CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: preschoolers</title> <meta name="description" content="Search results for: preschoolers"> <meta name="keywords" content="preschoolers"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="preschoolers" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="preschoolers"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 51</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: preschoolers</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">51</span> Preschoolers’ Involvement in Indoor and Outdoor Learning Activities as Predictors of Social Learning Skills in Niger State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Okoh%20Charity%20N.">Okoh Charity N.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the predictive power of preschoolers’ involvement in indoor and outdoor learning activities on their social learning skills in Niger state, Nigeria. Two research questions and two null hypotheses guided the study. Correlational research design was employed in the study. The population of the study consisted of 8,568 Nursery III preschoolers across the 549 preschools in the five Local Education Authorities in Niger State. A sample of 390 preschoolers drawn through multistage sampling procedure. Two instruments; Preschoolers’ Learning Activities Rating Scale (PLARS) and Preschoolers’ Social Learning Skills Rating Scale (PSLSRS) developed by the researcher were used for data collection. The reliability coefficients obtained for the PLARS and PSLSRS were 0.83 and 0.82, respectively. Data collected were analyzed using simple linear regression. Results showed that 37% of preschoolers’ social learning skills are predicted by their involvement in indoor learning activities, which is statistically significant (p < 0.05). It also shows that 11% of preschoolers’ social learning skills are predicted by their involvement in outdoor learning activities, which is statistically significant (p < 0.05). Therefore, it was recommended among others, that government and school administrators should employ qualified teachers who will stand as role models for preschoolers’ social skills development and provide indoor and outdoor activities and materials for preschoolers in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschooler" title="preschooler">preschooler</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20activities" title=" indoor activities"> indoor activities</a>, <a href="https://publications.waset.org/abstracts/search?q=outdoor%20activities" title=" outdoor activities"> outdoor activities</a> </p> <a href="https://publications.waset.org/abstracts/150984/preschoolers-involvement-in-indoor-and-outdoor-learning-activities-as-predictors-of-social-learning-skills-in-niger-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50</span> Designing a Motivated Tangible Multimedia System for Preschoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kien%20Tsong%20Chau">Kien Tsong Chau</a>, <a href="https://publications.waset.org/abstracts/search?q=Zarina%20Samsudin"> Zarina Samsudin</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Ahmad%20Jaafar%20Wan%20Yahaya"> Wan Ahmad Jaafar Wan Yahaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper examined the capability of a prototype of a tangible multimedia system that was augmented with tangible objects in motivating young preschoolers in learning. Preschoolers’ learning behaviour is highly captivated and motivated by external physical stimuli. Hence, conventional multimedia which solely dependent on digital visual and auditory formats for knowledge delivery could potentially place them in inappropriate state of circumstances that are frustrating, boring, or worse, impede overall learning motivations. This paper begins by discussion with the objectives of the research, followed by research questions, hypotheses, ARCS model of motivation adopted in the process of macro-design, and the research instrumentation, Persuasive Multimedia Motivational Scale was deployed for measuring the level of motivation of subjects towards the experimental tangible multimedia. At the close, a succinct description of the findings of a relevant research is provided. In the research, a total of 248 preschoolers recruited from seven Malaysian kindergartens were examined. Analyses revealed that the tangible multimedia system improved preschoolers’ learning motivation significantly more than conventional multimedia. Overall, the findings led to the conclusion that the tangible multimedia system is a motivation conducive multimedia for preschoolers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tangible%20multimedia" title="tangible multimedia">tangible multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=tangible%20objects" title=" tangible objects"> tangible objects</a> </p> <a href="https://publications.waset.org/abstracts/65801/designing-a-motivated-tangible-multimedia-system-for-preschoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">609</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">49</span> Callous-Unemotional Traits in Preschoolers: Distinct Associations with Empathy Subcomponents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Stylianopoulou">E. Stylianopoulou</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20K.