Join the Military Families Learning Network Early Intervention team on Wednesday, December 14 from 12:30 pm - 1:30 pm ET for an interactive discussion related to the webinar Strategies to Support Families Experiencing Difficult Circumstances held on December 8. We want to hear your thoughts, opinions, and experiences related to interactions you have had with families of young children with disabilities and how those interactions strengthen the family’s ability to support their child’s learning. You can share with us verbally** or via the chat pod! (***login using a mic-enabled headset ten minutes before the session begins) Not able to attend the related webinar on December 8? No worries! We would still love to hear from you! And if you want, you can go to the archived webinar (posted by December 10) and listen to it before the Lunch & Learn. Come share your expertise and learn from others during this interactive forum. The cover image by StockSnap for this webinar is licensed CC0 Public Domain.

The early childhood education (ECE) workforce provides care and education to young children, birth to age five. Little research examines how teachers are trained to interact with and support families. Policy is identified as a way to increase qualification attainment, however, how policy may best support qualification attainment is widely unstudied. The current study seeks to fill this gap to understand how states differ in order to best support policy advancement. This involves a qualitative policy analysis using emergent techniques for all 50 states. Policies regulating ECE teacher qualification attainment, specifically mentioning family engagement are examined. Results demonstrate that policies regulating family engagement in qualification attainment for the ECE are overall, minimal. Only 30 states include mention of family engagement in policy. This research provides insight into how family engagement is supported in the workforce at a national level, and subsequently, how family engagement is supported throughout individual states.

Professionals in education continue to explore technology as a way to instruct young students, and there is an accompanying belief that this technology can make an educational and academic difference. Despite the high percentage of young students in classrooms using technology, the impact of this technology on the early literacy skills of young children remains largely unknown. Guided by Vygotsky’s social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 3,000,000 students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental design was constructed using propensity scores. Also investigated were the effects of the level of teacher literacy support on early literacy achievement and the interaction between Istation® use and the level of teacher literacy support. A descriptive discriminant analysis was performed to determine the main effect of Istation®. The level of teacher support and the interaction effect was then tested using a multivariate between-subject analysis. Results indicated that Istation® did have a statistically significant effect on the early literacy skills of the 72 kindergarten students studied and was able to explain 17.7% of the variance in group differences. Hearing and recording sounds and letter sound knowledge were the main contributors to group differences. Teacher literacy support and the interaction between teacher support and Istation were not significant. This study considers the relationship between technology and early literacy and concludes that Istation® can serve as a more knowledgeable other as students develop some early literacy skills; however, teachers are still needed to provide complete literacy instruction for young students.

