudes and principles of behaviour in children, nursery schools contribute to forming similar attitudes at later stages of education. The above findings were confirmed by the studies conducted in the United States among the children of varied ethnic backgrounds (Broekhuizen et al, 2016).…”

Section: Factors Influencing the Effects Of The Education Systemsupporting

confidence: 59%

Population Density in Rural Areas as a Driver of the Human Capital Development

Polcyn

Czyżewski

2018

Proccedings of International Scientific Conference "RURAL DEVELOPMENT 2017"

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Rural areas are typically characterised by uneven access to education and the resulting varying levels of pupils’ educational attainment. The inefficiency of the education system may lead to a decreased level of human capital development in the society. It is therefore vital to identify the factors responsible for the inefficiency of the education system and take steps to mitigate their negative impact. The aim of the present study is to determine the relationship between the population density in rural areas, the pupils’ average level of examination performance and the educational value added. The analyses were based on the exam results achieved by lower secondary school-leavers in 1,372 rural communes between 2012 and 2014. The original intention was to include all rural communes in the analysis. However, due to the incompleteness of the data concerning some of the communes, they were eventually excluded from the study. The final sample for analysis consisted of about 58% of all rural communes in Poland. The communes were divided into classes, based on the criterion of population density. The objects under study were arranged in an ascending order according to the value of the population density variable, and then divided into four classes (class A contained 25% of communes with the highest population density). The classes thus defined were used as a qualitative predictor in the subsequently performed ANOVA test. As a next step, contrasts were determined by applying a simple contrast to the analysed classes of communes. The analyses revealed that the highest examination results were achieved in the communes with the highest population density, while the lowest examination results were found in the communes with the lowest population density. This dependence may be indicative of educational negligence at lower levels of education, in this particular case - at the stage of primary school. The results of the analyses point to the need for expanding the network of nursery schools. To address the above problem, financial support should be provided from the state budget to social initiatives aimed at increasing the access to nursery schools, e.g. by creating an appropriate system of subsidies for nursery schools run by both local governments and private entities.

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Section: Factors Influencing the Effects Of The Education Systemsupporting

confidence: 59%

Population Density in Rural Areas as a Driver of the Human Capital Development

Polcyn

Czyżewski

2018

Proccedings of International Scientific Conference "RURAL DEVELOPMENT 2017"

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“…Bu çalışmaların aksine, Duman ve Temel (26) Çalışmamızda, elektronik, uzaktan kumandalı, bilgisayar oyuncakları, güncel kahramanları, maket uçakları, gemileri, evleri ve oyuncak savaş aletlerini tercih eden çocukların sosyal duygusal uyumlarının azaldığı, diğer bir taraftan sosyal duygusal uyumları artan çocukların ise sosyal oyun davranışları artarak, itiş kakış ve sessiz oyun davranışlarının azaldığı belirlenmiştir. Çalışmamıza paralel olarak, yapılan çalışmalarda da, sosyal duygusal uyum düzeyleri yüksek olan çocuklarda olumlu ilişkilerin daha fazla olduğu bildirmiştir (33,34) . Broekhuizen ve ark.…”

Section: Discussionunclassified

Assessment of the Relationship between Toy Preferences of Preschool Children and Their Play Behaviors and Social Emotional States

