The purpose of the study was to determine whether the regular leisure-time physical activity of preschool teachers (n = 177) is associated with their self-perceived competence for leading physical ...activities among preschool children. For the data collection on self-assessed physical activity and the subjective assessment of competence for leading the process of physical activities among preschool children, we used a questionnaire. We can conclude that the leisure-time physical activity of preschool teachers is associated with their subjective perception of competence for leading the process of physical activity among preschool children.
Background
Preschoolers' temperament characteristics are associated with children's long‐term development. Such links underscore the importance of understanding factors that shape temperament during ...preschool. This is the first study to examine genetic and environmental sources of developmental growth in three temperament dimensions: surgency, negative affectivity, and effortful control, during the preschool period.
Methods
Biometric latent growth curve modeling was used to examine genetic, shared, and nonshared environmental contributions to the invariant level of and developmental growth in temperament, using a sample of 310 same‐sex twin pairs (MZ = 123, DZ = 187) assessed at 3, 4, and 5 years of age. Temperament was assessed using primary caregiver's report on the Child Behavior Questionnaire‐Short Form.
Results
All three temperament dimensions demonstrated linear increases from ages 3 to 5 years. The invariant levels of all three temperament dimensions were explained by genetic and nonshared environmental factors. Growth in surgency was fully explained by nonshared environmental factors, while growth in negative affectivity was mainly explained by genetic factors. Growth in effortful control was explained by genetic and nonshared environmental factors, although neither were significant due to large bootstrap standard errors. For negative affectivity and effortful control, the genetic factors that contributed to developmental growth were independent from those associated with their invariant levels.
Conclusions
Collectively, these findings indicate that both genetic and nonshared environmental factors play important roles in the invariant levels of temperament. Findings also accord a critical role of children's nonshared environment in the development of surgency and to a lesser extent negative affectivity and effortful control. It is also notable that novel genetic effects contribute to developmental growth in negative affectivity and effortful control as children age, emphasizing the importance of integrating developmental models in genetic research.
Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we ...examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before others. We examine this issue in a sample of 72 children: 40 older 2-year-olds, Mage = 2.78 (.14); R = 2.50-3.00, and 32 older 4-year-olds, Mage = 4.77 (.16); R = 4.50-5.00, living in Michigan in the United States. We use a battery of four established ownership tasks that tested different aspects of children's ownership thinking. A Guttman test revealed a reliable sequence that explained 81.9% of children's performance. Namely, we discovered that identifying familiar owned objects emerged first, control of permission as a cue to ownership second, understanding ownership transfers third, and the tracking of sets of identical objects last. This ordering suggests two foundational ownership abilities on which more complex reasoning may be built: the ability to include information about familiar owners in children's mental models of objects and recognizing that control is central to ownership. The observed progression is an important first step toward developing a formal ownership scale. This study paves the way for mapping the conceptual and information-processing demands (e.g., executive functioning, memory) that likely underlie change in ownership thinking across childhood.
Public Significance Statement
Reasoning about ownership is an everyday part of early social life. This exploratory investigation examines how different aspects of ownership reasoning develop during early childhood.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
The fact that children have been acquainted with sports from their early years is an important determinant of their attitudes and behaviors in their future lives and constitutes the most basic part ...of a country's athletic resource in broadcast sports policies. Early childhood is important in supporting the development of children as well as in acquiring certain habits. Quality management of this time zone is also important. For this reason, in this research, it was aimed to examine the opinions and expectations of the parents of preschool children who are in pre-school education to direct their children to judo sports. The data are arranged in categories, interpreted as descriptive and frequency. As a result, according to priority order; it is important for the female parents that their children are healthy, develop their own discipline, learn sports culture and morality. Moreover, they want them to be psychologically good and healthy as well as expecting them to socialize, learn sports culture and morality, develop their self- discipline. Also, they are guiding their children to judo sports because they want to improve morality, social cohesion and self-discipline. The results obtained in Turkey Judo Federation and judo policies will be developed in preschool education for coaches, and will create significant resources and proposals for the strategy which has been developed for data.
