The purpose of this study is to investigate the significance of preschool teachers´ view of shy children in preschool, based on their perceptions and related attitudes and support for shy children in daily activities. This study is based on a qualitative hermeneutical methodological approach, where the empirical material is gathered from four focus group discussions with groups from four different preschools. There were three preschool teachers´ participating in each group. The theoretical framework consists of symbolic interactionism put together with a relational perspective, which guides the interpretation of the empirical material. The results of this study show that shyness is complex and difficult to interpret. It is a social phenomenon where perceptions, attitudes and also applied support are interlinked.Shyness in children can be perceived based on this and with regard to a subjective dimension, but where the subjective understanding of shyness is also affected by the views of others. Fundamental is the preschool teachers' awareness and sensitivity to these children in the daily activities. In order to build lasting and secure relationships in the group of children it is required to understand the entire environment. Therefore, an important conclusion is that shyness in children in preschool only can be understood by looking at the children’s social environment rather than focusing at the behavior of each individual child.

This study investigated the relationships among the variables of parental stress, parental attitude, and preschoolers' academic, social and emotional maturity. The purposes of the investigation were to measure the relationship between parental stress and parental attitude, and to determine whether parental attitude and parental stress differed in their ability to predict preschoolers' behavioral maturity.

A deficiência de zinco é considerada uma das deficiências nutricionais de maior importância epidemiológica, com grandes repercussões no contexto da saúde pública em todo o mundo. Avanços metodológicos na avaliação de aspectos moleculares constituem uma nova ferramenta para a investigação do estado nutricional dos indivíduos relativo ao zinco, por meio da avaliação da expressão gênica das proteínas transportadoras, destacando-se o ZnT1 (SLC30A1) e ZIP4 (SLC39A4), envolvidos com a manutenção da homeostase corporal do mineral. O objetivo desse trabalho foi avaliar o estado nutricional relativo ao zinco de crianças e sua relação com a expressão gênica destes transportadores. Para isso foram avaliadas 139 crianças com idade entre 32 e 76 meses matriculadas em creches da cidade de Aracaju, Sergipe. De acordo com a avaliação antropométrica, apenas 3,6% das crianças apresentaram déficit de estatura para idade e peso para idade, enquanto 27,3% delas apresentaram sobrepeso e obesidade. A deficiência de zinco plasmático foi observada em 26,6% das crianças, enquanto no eritrócito 99,3% delas encontravam-se abaixo do ponto de corte estabelecido. A análise da expressão gênica das proteínas transportadoras ZnT1 e ZIP4 apresentou relação significativa com o estado nutricional das crianças quanto ao zinco. A expressão do mRNA ZnT1 foi maior entre as crianças com deficiência, enquanto do mRNA ZIP4 foi menor. Não foram observadas relações entre o consumo de zinco e a expressão gênica. Conclui-se que a população estudada apresenta risco de deficiência em zinco, apresentando relação com a expressão gênica das proteínas transportadoras ZnT1 e ZIP4, reforçando a existência de uma regulação da absorção do mineral de acordo com o estado nutricional do indivíduo, indicando que esta análise pode ser útil na avaliação de intervenções dietéticas. / Zinc deficiency is regarded as one of the nutritional deficiencies of greatest epidemiological importance, with major repercussions in the context of public health worldwide. Methodological advances in evaluation of molecular aspects constitute a new tool for investigating the zinc nutritional status of individuals, by assessing the gene expression of transporter proteins, highlighting the ZnT1 (SLC30A1) and ZIP4 (SLC39A4), involved in maintaining body homeostasis of this mineral. This study aimed to evaluate the zinc nutritional status of children and its relation to gene expression of these transporters. Were evaluated 139 children aged between 32 and 76 months attending daycare centers in the city of Aracaju, Sergipe. According to anthropometric measures, only 3.6% of children had deficit height for age and weight for age, while 27.3% of them were overweight and obese. The plasma zinc deficiency was observed in 26.6% of children, while in erythrocytes 99.3% of them were below the established cutoff point. The ZnT1 and ZIP4 gene expression analysis showed a significant relationship with the zinc nutritional status of children. The mRNA ZnT1 expression was higher among children with zinc deficiency, while mRNA ZIP4 was lower. There was no relationship between the consumption of zinc and gene expression. In conclusion, the evaluated population is at risk for zinc deficiency, showing significant relationship with the gene expression of transporter proteins ZnT1 and ZIP4, reinforcing the existence of a regulation of the absorption of the mineral according to the individual\'s nutritional status, indicating that this analysis can be useful in evaluating dietary interventions.