Sezici¹,

Yiğit²

2019

JAREN

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ÖZAmaç: Araştırma, okul öncesi çocukların oyuncak tercihleri, oyun davranışları ve sosyal duygusal uyumu arasındaki ilişkinin değerlendirilmesi amacıyla planlanmıştır. Yöntem: Bu araştırma analitik ve kesitsel tiptedir. Araştırmanın örneklemini belirlenen tarihlerde anaokuluna devam eden 155 çocuk ve annesi oluşturmuştur. Araştırma verileri "Çocuk Bilgi Formu", Oyuncak Tercih Formu", "Okul Öncesi Oyun Davranışı Ölçeği" ve "Marmara Sosyal Duygusal Uyum Ölçeği" ile elde edilmiştir. Bulgular: Araştırmaya katılan çocukların 74'ü kız, 81'i erkek, %48,4'ü beş yaşında ve %51,6'sı altı yaşındadır. Araştırmaya katılan erkek çocukları maket uçakları, gemileri, evleri (%62,9) ve oyuncak savaş aletlerini (%77,8), kız çocuklarından çok daha fazla tercih ettikleri belirlenmiştir (%25,7, %6,8). Erkek çocuklarının itiş kakış oyun ve yalnız pasif oyun davranışları kız çocuklarına göre istatistiksel olarak anlamlı düzeyde yüksek saptanmıştır (p<0,05). Çocukların sosyal duygusal uyumları ile itiş kakış oyun davranışları arasında negatif yönde orta düzeyde (p=0,001), sosyal oyun davranışları arasında pozitif yönde orta düzeyde (p=0,001), sessiz oyun davranışları arasında da negatif yönde zayıf düzeyde (p=0,003) istatistiksel olarak anlamlı bir ilişki belirlenmiştir. Sonuç: Araştırma sonuçları çocukların oyuncak tercihleri, oyun davranışları ve sosyal duygusal uyumları arasında anlamlı bir ilişkinin olduğunu göstermektedir.Anahtar kelimeler: Oyun, oyuncak seçimi, oyun davranışı, sosyal uyum ABSTRACT Objective: The research has been planned with the purpose of assessing the relationship among toy preferences of pre-school children and their play behaviors and socioemotional adaptation. Methods: This is an analytical and sectional type of research. Samples of the research consisted of 155 nursery school children and their mothers between the predetermined dates. The research data have been obtained through "Child Information Form", "Toy Preference Form", "Pre-school Play Behavior Scale" and "Marmara Social Emotional Adaptation Scale". Results: Seventy-four girls, and 81 boys participated in the research. Study population consisted of 5 (48.4%), and 6-yearold (51.6%) children. It has been determined that boys participating in the research preferred model planes, ships, houses (62.9%) and toy warfare tools (77.8%) much more frequently than girls (%25.7, and %6.8, respectively). It has been determined that boys displayed hustle and bustle play and lonely passive play behaviors significantly more frequently than girls (p<0.05). A negative, medium level of statistically significant relationship between socioemotional adaptations and hustle and bustle play behaviors of children (p=0.001), a positive, medium level statistically significant relationship between their social play behaviors and socioemotional adaptations (p=0.001), a negative, weak statistically significant relationship between their quiet play behaviors and socioemotional adaptations (p=0.003) have been determined. Conclusion: Results of the research indicate a significan...

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“…Supporting children to master reading, writing and counting skills are tailored to their developmental stages, environmental support, and positive interest in children. Moreover, classroom settings contribute to adaptation of children to higher education levels of kindergarten [39]. Indeed, Kindergarten is the place for children develop the potential through the nature of learning in the form of play.…”

Section: Resultsmentioning

confidence: 99%

The Dilemma of Reading, Writing, and Counting in Early Childhood Education: A Qualitative Descriptive Study

Pertiwi¹,

Sujana²,

Pudyaningtyas³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Playing with children can optimize child development, provide life experience and is the fundamental right of children, however, pencil and paper have become a regular activity for children in this era. Although many studies have concluded that learning to read, write and count is not necessary for early childhood, there are many Early Childhood Education (ECE) still applying it. It happens because of a dilemma between the curriculum and the willingness of parents. This article is the result of qualitative descriptive research that discussed why it happened and how to overcome it. Data collected from ECEs in Karanganyar, Indonesia and Wat Donmuang School in Bangkok, Thailand. The results show that the desire to teach reading, writing and counting to children is not from the ECE, but from the parents who consider that the smart child is a child who can read, write and count. Beside it, several excellent primary schools require the prospective students able to read, write and count. The practical implication of this paper is to widen the perspective of ECE that they don't need academic achievement only but affection and maturation should be the foundation of education.

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Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems

Cited by 91 publications

References 59 publications

Population Density in Rural Areas as a Driver of the Human Capital Development

Population Density in Rural Areas as a Driver of the Human Capital Development

Assessment of the Relationship between Toy Preferences of Preschool Children and Their Play Behaviors and Social Emotional States

The Dilemma of Reading, Writing, and Counting in Early Childhood Education: A Qualitative Descriptive Study

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