[ES] La tecnología multi-táctil se ha convertido en una de las más emergentes tras experimentar un enorme crecimiento desde sus pasos iniciales en los años ochenta hasta su amplia aceptación y uso en la actualidad. Por una parte, la tecnología multi-táctil se basa en el estilo de interacción de manipulación directa el cual proporciona a los usuarios la ventaja de ver los objetos y las acciones de interés, sustituir comandos escritos por acciones de señalado y, además, permite la realización de acciones rápidas, reversibles e incrementales evitando el uso de instrucciones complejas. Por otra parte, diversos trabajos han evaluado las virtudes derivadas de utilizar conjuntamente la manipulación directa con el toque directo mostrando que es posible evitar los problemas inherentes a otras técnicas de interacción como el ratón y el teclado. Por lo tanto, aprovechando la interacción natural e intuitiva proporcionada por la tecnología multi-táctil, ésta parece una forma ideal para dar soporte a la creación de escenarios educativos dirigidos a niños en edad preescolar. Sin embargo, a pesar de la existencia de diversos estudios que evalúan la idoneidad de utilizar el estilo de interacción de manipulación directa, existe una falta de trabajos abordando el uso dispositivos basados en superficies táctiles con niños de una temprana edad. Asimismo, en la actualidad existe una creciente tendencia a diseñar aplicaciones educativas y lúdicas dirigidas a niños en edad preescolar utilizando dispositivos multi-táctiles como los teléfonos inteligentes o las tabletas. Además, diversos informes señalan que los niños son usuarios frecuentes de este tipo de dispositivos y los utilizan incluso antes de ser capaces de hablar. Sin embargo, a pesar de este crecimiento en el uso de la tecnología multi-táctil y su aparente idoneidad para ser utilizado en el desarrollo de aplicaciones educativas para niños en edad preescolar, no existen unas interacciones universales y estandarizadas para preescolares a la hora de utilizar dispositivos táctiles ya que habitualmente sólo se utilizan dos gestos básicos (básicamente, el toque con un dedo para seleccionar y el arrastre con un dedo para el movimiento). Por lo tanto, existe una clara necesidad de llevar a cabo estudios empíricos para contribuir y avanzar en el diseño de aplicaciones que den un soporte adecuado y encaje con las habilidades de los niños en su temprano desarrollo. Por tanto, esta tesis propone, diseña y evalúa diversas estrategias de usabilidad y comunicabilidad adaptadas a los niños en edad preescolar para establecer la base para el diseño y desarrollo de futuras aplicaciones basadas en dispositivos táctiles dirigidas a preescolares. Estas estrategias llevarán a la adecuada definición de guías de diseño que permitirán a los niños aprovechar al máximo la tecnología multi-táctil, harán posible el desarrollo de nuevas y atractivas aplicaciones y, eventualmente, también podrán ayudar al desarrollo cognitivo y motor de los niños. / [CAT] La tecnologia multi-tàctil s'ha convertit en una de les més emergents després d'experimentar un enorme creixement des dels seus passos inicials als anys vuitanta fins l'actualitat on es àmpliament acceptada i utilitzada. D'una banda, la tecnologia multi-tàctil es basa en l'estil d'interacció de manipulació directa, el qual proporciona als usuaris l'avantatge de veure els objectes i les accions d'interès, substituir comandos escrits per accions d'assenyalament i, a més, permet la realització d'accions, ràpides, reversibles i incrementals evitant l'ús d'instruccions complexes. D'altra banda, diversos treballs han avaluat les virtuts derivades d'utilitzar conjuntament la manipulació directa amb el toc directe mostrant que és possible evitar els problemes inherents a altres tècniques d'interacció com el ratolí i el teclat. Per tant, aprofitant la interacció natural i intuïtiva proporcionada per la tecnologia multi-tàctil, aquesta sembla una forma ideal per donar suport a la creació d'escenaris educatius per a xiquets en edat preescolar. No obstant això, malgrat l'existència de diversos estudis que avaluen la idoneïtat d'utilitzar l'estil d'interacció de manipulació directa, existeix una manca de treballs abordant l'ús de dispositius basats en superfícies tàctils amb xiquets d'edat primerenca. Així mateix, en l'actualitat existeix una creixent tendència a dissenyar aplicacions educatives i lúdiques dirigides a xiquets en edat preescolar utilitzant dispositius tàctils com els telèfons intel¿ligents o les tauletes. A més, diversos informes assenyalen que els xiquets són usuaris freqüents d'aquests tipus de dispositius i els utilitzen fins i tot abans de ser capaços de parlar. Malgrat aquest creixement en l'ús de la tecnologia multi-tàctil i la seua aparent idoneïtat per a ser utilitzada en el desenvolupament d'aplicacions educatives per a xiquets en edat preescolar, no existeixen unes interaccions universals i estandarditzades per a preescolars a l'hora d'utilitzar dispositius tàctils ja que habitualment només s'utilitzen dos gestos bàsics (bàsicament, el toc amb un dit per a seleccionar i l'arrossegament amb un dit per al moviment). Per tant, hi ha una clara necessitat de dur a terme estudis empírics per a contribuir i avançar en el disseny d'aplicacions que donen un suport adequat i s'ajusten amb les habilitats dels xiquets en el seu primerenc desenvolupament. Per tant, la tesi proposa, dissenya i avalua diverses estratègies de usabilitat i comunicabilitat adaptades als xiquets en edat preescolar per tal d'establir la base per al disseny i desenvolupament de futures aplicacions basades en dispositius tàctils dirigides a preescolars. Aquestes estratègies portaran a l'adequada definició de guies de disseny que permetran als xiquets aprofitar al màxim la tecnologia multi-tàctil, faran possible el desenvolupament de noves i atractives aplicacions i, eventualment, podran també ajudar al desenvolupament cognitiu i motor dels xiquets. / [EN] Multi-touch technology has become one of the most emergent technologies and has had an enormous growth since its initial steps in the eighties to be widespread accepted and used in the present. On the one hand, multi-touch technology relies on the direct manipulation interaction style which gives users the advantage to view the objects and actions of interest, replace typed commands by pointing actions and to perform rapid, reversible and incremental actions avoiding using complex instructions. On the other hand, several works have evaluated the virtues when joining direct manipulation with direct-touching showing that it solves the problems inherent in other interaction devices, such as those involving mouse or keyboard. Hence, taking advantage of the intuitive and natural interaction provided by multi-touch technology it seems an ideal way to support educational scenarios targeted to kindergarten children. Although several works have assessed the suitability of using the direct manipulation style with children, there is a lack of works addressing the use of touchscreen devices by this specific type of users. Moreover, there is a growing trend of designing educational and playful applications targeted to kindergarten children based on touchscreen devices such as smartphones and tablets. In addition, several reports point out that children use touchscreen devices even before they are able to speak and they are frequent users of devices such as smartphones and tablets. However, despite this growth in the use of multi-touch technology by children and its apparent suitability to be used to develop applications targeted to young children, there is a lack of standardized and universally accepted interactions for young children when using touchscreen devices since only two basic gestures are commonly used (basically, consisting of only one-finger touch for selection and one-finger drag for movement). Hence, there is a need of carrying out empirical studies to help and advance in the design of applications that adequately support and fit with children's development and skills. Therefore, this thesis proposes, designs and evaluates several usability and communicability strategies tailored to children in their early development stage to establish the design and development of future applications targeted to kindergarten children. These strategies will lead to define appropriate design strategies that enable infants to take full advantage of multi-touch technology, would make it possible to develop attractive new applications and, eventually, could also aid children's cognitive and motor development. / Nácher Soler, VE. (2019). Kindertivity: Usability and Communicability Strategies for Interactive Surfaces and Pre-Kindergarten Children [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/116833 / TESIS