A deficiência de zinco é considerada uma das deficiências nutricionais de maior importância epidemiológica, com grandes repercussões no contexto da saúde pública em todo o mundo. Avanços metodológicos na avaliação de aspectos moleculares constituem uma nova ferramenta para a investigação do estado nutricional dos indivíduos relativo ao zinco, por meio da avaliação da expressão gênica das proteínas transportadoras, destacando-se o ZnT1 (SLC30A1) e ZIP4 (SLC39A4), envolvidos com a manutenção da homeostase corporal do mineral. O objetivo desse trabalho foi avaliar o estado nutricional relativo ao zinco de crianças e sua relação com a expressão gênica destes transportadores. Para isso foram avaliadas 139 crianças com idade entre 32 e 76 meses matriculadas em creches da cidade de Aracaju, Sergipe. De acordo com a avaliação antropométrica, apenas 3,6% das crianças apresentaram déficit de estatura para idade e peso para idade, enquanto 27,3% delas apresentaram sobrepeso e obesidade. A deficiência de zinco plasmático foi observada em 26,6% das crianças, enquanto no eritrócito 99,3% delas encontravam-se abaixo do ponto de corte estabelecido. A análise da expressão gênica das proteínas transportadoras ZnT1 e ZIP4 apresentou relação significativa com o estado nutricional das crianças quanto ao zinco. A expressão do mRNA ZnT1 foi maior entre as crianças com deficiência, enquanto do mRNA ZIP4 foi menor. Não foram observadas relações entre o consumo de zinco e a expressão gênica. Conclui-se que a população estudada apresenta risco de deficiência em zinco, apresentando relação com a expressão gênica das proteínas transportadoras ZnT1 e ZIP4, reforçando a existência de uma regulação da absorção do mineral de acordo com o estado nutricional do indivíduo, indicando que esta análise pode ser útil na avaliação de intervenções dietéticas. / Zinc deficiency is regarded as one of the nutritional deficiencies of greatest epidemiological importance, with major repercussions in the context of public health worldwide. Methodological advances in evaluation of molecular aspects constitute a new tool for investigating the zinc nutritional status of individuals, by assessing the gene expression of transporter proteins, highlighting the ZnT1 (SLC30A1) and ZIP4 (SLC39A4), involved in maintaining body homeostasis of this mineral. This study aimed to evaluate the zinc nutritional status of children and its relation to gene expression of these transporters. Were evaluated 139 children aged between 32 and 76 months attending daycare centers in the city of Aracaju, Sergipe. According to anthropometric measures, only 3.6% of children had deficit height for age and weight for age, while 27.3% of them were overweight and obese. The plasma zinc deficiency was observed in 26.6% of children, while in erythrocytes 99.3% of them were below the established cutoff point. The ZnT1 and ZIP4 gene expression analysis showed a significant relationship with the zinc nutritional status of children. The mRNA ZnT1 expression was higher among children with zinc deficiency, while mRNA ZIP4 was lower. There was no relationship between the consumption of zinc and gene expression. In conclusion, the evaluated population is at risk for zinc deficiency, showing significant relationship with the gene expression of transporter proteins ZnT1 and ZIP4, reinforcing the existence of a regulation of the absorption of the mineral according to the individual\'s nutritional status, indicating that this analysis can be useful in evaluating dietary interventions.