%20Fanti"> A. K. Fanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Object: Children scoring high on Callous-Unemotional traits (CU traits) exhibit lack of empathy. More specifically, children scoring high on CU traits appear to exhibit deficits on affective empathy or deficits in other constructs. However, little is known about cognitive empathy, and it's relation with CU traits in preschoolers. Despite the fact that empathy is measurable at a very young age, relatively less study has focused on empathy in preschoolers than older children with CU traits. The present study examines the cognitive and affective empathy in preschoolers with CU traits. The aim was to examine the differences between cognitive and affective empathy in those individuals. Based on previous research in children with CU traits, it was hypothesized that preschoolers scoring high in CU traits will show deficits in both cognitive and affective empathy; however, more deficits will be detected in affective empathy rather than cognitive empathy. Method: The sample size was 209 children, of which 109 were male, and 100 were female between the ages of 3 and 7 (M=4.73, SD=0.71). From those participants, only 175 completed all the items. The Inventory of Callous-Unemotional traits was used to measure CU traits. Moreover, the Griffith Empathy Measure (GEM) Affective Scale and the Griffith Empathy Measure (GEM) Cognitive Scale was used to measure Affective and Cognitive empathy, respectively. Results: Linear Regression was applied to examine the preceding hypotheses. The results showed that generally, there was a moderate negative association between CU traits and empathy, which was significant. More specifically, it has been found that there was a significant and negative moderate relation between CU traits and cognitive empathy. Surprisingly, results indicated that there was no significant relation between CU traits and affective empathy. Conclusion: The current findings support that preschoolers show deficits in understanding others emotions, indicating a significant association between CU traits and cognitive empathy. However, such a relation was not found between CU traits and affective empathy. The current results raised the importance that there is a need for focusing more on cognitive empathy in preschoolers with CU traits, a component that seems to be underestimated till now. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20empathy" title="affective empathy">affective empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=callous-unemotional%20traits" title=" callous-unemotional traits"> callous-unemotional traits</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20empathy" title=" cognitive empathy"> cognitive empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/129655/callous-unemotional-traits-in-preschoolers-distinct-associations-with-empathy-subcomponents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129655.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">48</span> Parental Engagement with Their Preschoolers’ Cognitive Development Prior to Their Kindergarten Admission: Sharjah-Based Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nada%20Mohammad%20Eljeshi">Nada Mohammad Eljeshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the United Arab Emirates (UAE), preschoolers can enroll in kindergarten after completing four years old by August 31 of their admission year. This study aims to better understand how Sharjah-based parents’ engagement with preschoolers contributes to their phonological awareness, literacy development, and print knowledge before their kindergarten admission considering cognitive development is addressed in the UAE national child care standards. More specifically, it will discuss the importance of cognitive development activities to preschoolers, the rationale behind defining the admission age to kindergarten and compare and benchmark the policy to other countries. To achieve this study's objectives, an online survey was conducted and distributed. Respondents were asked 13 dichotomous questions related to activities that promote the preschooler’s linguistics literacy and cognitive development. The results suggested parents’ emphasis on phonological awareness, followed by developing their print knowledge. However, the majority of the surveyed parents did not engage in literacy development with their preschoolers. On this basis, it is clear parents’ awareness should occur by introducing various activities such as book reading, that there is a need to introduce and encourage parents to various activities such as reading a printed book and drawings to keep up with their children's cognitive development. The survey results suggested an emphasis on phonological awareness, followed by developing their print knowledge. However, the majority of the surveyed parents did not engage in literacy development with their preschoolers. On this basis, parental awareness of the importance of preschoolers' cognitive development should be developed and engage the parents in understanding their preschooler’s cognitive development before entering kindergarten. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title="preschoolers">preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20engagement" title=" parental engagement"> parental engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharjah-based%20case%20study" title=" Sharjah-based case study"> Sharjah-based case study</a> </p> <a href="https://publications.waset.org/abstracts/135672/parental-engagement-with-their-preschoolers-cognitive-development-prior-to-their-kindergarten-admission-sharjah-based-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135672.