Past meta-analyses show that both child-mother and child-father attachment insecurity are independently and jointly associated with more externalizing behaviors in children. Little is known, however, ...on the ways that different types of insecure attachment independently and jointly predict the development of externalizing behaviors over time. Existing work also neglects the impact of children's gender within the context of child-father relationships. The current study addresses these limitations by investigating how insecure type of child-father attachment, child-mother attachment, and their interaction in the preschool years predict boys' and girls' externalizing behaviors in middle childhood, when controlling for children's externalizing behaviors in the preschool years. The sample included 144 preschool-aged children (M = 46.89 months, SD = 8.77, 83 girls) and both of their parents. At Time 1, children completed independent separation-reunion procedures with each parent, which were coded using the Preschool Attachment Rating Scales. At Time 1 and Time 2 (5 years later), mothers and fathers completed the Strengths and Difficulties Questionnaire to report on their children's externalizing behaviors. Results showed no systematic differences in the way that child-mother and child-father attachment predicted the development of externalizing behaviors in boys and girls. Across all children, results identified an interaction of child-father and child-mother ambivalence, by which the presence of ambivalence toward both parents predicted the development of more externalizing behaviors. In addition, child-father controlling-caregiving attachment predicted the development of fewer externalizing behaviors. These results provide insight into the ways that insecure child-father and child-mother attachment predict later socioemotional adaptation.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
This study aimed to investigate the impact of a Parenting Program, which was developed for parents of preschoolers, on children's behavioral problems. The study sample included 38 children between ...the ages of 4 and 6 attending an independent kindergarten in Keçiören District of Ankara Province, and their parents (38). The study adopted an experimental design with a pretest-posttest control group. The Parenting Program, which was developed through a needs assessment, was given to 19 mothers in the experimental group once a week for 11 weeks. The experimental group was administered a follow-up test 6 weeks after the training. The study findings demonstrated that the Parenting Program effectively reduced the behavioral problems (internalization and externalization) of the children whose mothers participated in the education program (Sevgi Kindergarten) and these effects were maintained.
We examined the associations between theory of mind (ToM) and peer cooperation among preschoolers in two play contexts. Fifty-eight 3-to-5-year-old children from middle class suburbs of Brisbane, ...Australia were tested for ToM and observed in same-age and same-gender dyads for peer cooperation. To measure ToM, we administered the 5-step ToM scale. With an implicit false belief task, children's eye gaze responses to indirect action anticipation prompt were assessed. To measure peer cooperation, we used independent and joint play contexts and coded communicative and coordinated behaviours. Performance on the ToM scale, but not implicit false belief, was associated with peer cooperation in the independent play, but not the joint play context. Dyadic data analysis showed that in the independent play context, ToM played a critical role for cooperation, both as an actor and a partner. These results support recommendations for ToM training in early childhood to support children's cooperative behaviours.
•ToM scale performance predicted peer cooperation in the independent play context.•Children with higher ToM tend to coordinate less in the independent play context.•Partner's ToM predicted child's communication in the independent play context.•Implicit false belief performance did not predict peer cooperation.
Pediatric traumatic brain injury (TBI) is a leading cause of long-term disability in children and adolescents worldwide. Amongst the wide array of consequences known to occur after pediatric TBI, ...behavioral impairments are among the most widespread and may particularly affect children who sustain injury early in the course of development. The aim of this study was to investigate the presence of internalizing and externalizing behavioral problems 6 months after preschool (i.e. 18-60 months old) mild TBI.
This work is part of a prospective, longitudinal cohort study of preschool TBI. Participants (N = 229) were recruited to one of three groups: children with mild TBI, typically developing children and orthopedic injured (OI) children. Mothers of children in all three groups completed the Child Behavior Checklist as a measure of behavioral outcomes 6-month post-injury. Demographics, injury-related characteristics, level of parental distress, and estimates of pre-injury behavioral problems were also documented.