There is a critical need to teach computer science (CS) in order to assure that our nation remains competitive globally [6]. CS is a new basic skill necessary for economic opportunity [6] but is rarely taught before age 6 and only using electronic devices [1]. This presents a challenge for those concerned with “screen time” inherent in electronic devices [2] and for children in poverty with little access to electronic devices [3]. Coding, creating a series of commands that a computer carries out, is a component of CS and can be introduced as early as preschool age and results in increased logical sequencing [5] (putting action commands in order). Missing from the research is the impact of coding with non-electronic formats on logical sequencing with children younger than age 6. Our study fills this need by using a non-electronic format with 4-year-olds. The purpose is to see if playing Robot Turtles, a board game designed to teach coding, will increase logical sequencing skills. Our hypothesis is that we will see a 10 times greater increase in logical sequencing in the children who play Robot Turtles than those playing Candy Land, a board game with no measurable effect on math skills [4]

No description available.

The purpose of this study was to examine the effectiveness of PCIT as an alternative to medication in managing symptoms and behavior problems of preschool-aged children with ADHD. Using a multiple baseline single-case design, the study measured the impact of PCIT on four preschool-aged children's problem behaviors and ADHD symptoms, parenting practices, and mothers' attitudes towards therapy. Outcome measures included the Child Behavior Checklist, Eyberg Child Behavior Inventory, Behavior Assessment System for Children, ADHD Symptom Observation form, Dyadic Parent-Child Interaction Coding System, Parenting Practices Interview, and Therapy Attitude Inventory. Results from visual analyses, a visual permutation test, and hierarchical linear modeling showed partial treatment effects for mothers' use of labeled praises (b = 10.67, p < 0.0001), commands (b = -26.84, p = 0.000), behavior management skills (b = 91.21, p < 0.0001), children's behavior problems (b = -20.29, p = 0.000), and parent-reported ADHD symptoms (b = -25.76, p = 0.000). Mothers expressed high satisfaction with PCIT and reported their relationships with their children and their children's compliance and behavior problems had improved post-intervention. The consistency with which other caretaking partners (e.g., fathers) practiced the same discipline procedures as the mothers in the study played a significant role in the changes observed in mothers' use of effective discipline practices and children's behavior problems. Findings of this study indicate PCIT may partially be an effective intervention in improving children's behavior problems and ADHD symptoms.

Early identification of autism is important in order to maximize the potential of intervention efforts. However, the identification of autism can require extensive training and experience. Psychologists routinely use behavior rating scales to assess children for various social, emotional, or behavioral problems when completing evaluations in the school or clinical setting. The focus of the current study is to determine whether a behavior rating scale can accurately distinguish between referred preschoolers with autism and referred preschoolers without autism. Parents of 82 preschoolers referred to a nonprofit child development clinic because of behavioral or developmental concerns completed two behavior rating scales as part of the initial evaluation. The findings revealed that while statistically significantly differences were found between the scores for the two groups on a number of scales, the practical implications were unclear. The use of behavior rating scales as screeners for autism in preschoolers would result in a very high false positive rate.

