The purpose of this research is to examine the relationship between family structure including family size, number of parents at home, and presence of an older sibling at home, and the language development of young Latino children. I used data from the Head Start--Family and Child Experiences Survey (FACES) year 2000, which included information on 746 Latino preschool children and their families in different Head Start programs nationwide. A subgroup of 369 children were identified as English-language learners (ELL) because they were determined to be primarily Spanish speaking. Some of the findings indicate that more than two thirds of children (69%) who do not have two parents at home are primarily English speakers and more than two thirds of children (68%) who have two parents at home are primarily Spanish speakers. Independent sample t tests indicate there are statistically significant differences between Latino primarily Spanish speakers and Latino primarily English speakers on vocabulary and early literacy outcomes. Family background variables such as English language proficiency of parents and parent education are important factors that affect early language and literacy development of their children. In addition, family structure variables have some effects on these outcomes. The variables family poverty and family size, specifically having an older sibling, had negative impacts only on the primarily English-speaking group. The most influential social factors for the Latino primarily English-speaking preschool children's language and literacy outcomes are different than the most influential social factors for the same outcomes of their primarily Spanish-speaking preschooler counterparts who in general experience less favorable outcomes overall.

Children with severe physical disabilities often do not have the capabilities for oral communication. Professionals are frequently faced with selecting vocabulary for children who are unable to use vocal output because of severe motor impairments. A child who is nonambulatory may have additional reasons for communicating and sees the world from a different viewpoint than his ambulatory peers. Selecting appropriate words for an initial lexicon that are useful to nonspeaking disabled children that also meet normal language acquisition standards is a concern. This study specifically addresses this concern by looking at the vocabulary differences of ambulatory and nonambulatory preschool children. The purpose of this research project was to compare expressive vocabulary produced by nonambulatory, speaking children with the expressive vocabulary produced by ambulatory, speaking children. It is suggested that the vocabulary of nonambulatory, speaking children might be more appropriate for selecting a lexicon for AAC systems if indeed, they are different from words produced by ambulatory, speaking children.

Two preschool males who presented with the characteristics of developmental verbal dyspraxia were enrolled in a phonological cycles intervention approach. Initially, each child's deviant phonological processes were analyzed by the CAPD and target patterns and words selected for remediation. A continuous speech sample was obtained and analyzed to measure intelligibility by percentage and rating on a seven point scale. A time-space probe was developed based on targeted and non-targeted phonemes and administered prior to the first intetvention session. Using the selected targeted patterns and words, an individualized remediation plan was developed, and the phonological process cycling approach used. Each subject participated in 60 minutes of intervention for each targeted pattern to complete the first cycle in approximately 10 weeks. The time-space probes were administered approximately every two weeks.