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">47</span> Prevalence of Over-Schooling Preschoolers as Perceived by Teachers in Kwara Central, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachael%20Ojima%20Agarry">Rachael Ojima Agarry</a>, <a href="https://publications.waset.org/abstracts/search?q=Raheemat%20Opeyemi%20Omosidi"> Raheemat Opeyemi Omosidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over-schooling children is an abuse of the fundamental provisions of the National Policy on Education in Nigeria. The practice overburdens or places unwarranted academic demands on children, particularly preschoolers. This study was carried out to ascertain the prevalence of over-schooling preschoolers as perceived by teachers in the Kwara Central Senatorial District. One research question and two null hypotheses were formulated to guide the study. A descriptive survey design was employed. The population of the study consists of all preschool teachers in both private and public schools in Kwara Central. A validated instrument tagged “Questionnaire on Prevalence of Over-schooling of Preschoolers (QPOP)” with a reliability index of 0.76 was used for data collection. The questionnaire consists of sections A and B. Section A solicited the respondents’ demographic information, and Section B sought the prevalence of over-schooling as perceived by teachers. Data collected were analyzed using descriptive statistics of frequency and percentage. Mean and standard deviation were used to analyze the demographic information and the research question. The two research hypotheses were analyzed using a t-test and Analysis of Variance (ANCOVA) at a 0.05 level of significance. The results revealed that there is a high level of prevalence of over-schooling of preschoolers in Kwara Central. Also, there is a significant difference in teachers' perception of the prevalence of over-schooling preschoolers based on school type and school location. It was concluded that both private and public schools in Kwara Central practice over-schooling of preschoolers at a high level. Hence, it was recommended that the government, through the State and/or Federal Ministry of Education, should enact and enforce a law that would ensure children in this category spend only the stipulated time in school as well as strict adherence to the recommended curriculum contents by proprietors and teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=over-schooling" title="over-schooling">over-schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20type" title=" school type"> school type</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20location" title=" school location"> school location</a> </p> <a href="https://publications.waset.org/abstracts/183050/prevalence-of-over-schooling-preschoolers-as-perceived-by-teachers-in-kwara-central-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183050.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">46</span> Preschoolers’ Selective Trust in Moral Promises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuanxia%20Zheng">Yuanxia Zheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Min%20Zhong"> Min Zhong</a>, <a href="https://publications.waset.org/abstracts/search?q=Cong%20Xin"> Cong Xin</a>, <a href="https://publications.waset.org/abstracts/search?q=Guoxiong%20Liu"> Guoxiong Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Liqi%20Zhu"> Liqi Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Trust is a critical foundation of social interaction and development, playing a significant role in the physical and mental well-being of children, as well as their social participation. Previous research has demonstrated that young children do not blindly trust others but make selective trust judgments based on available information. The characteristics of speakers can influence children’s trust judgments. According to Mayer et al.’s model of trust, these characteristics of speakers, including ability, benevolence, and integrity, can influence children’s trust judgments. While previous research has focused primarily on the effects of ability and benevolence, there has been relatively little attention paid to integrity, which refers to individuals’ adherence to promises, fairness, and justice. This study focuses specifically on how keeping/breaking promises affects young children’s trust judgments. The paradigm of selective trust was employed in two experiments. A sample size of 100 children was required for an effect size of w = 0.30，α = 0.05，1-β = 0.85, using G*Power 3.1. This study employed a 2×2 within-subjects design to investigate the effects of moral valence of promises (within-subjects factor: moral vs. immoral promises), and fulfilment of promises (within-subjects factor: kept vs. broken promises) on children’s trust judgments (divided into declarative and promising contexts). In Experiment 1 adapted binary choice paradigms, presenting 118 preschoolers (62 girls, Mean age = 4.99 years, SD = 0.78) with four conflict scenarios involving the keeping or breaking moral/immoral promises, in order to investigate children’s trust judgments. Experiment 2 utilized single choice paradigms, in which 112 preschoolers (57 girls, Mean age = 4.94 years, SD = 0.80) were presented four stories to examine their level of trust. The results of Experiment 1 showed that preschoolers selectively trusted both promisors who kept moral promises and those who broke immoral promises, as well as their assertions and new promises. Additionally, the 5.5-6.5-year-old children are more likely to trust both promisors who keep moral promises and those who break immoral promises more than the 3.5- 4.5-year-old children. Moreover, preschoolers are more likely to make accurate trust judgments towards promisor who kept moral promise compared to those who broke immoral promises. The results of Experiment 2 showed significant differences of preschoolers’ trust degree: kept moral promise > broke immoral promise > broke moral promise ≈ kept immoral promise. This study is the first to investigate the development of trust judgement in moral promise among preschoolers aged 3.5-6.5. The results show that preschoolers can consider both valence and fulfilment of promises when making trust judgments. Furthermore, as preschoolers mature, they become more inclined to trust promisors who keep moral promises and those who break immoral promises. Additionally, the study reveals that preschoolers have the highest level of trust in promisors who kept moral promises, followed by those who broke immoral promises. Promisors who broke moral promises and those who kept immoral promises are trusted the least. These findings contribute valuable insights to our understanding of moral promises and trust judgment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=promise" title="promise">promise</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20judgement" title=" moral judgement"> moral judgement</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/186290/preschoolers-selective-trust-in-moral-promises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186290.