This Diploma thesis is dealing with problematics of architectural solution of working space within kindergarten in context with conception of contemporary preschool education in the Czech Republic. The goal of the thesis is to analyze architectural and spatial conditions within selected kindergartens in the Czech Republic. The thesis is divided into two parts. Theoretical part is focused on preschool child, kindergarten, laws regulating architectural space solutions in kindergartens in the Czech Republic, and architectural and spatial parameters for kindergartens. The goal of thesis' practical part is to analyze how different spatial dispositions affect ongoing educational processes in examined kindergartens. Practical part states objectives of the thesis, research questions and methodological tools, applied during research phase of the thesis. It focuses on selected faculty kindergartens with different disposition solutions and analyzes their spatial disposition in relationship to educational processes and child's play. Then analyzes and compares different points of view to the problematics from selected professional educationalist and architects. Further the thesis summarizes recommendations on spatial arrangements, so they suit well all the needs of those participated in educational process. The...

This diploma thesis deals with the question of how fairy tales affect preschool children. The theoretical part of the work presents the definition, history, development, types and forms of fairy tales, its function and meaning. It also presents the archetypes in fairy tales, the meaning of fairy tales in kindergarten, or the process of reading. Other chapters of the theoretical part of the work characterize the individual developmental periods of the child according to developmental psychology and importance is given mainly to the period of preschool age. The work also deals with the influence of fairy tales on the development of children's thinking, fantasy, attention, memory or communication. The empirical part is processed in the form of qualitative research, the output of which is a project week focused on the importance of fairy tales in a particular kindergarten and interviews with teachers.

The thesis comprises a business plan describing the Expansion of the Company in the Area of Child Daycare. Based on the analysis the draft describes concrete marketing plan, scheme of sales, staffing and financial plan including the economic evaluation. Important is the profitability of the business plan and the ability of its implementation.

Diploma thesis is processed in the form design documentation for constrution. New bulding of the kindergarten is situated in a cadastre unit of Blansko town. Building is located on a flat terrain.„T“ shaped building is designes as a double-storey in one part, second part of the building is single-story. A construction systém is bricked from ceramic block and it has no basement. The building is roofed by non-walkable flat roof. Part of the building is roofed by a ealkable flat terrace. A ceiling construction is made by hollow core slab. The kindergarten is consisted of three departmen, each for 20 children. There is a kizchen, offices, technical area and office for a logopedie in the building

The focus of the diploma thesis is a new building of preschool in Velké Němčice. The structure is comprised of three classrooms, each for twenty children. The education of the children is secured by six teachers and a head teacher. There are three employees who attend to the food preparation and the maintenance and upkeeping. The meals are secured by a catering company. The structure is designed as double-storeyed without the cellars. The floor plan is in the shape of the reverse letter L. There is a flat one-deck roof. The building was designed as a brick panel structure with the external thermal insulation composite system. It is betted into a flat terrain.

The goal of this diploma thesis is a design study and project documentation for a new-building of a kindergarten in a city of Prešov (city part Solivar), Slovakia. The kindergarten will be a institution for pre-school education for children from 3 to 6 years old. The projects of the kindergarten building consist of one classroom for children within the age from 3-4, one classroom, for children within the age from 4-5 and third classroom for children from 5-6 years old. The designed object also contains janitor’s room and closet, laundry room, director’s office and a community room for cultural happenings held by kindergarten. Parking spaces are designed outside, in front of the building next to the main entrance. The playground is placed on the south-west side. The building of a kindergarten is designed as monolithic reinforced concrete skeleton structure with longitudinal beams. The circumferential walls will be made of ceramic bricks with a contact thermal insulation ETICS system. Ceilings are designed as a monolithic reinforced concrete. Over the 2nd floor, there will be a saddle roof and the roof over the first floor will be flat, with a gravel layer. Foundings of the building are designed as a concrete strips which expand to pads under columns.