<p>Istraživanje je sprovedeno sa ciljem da se primenom eksperimentalne metode naučno utvrdi da li dodatni &scaron;estomesečni program figičkog vežbanja u redovnim uslovima rada pred&scaron;kolske ustanove može regultirati gnačajnim promenama u morfolo&scaron;kim karakteristikama i motoričkim sposobnostima kod dece pred&scaron;kolskog ugrasta prosečne starosti 6,21&plusmn;0,56 decimalnih godina. Obuhvaćeno je ukupno 211 dece od toga devojčica (n=103) i dečaka (n=108) koji su na početku istraživanja (01. septembar 2014. godine) bili polaznici pred&scaron;kolskih grupa u Pred&scaron;kolskoj ustanovi &quot;Čukarica&quot; u Beogradu. Prema kriterijumu primene &scaron;estomesečnog figičkog vežbanja ispitanici su bili podeljeni u tri homogene grupe i to: eksperimentalnu (E) koju je činilo 36 dečaka i 28 devojčica, prvu kontrolnu (K1) sastavljenu od 31 dečaka i 37 devojčica i drugu kontrolnu grupu (K2) sačinjenu od 41 dečaka i 38 devojčica. E grupa je imala dodatni koncept programa koji je bio gasnovan na sadržajima visoke složenosti, sproveden kao figičko vaspitanje, a usmeren na razvoj biotičkih motoričkih gnanja. K1 grupa je takoe imala dodatni ali diferenciran program, usmeren kao trenažne sekvence, ga dečake polistrukturalnoaciklične aktivnosti, a ga devojčice estetskokonvencione aktivnosti. Dok K2 grupa pored redovnih aktivnosti ig figičkog vaspitanja nije bila podvrgnuta nijednom obliku dodatnog figičkog vežbanja. Koristio se kvagi&ndash; eksperimentalni nacrta istraživanja, tačnije nacrt sa neekvivalentnim grupama i pretestposttestom. Ugorak morfolo&scaron;kih mernih instrumenata bio je sačinjen po redukovanom modelu (Viskić, 1972; Kurelić i sar., 1975) preuget ig istraživanja Bale (1980). Motorički&nbsp;merni instrumenti proiglage takoe ig redukovanog teoretskog modela (Kurelića i sar., 1975; Gredelja i sar., 1975) preuzetog iz istraživanja Bale i Popovića (2007). Rezultati istraživanja ukaguju da je program dodatnog figičkog vežbanja E grupe dao dobre regultate u redukciji potkožnog masnog tkiva i volumena i mase tela kod dece. Najbolje rezultate dao je u pogledu mehanizma za strukturiranje kretanja. Deca iz K1 grupe, takoe su redukovala potkožno masno tkivo i volumen i masu tela, ali u pogledu motoričkih sposobnosti nije bilo pomaka u mehanizmu za strukturiranje kretanja. Kod dece u K2 grupi do&scaron;lo je do povećanja potkožnog masnog tkiva, volumena i mase tela kao i pada pojedinih motoričkih sposobnosti. U sve tri grupe izolovana su dva hipotetska morfolo&scaron;ka faktora koje je bolje interpretirati kao jedan Faktor mekog tkiva, i dva motorička koji se mogu interpretirati kao Generalni motorički Paktor. Kvalitativne promene u strukturi oba ekstrahovana faktora uočene su samo u K1 grupi u motoričkom prostoru, &scaron;to je posledica diferenciranog programa figičkog vežbanja. Regultati su ukagali da redovan program figičkog vaspitanja u pred&scaron;kolskim ustanovama nije dovoljan za pripremnu pred&scaron;kolsku grupu, kao i da se dodatnim programiranim figičkim vežbanjem postižu bolji rezultati pogotovo ako je usmeren ka razvoju biotičkih motoričkih znanja.</p> / <p>The research was conducted with the aim of applying experimental methods scientifically determine whether an additional six-month program of physical exercise in normal conditions of preschool institution may result in significant changes in the morphological characteristics and motor abilities in preschool children with mean age 6.21 &plusmn; 0.56 decimal years. A total of 211 children from that of girls (n=103) and boys (n=108) who were in the moment of research (01. September 2014) participants were preschool groups in preschool institution &quot;Čukarica&quot; in Belgrade. According to the criteria of application of the six-month physical exercise participants were divided into three homogeneous groups: experimental (E) which consisted of 36 boys and 28 girls, the first control (K1) made up of 31 boys and 37 girls, and another control group (K2) as made of 41 boys and 38 girls. E group had additional program concept which was based on the contents of higher complexity, implemented as physical education, which is focused on the development of biotic motor skills. K1 group also had additional or differentiated program, focused as the training sequence, for boys extracurricular- acyclic activities, and for girls estheticconventional activities. While K2 group in addition to the regular activities of physical education was&nbsp;not subjected to any form of additional physical exercise. It was used a quasi-experimental research designs, namely The draft with unequivalent groups and pretest-posttest. Morphological sample of measuring instruments was made through a reduced model (Viskić, 1972; Kurelić et al., 1975), taken from the research (Bala 1980). The motor measuring instruments derived also from the reduced theoretical model (Kurelić et al., 1975; Gredelj et al., 1975), taken from the research (Bala, &amp; Popovic 2007). The research results indicate that the program is additional physical exercise group E gave good results in the reduction of subcutaneous fat volume and body mass in children. The best results in terms of mechanisms for structuring movements. Children from the K1 group, also reduce the subcutaneous adipose tissue and the volume and mass of the body, but in terms of motor skills were no developments in the mechanism for structuring movements. Children the K2 group there was an increase in subcutaneous adipose tissue volume and body mass as well as the decline of some motor skills. In all three groups were isolated two hypothetical morphological factors that is better interpreted as a Factor of soft tissue, and two motor that can be interpreted as General motor factor. Qualitative changes in the structure of the two extracted factors were observed only in the K1 group in the motor area, which is the result of a differentiated program of physical exercise. The results have shown that regular physical education curriculum in preschool institutions is insufficient for the preparatory preschool group, as well as to further programmed physical exercise leads to better results especially if it is directed at the development of biotic motor skills.</p>