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">54</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">45</span> Language Developmental Trends of Mandarin-Speaking Preschoolers in Beijing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nga%20Yui%20Tong">Nga Yui Tong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mandarin, the official language of China, is based on the Beijing dialect and is spoken by more than one billion people from all over the world. To investigate the trends of Mandarin acquisition, 192 preschoolers are recruited by stratified random sampling. They are from 4 different districts in Beijing, 2 schools in each district, with 4 age groups, both genders, and 3 children in each stratum. The children are paired up to conduct semi-structured free play for 30 minutes. Their language output is videotaped, transcribed, and coded for the calculation of Mean Length of Utterance (MLU). Two-way ANOVA showed that the variation of MLU is significantly contributed by age, which is coherent to previous findings of other languages. This first large-scale study to investigate the developmental trend of Mandarin in young children in Beijing provides empirical evidence to the development of standards and curriculum planning for early Mandarin education. Interestingly, the gender effect in the study is insignificant, with boys showing a slightly higher MLU than girls across all age groups and settings, except the 4.5 years same-gender dyads. The societal factors in the Chinese context on parenting and gender bias are worth looking into. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beijing" title="Beijing">Beijing</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a>, <a href="https://publications.waset.org/abstracts/search?q=Mandarin" title=" Mandarin"> Mandarin</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/114658/language-developmental-trends-of-mandarin-speaking-preschoolers-in-beijing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">44</span> A Study on 5-11 Year-Old Children's Level of Knowledge about Personal Safety and Protection from Social Dangers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%96zden%20Ku%C5%9Fcu">Özden Kuşcu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ya%C4%9Fmur%20Ku%C5%9Fcu"> Yağmur Kuşcu</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20%C3%87etinta%C5%9F"> Zeynep Çetintaş</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Sunay%20Yildirim%20Do%C4%9Fru"> S. Sunay Yildirim Doğru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this work is to evaluate the effect of the subjects “personal safety” and “protection from dangers” included in primary school curriculum on the students’ levels of knowledge about safety and protection from social dangers. The study group included 469 students between 5–11 years old with 231 preschoolers and 238 primary school students and their parents and teachers. Instruments used to collect data were “Personal Safety Interview Form” for children, “Parent Interview Form” and “Teacher Interview Form”. Forms included 15 open-ended questions about personal safety. The researchers collected the research data through one-on-one interviews with children. Results of the study revealed that preschoolers and 1st, 2nd, and 3rd graders did not know their home addresses and telephone numbers and their families were not aware of that. The study also showed that those who had this information were unsure as to who to share this information with. Accordingly, more should be done to increase the levels of knowledge of preschoolers and 1st, 2nd, and 3rd graders about personal safety and protection from dangers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=security" title="security">security</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20danger" title=" social danger"> social danger</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a> </p> <a href="https://publications.waset.org/abstracts/20650/a-study-on-5-11-year-old-childrens-level-of-knowledge-about-personal-safety-and-protection-from-social-dangers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">43</span> Sleep Ecology, Sleep Regulation and Behavior Problems in Maltreated Preschoolers: A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabrina%20Servot">Sabrina Servot</a>, <a href="https://publications.waset.org/abstracts/search?q=Annick%20St-Amand"> Annick St-Amand</a>, <a href="https://publications.waset.org/abstracts/search?q=Michel%20Rousseau"> Michel Rousseau</a>, <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Simard"> Valerie Simard</a>, <a href="https://publications.waset.org/abstracts/search?q=Evelyne%20Touchette"> Evelyne Touchette</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Child maltreatment has a profound impact on children’s development. In its victims, internalizing and externalizing problems are highly prevalent, and sleep problems are common. Furthermore, the environment they live in is often disorganized, lacking routine and consistency. In non-maltreated children, several studies documented the important role of sleep regulation and sleep ecology. A poor sleep ecology (e.g., lack of sleep hygiene and bedtime routine, inappropriate sleeping location) may lead to sleep regulation problems (e.g., short sleep duration, nocturnal awakenings), and sleep regulation problems may increase the risk of behavior problems. Therefore, this scoping review aims to map evidence about sleep ecology and sleep regulation and the associations between sleep