Syftet med vår uppsats är att söka svar på hur förskollärarna som arbetar i åldrarna 3-5 år väljer att arbeta med barns vänskapsrelationer i förskolans verksamhet, eftersom tidigare forskning visar att allt fler barn befinner sig i förskolan samt att vänskap för barn har stor betydelse för deras välbefinnande. Frågeställningar som vi söker svar på i vår uppsats är på vilket sätt genomför förskollärarna ett arbete med barns vänskapsrelationer i förskolan, om förskolläraren anser att barns vänskapsrelationer är ett arbetsområde att prioritera i förskolan samt vad förskolläraren anser om sitt eget deltagande i barns skapande av vänskapsrelationer. Vi söker svar på frågorna genom att göra en kvalitativ intervju med en förskollärare och observationer som ett komplement till intervjun. Som teoretisk utgångspunkt utgår vi från teorier om vad vänskap är för små barn och vilken betydelse vänskap har för barnen. Eftersom förskollärarna ska vara en del i barns vänskapande måste de förstå relationerna mellan barnen utifrån barnens egna termer. Vårt resultat visar att den aktuella förskolan bedriver ett arbete med barns vänskapsrelationer genom att ha ett tema och andra olika aktiviteter såsom drama och boksamtal. Resultatet visar även att förskolläraren anser att barns vänskapsrelationer bör prioriteras och att deras egen roll i barns vänskapande är av stor betydelse. Det är svårt att bedriva ett vänskapsarbete om arbetslaget har olika syn på vad vänskap är. Därför spelar det ingen roll hur mycket förskollärarna talar om för barnen hur de ska bete sig och vara som en vän om inte förskollärarna kan visa på dessa egenskaper själva, för förskollärarna fungerar som förebilder för barnen. / The purpose of this paper is to seek answers to how the preschool teachers who work with children aged 3-5 years choose to work with children's friendships in preschool, because previous research shows that more and more children are in preschool and friendship for children is very important for their welfare. Questions that we attempting to answer in this paper is how preschool teachers work with children's friendships in preschool, if the preschool teacher believes that children's friendships are a range of priority in preschool and how preschool teacher thinks about his own involvement in children's creation of friendships. We are looking for answers to the questions by making a qualitative interview with a preschool teacher and observations as a complement to the interview. As a theoretical starting point, we use theories about what friendship is for children in early years and the importance of friendships for children. Since preschool teachers should contribute to children making friends, they must understand the relationships between the children from children's own terms. Our results show that the current preschool worked with children's friendships by having a theme, and other various activities such as drama and discussions of literature. The results also show that preschool teacher believes that children's friendships should be valued and that their own role in children's friendship is of great importance. It is difficult to manage a friendly work if the team has different views on what friendship is. Therefore it doesn´t matter how much preschool teachers tells the children how to behave and how to be a friend if not preschool teachers can´t demonstrate these qualities themselves, because the preschool teachers serve as role models for children.

Historically, students from ethnically diverse backgrounds in grades K-12 have been over-represented in special education, yet little research on disproportionate representation has been conducted with preschool-aged children. This study examined if 72,525 preschool-aged children with disabilities from ethnically diverse backgrounds were disproportionately represented in special education within and across five southern states. Data were gathered from the 2006 December 1st Child Count reported by each State Department of Education to the U.S. Department of Education. Chosen states offered state-funded pre-kindergarten programs, which should have provided equal opportunities for inclusion across states. Analyses compared children with disabilities for disproportionate representation across state of residence, across special education eligibilities, across educational placements, and amount of inclusion provided. Data were analyzed for child and placement characteristics. Due to data suppression by individual states, analyses were conducted using children from Black and White backgrounds, and children from Hispanic backgrounds were used when reported by individual states. Child characteristics considered included the child’s: (a) type of disability eligibility category, (b) age, and (c) ethnicity. Placement characteristics included: (a) type of educational placement, (b) state in which child resided, and (c) amount of inclusion received. Indices of disproportionate representation were calculated using: (a) composition index, (b) risk index, (c) odds ratio, and (d) relative risk ratio. A 3 x 5 ANOVA was used to calculate placement differences between states. Factorial analysis was used to calculate determinants of placement status for preschool-aged children with disabilities. Results revealed disproportionate representation does occur at the preschool level, although between state variability was great, and patterns differed from the K-12 literature. Children from American Indian backgrounds were over-represented due to high proportions in states of Alabama and North Carolina, while children from Asian and Hispanic backgrounds were under-represented. Children from Black and White backgrounds were represented in special education at expected rates. The most common eligibility categories were speech/language impairments and developmental delay. Placement results revealed over-representation for White preschoolers and males, although type of state-funded pre-k program was a non-significant factor. Inclusion analyses favored Whites and males. Child demographic factors explained the majority of variability in inclusion status.