Throughout childhood, children experience the social semiotic of music in a variety of ways. As they sing, dance, move, and play, they enjoy making and listening to music. Childhood is also a time of immense change. During their early years, children grow and develop at a faster rate than at any other time in their lives, displaying an intense proliferation of ways of knowing about the world. As part of the industrious activity that accompanies this explosion of knowledge, children sing many songs. It is through sensitive investigation of these songs that we can begin to understand what children know about music, and the place that it is afforded in the social milieux within which they participate. Children???s songs have been the focus of investigation for a number of years, with a range of studies reporting on the manner in which they reflect musical development. Several researchers have reported on children???s songs from a developmental perspective, while others have focussed on the social and functional contexts of the songs. These various approaches have established some basic principles concerning the development of children???s musical skills and knowledge. It is accepted that as children mature, they are likely to exhibit changes in their musical understanding and abilities. However, the diverse range of inquiries that have been undertaken, although rigorous, have resulted in fragmented and irresolute information about the manner in which these changes take place. Research into all areas of children???s development has recently undergone a paradigm shift, with current views focussing on the agency of children and their development within a social context. Such perspectives view the acquisition of knowledge as a dynamic process that occurs as children interact with others, and therefore place great importance on a range of environments in which this knowledge gain takes place. This thesis reports on a 3-year longitudinal study of eight preschool-aged children who were attending a long day care centre in Sydney. Regular video-recordings were made of the children???s spontaneous singing during free play, with each child recorded approximately once per month. Camera tapes were examined and all examples of the participants??? singing were transferred to VHS tapes for transcription and analysis. The resulting 443 songs were transcribed using Western notation, and each play episode and associated song then coded for musical aspects such as song type, melodic range and level of temporal organisation, as well as social aspects such as song function and social roles taken on by the children. The notion of social role was informed by Vygotsky???s Zone of Proximal Development. In addition to base data such as the child???s name and the date of the observation, the resultant dataset was transferred to a qualitative software package (NUD???IST) for subsequent analysis and interpretation. Results of the study indicate that the children used songs for specific purposes, and that patterns of musical development were distinctly different for each child. While interacting with their playmates, the children used both explicit and implicit tools to acquire and transmit musical signs. During this process, the status of knowledgeable other was often conferred on a playmate by a less knowledgeable member of the group, and was not solely dependent on chronological age. The results exhibit some congruence with prior studies, especially those for which the social context of music-making was an important consideration. The findings expand previous developmentally-based investigations by showing that conceptions based on a unidirectional model of musical development, closely linked to chronological age, need to be refined to consider the diversity of social contexts and generative processes within which children???s musical cultures can be defined. The current study supports a modular conception of musical development allied with recent social reconstructions of childhood. Some substantiation of previously reported Western musical universals was found in the children???s production of a specific form of chant, and their ability to operate within meaningful musical units such as phrases. The thesis includes a discussion of practical and theoretical implications that arise from the findings. Several implications for the classroom are offered. Among the most important are that children???s musical constructions should be utilised as important components of planned teaching and learning experiences, because they are capable of producing sophisticated music if afforded the opportunity to do so. Careful observation of existing musical knowledge and its incorporation in teachers??? programming will facilitate an efficient and appropriate mode of teaching and learning, based on the needs and interests of the children. As the children were able to scaffold each other in the process of transmitting and acquiring musical knowledge, it appears advantageous to group them in mixed ages for at least some part of the week. However, without some intervention on the part of the teacher, it seems that they would likely rely on a fairly restricted collection of scaffolding behaviours. Additional research is recommended to determine the value of a number of strategies that can be used to meet the musical needs of preschool-aged children beyond the current research site. Indeed, the outcomes of the study question the importance of striving for a unidirectional model of musical development, immersed in the veil of teleology, and suggest that further research be undertaken in the area of children???s songs, which acknowledges the social agency of children, and their roles in their own musical cultures.

<p>Barn som redan i tidig barndom uppvisar normbrytande beteende löper ökad risk för en senare kriminell utveckling. Syftet med föreliggande studie var att simultant undersöka evidensbaserade riskfaktorer för normbrytande beteende. Multipla regressionsanalyser användes för att se vilka riskfaktorer som bäst kunde förklara normbrytande beteende. Undersökningen genomfördes genom rapporter från förskolelärare (n=298) och föräldrar (n=239) till barn i tre- till femårsåldern. De riskfaktorer som undersöktes var riskfaktorer på individ- och familjenivå som kan anses påverkbara och direkt mer än indirekt kopplade till normbrytande beteende. Resultatet indikerar att det är riskfaktorer på individnivå som har bäst förklaringsvärde för normbrytande beteende, för barn i den aktuella ålderskategorin.</p> / <p>Children who already in early childhood show signs of conduct problems are at greater risk for developing a criminal lifestyle. The aim of this study was to simultaneously analyze multiple evidence based risk factors for developing conduct problems. Multiple regression analyses were used to see which risk factors that best could explain conduct problems. The study was based on questionnaire responses from preschool teachers (n=298) and parents (n=239) of three- to five-year-old children. The risk factors examined were risk factors on individual and family level, and were considered the most potent to influence conduct problems, as well as more directly than indirectly related to conduct problems. The results indicate that risk factors on the individual level best predict norm breaking behavior, for children of this particular age.</p>