The three groups did not differ on baseline characteristics (e.g. demographics and pre-injury behavioral problems for the mild TBI and OI groups) and level of parental distress. Mothers' ratings of internalizing and externalizing behaviors were higher in the mild TBI group compared with the two control groups. Pre-injury behavioral problems and maternal distress were found to be significant predictors of outcome.
Our results show that even in its mildest form, preschool TBI may cause disruption to the immature brain serious enough to result in behavioral changes, which persist for several months post-injury.
Okula uyum, okul öncesi dönemden itibaren her eğitim kademesinde önem taşıyan konulardan biridir. Okula uyum, çocuğun eğitim öğretim sürecine aktif katılımını ifade etmekle birlikte sosyal, duygusal ...boyutları da olan çok yönlü bit kavramdır. Okul öncesi dönemdeki okula uyum, kısa ve uzun süreli etkileriyle eğitim sürecini doğrudan etkileyebilmektedir. İçerisinde bulunduğumuz Pandemi sürecinin çocukları okul çatısı ve paydaşlarından uzaklaştırarak etkisi altına aldığı düşünülmektedir. Bu nedenle araştırmanın amacı, COVID 19 sürecinde okul öncesi dönem çocuklarının öğretmenleriyle ilişkilerinin okula uyum üzerindeki yordayıcı etkisinin ortaya konulmasıdır. Alt amaçlarda öğretmen-çocuk ilişkisinin; sınıf katılımı düzeyini, okuldan kaçınma düzeyini, kendi kendini yönetme düzeyini, okulu sevme düzeyini ve genel okula uyum düzeyini istatistiksel açıdan anlamlı düzeyde yordayıp yordamadığı incelenmiştir. Araştırma ilişkisel tarama yönteminde hazırlanmıştır. Araştırmaya 2020-2021 eğitim öğretim yılında KKTC’de okul öncesi eğitime devam eden 5-6 yaş grubundan 36 kız (%66.7) ve 18 (%33.3) erkek olmak üzere 54 çocuk katılmıştır. Veri toplama araçları olarak Öğretmen-Öğrenci İlişki Ölçeği ve 5-6 Yaş Çocukları İçin Okula Uyum Öğretmen Değerlendirme Ölçeği kullanılmıştır. Ölçme araçları öğretmenler tarafından her bir çocuk için ayrı ayrı doldurulmuştur. Araştırmanın bulgularına göre öğretmen-çocuk ilişkisi, sınıf katılımı, okuldan kaçınma kendi kendini yönetme, okulu sevme değişkenleri ile genel okula uyum düzeyini istatistiksel açıdan anlamlı biçimde yordamaktadır. Bulgular doğrultusunda, öğretmen çocuk ilişkisinin her koşulda küçük çocukların okula uyum süreci açısından büyük önem taşıdığı söylenebilir.
School adjustment is one of the important issues at every education level, starting from the pre-school period. School adjustment is a versatile concept that expresses the active participation of the child in the education process and has social and emotional dimensions. Adaptation to school in the pre-school period can directly affect the education process with its short and long-term effects. It is thought that the pandemic process we are in is taking children away from the school roof and stakeholders. The aim of this research is to reveal the predictive effect of preschool children's relationships with their teachers on adaptation to school during the COVID 19 process. n the sub-objectives, it was examined whether the teacher-child relationship predicted the level of classroom participation, the level of avoidance from school, the level of self-direction, the level of liking for school and the general level of adaptation to school statistically. The research was prepared in relational screening method. 54 children, 36 girls (%66.7) and 18 boys (%33.3), from the 5-6 age group attending pre-school education in the 2020-2021 academic year in the TRNC participated in the study. The Teacher-Student Relationship Scale and the Adaptation to School Teacher Evaluation Scale for 5-6 Years-Old Children were used as data collection tools. The measurement tools were filled in separately for each child by the teachers. According to the findings of the study, the variables of teacher-child relationship, classroom participation, school avoidance, self-direction, liking for school, and general school adjustment level predicted the level of general school in a statistically significant way. In line with the findings, it can be said that the teacher-child relationship is of great importance in terms of the school adjustment process of young children to school under all circumstances.
PDF