As increasing numbers of poor children enter child care programs due to changes in work requirements under the Welfare Reform Act, there is a critical need to examine factors that may affect the quality of care that these children receive. One factor that has received limited attention in the literature is how preservice teachers' perceptions of young children may vary according to characteristics of the child and the context in which the child exists. The current study employed an ecological person-process-context model to examine differences in preservice teachers' perceptions of children's social and cognitive competence. The sample for this study consisted of 68 children and 28 preservice teachers enrolled at a university-based preschool in Oregon. The preschool was the only site in the state featuring an integrated program in which Head Start children were enrolled with non-Head Start children under an Oregon Prekindergarten Program (OPP) grant. Hierarchical regression was used to determine if the contextual factor of enrollment in OPP would be a more significant contributor to preservice teachers' perceptions of children's social and cognitive competence than the person factors of child age, sex, race/ethnicity, temperament and actual child competence. Qualitative data was also collected through focus group discussions with preservice teachers. Sex was the most important contributor to preservice teachers' perceptions of children's social competence, followed by enrollment in OPP, actual social competence, and age. For preservice teachers' perceptions of children's cognitive competence, age was the most significant contributor, followed by actual cognitive competence, enrollment in OPP, and sex. While enrollment in OPP was not the most significant contributor to preservice teachers' perceptions of children's social and cognitive competence, it was still a significant contributor, beyond other person variables. For both social and cognitive competence, preservice teachers rated children enrolled in OPP lower than their non-OPP peers, girls higher than boys, and older children higher than younger children, even when the unique contribution of children's actual competence was included. Qualitative data generally supported these findings. Implications for research, policy, and practice are discussed. / Graduation date: 1999

Problem behaviors early in the preschool year have been negatively linked to a variety of school readiness outcomes, including language, literacy and mathematics, both at the end of preschool and later on as children transition to elementary school. In order to inform preschool intervention efforts, the current study extends this research by examining the unique influence of internalizing and externalizing behaviors on children's growth in academic skills throughout the preschool year. Additionally, in order to identify mechanisms that may explain the associations between problem behaviors and academic growth, the potential mediating role of specific learning behaviors-competence motivation, attention/persistence and attitude toward learning-were examined. A sample of 275 four-year-old children enrolled in a large, urban Head Start program in the Southeast United States participated in the study. Teachers completed ecologically valid measures of children-s problem behaviors at the beginning of the year and children's learning behaviors mid-year. Data on children's academic achievement were collected at three time points (fall, winter and spring) by independent direct assessors. A series of latent growth models were conducted to examine children's growth in listening comprehension, alphabet knowledge, vocabulary, and mathematics across the preschool year. Results indicated that children made significant progress in all academic domains. Internalizing and externalizing behaviors were negatively associated with baseline academic scores, yet positively associated with rates of growth in some academic domains over time. Furthermore, children's attention skills and persistence were found to be important mediators of growth in alphabet knowledge and mathematics. Implications for early childhood research and practice are discussed.

No description available.

Barn som redan i tidig barndom uppvisar normbrytande beteende löper ökad risk för en senare kriminell utveckling. Syftet med föreliggande studie var att simultant undersöka evidensbaserade riskfaktorer för normbrytande beteende. Multipla regressionsanalyser användes för att se vilka riskfaktorer som bäst kunde förklara normbrytande beteende. Undersökningen genomfördes genom rapporter från förskolelärare (n=298) och föräldrar (n=239) till barn i tre- till femårsåldern. De riskfaktorer som undersöktes var riskfaktorer på individ- och familjenivå som kan anses påverkbara och direkt mer än indirekt kopplade till normbrytande beteende. Resultatet indikerar att det är riskfaktorer på individnivå som har bäst förklaringsvärde för normbrytande beteende, för barn i den aktuella ålderskategorin. / Children who already in early childhood show signs of conduct problems are at greater risk for developing a criminal lifestyle. The aim of this study was to simultaneously analyze multiple evidence based risk factors for developing conduct problems. Multiple regression analyses were used to see which risk factors that best could explain conduct problems. The study was based on questionnaire responses from preschool teachers (n=298) and parents (n=239) of three- to five-year-old children. The risk factors examined were risk factors on individual and family level, and were considered the most potent to influence conduct problems, as well as more directly than indirectly related to conduct problems. The results indicate that risk factors on the individual level best predict norm breaking behavior, for children of this particular age.