ecology, sleep regulation, and behavior problems in maltreated preschoolers. Literature from 1993 was searched in PsycInfo, Pubmed, Medline, Eric, and Proquest Dissertations and Theses. Articles and thesis were comprehensively reviewed based upon inclusion/exclusion criteria: 1) it concerns maltreated children aged 1-5 years, and 2) it addresses at least one of the following: sleep ecology, sleep regulation, and/or their associations with behavior problems in maltreated preschoolers. From the 650 studies screened, nine of them were included. Data were charted according to study characteristics, nature of variable documented, measures, analyses performed, and results of each study, then synthesized in a narrative summary. The main results show all included articles were quantitative. Foster children samples were used in four studies, children experienced different types of maltreatment in six studies, while one was specifically about sexually abused children. Regarding sleep ecology, only one study describing maltreated preschoolers’ sleep ecology was found, while seven studies documented sleep regulation. Among these seven studies, 17 different sleep variables (e.g., parasomnia, dyssomnia, total 24-h sleep duration) were used, each study documenting from one to nine of them. Actigraphic measures were employed in three studies, the others used parent-reported questionnaires or sleep diaries. Maltreated children’s sleep was described and/or compared to non-maltreated children’s sleep, or an intervention group, showing mild differences. As for associations between sleep regulation and behavior problems, five studies investigated it and performed correlational or linear regression analyses between sleep and behavior problems, revealing some significant associations. No study was found about associations between sleep ecology and sleep regulation, between sleep ecology and behavior problems, or between these three variables. In conclusion, literature about sleep ecology, sleep regulation, and their associations with behavior problems are far more scarce in maltreated preschoolers than in non-maltreated ones. At present, there is especially a paucity of research about sleep ecology and the association between sleep ecology and sleep regulation in maltreated preschoolers, while studies on non-maltreated children showed sleep ecology plays a major role in sleep regulation. In addition, as sleep regulation is measured in many different ways among the studies, it is difficult to compare their findings. Finally, it seems necessary that research fill these gaps, as recommendations could be made to clinicians working with maltreated preschoolers regarding the use of sleep ecology and sleep regulation as intervention tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maltreated%20preschoolers" title="maltreated preschoolers">maltreated preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20ecology" title=" sleep ecology"> sleep ecology</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20regulation" title=" sleep regulation"> sleep regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20problems" title=" behavior problems"> behavior problems</a> </p> <a href="https://publications.waset.org/abstracts/131448/sleep-ecology-sleep-regulation-and-behavior-problems-in-maltreated-preschoolers-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">42</span> The Impact of Hosting an On-Site Vocal Concert in Preschool on Music Inspiration and Learning Among Preschoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meiying%20Liao">Meiying Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Poya%20Huang"> Poya Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aesthetic domain is one of the six major domains in the Taiwanese preschool curriculum, encompassing visual arts, music, and dramatic play. Its primary objective is to cultivate children’s abilities in exploration and awareness, expression and creation, and response and appreciation. The purpose of this study was to explore the effects of hosting a vocal music concert on aesthetic inspiration and learning among preschoolers in a preschool setting. The primary research method employed was a case study focusing on a private preschool in Northern Taiwan that organized a school-wide event featuring two vocalists. The concert repertoires included children’s songs, folk songs, and arias performed in Mandarin, Hakka, English, German, and Italian. In addition to professional performances, preschool teachers actively participated by presenting a children’s song. A total of 5 classes, comprising approximately 150 preschoolers, along with 16 teachers and staff, participated in the event. Data collection methods included observation, interviews, and documents. Results indicated that both teachers and children thoroughly enjoyed the concert, with high levels of acceptance when the program was appropriately designed and hosted. Teachers reported that post-concert discussions with children revealed the latter’s ability to recall people, events, and elements observed during the performance, expressing their impressions of the most memorable segments. The concert effectively achieved the goals of the aesthetic domain, particularly in fostering response and appreciation. It also inspired preschoolers’ interest in music. Many teachers noted an increased desire for performance among preschoolers after exposure to the concert, with children imitating the performers and their expressions. Remarkably, one class extended this experience by incorporating it into the curriculum, autonomously organizing a high-quality concert in the music learning center. Parents also reported that preschoolers enthusiastically shared their concert experiences at home. In conclusion, despite being a single event, the positive responses from preschoolers towards the music performance suggest a meaningful impact. These experiences extended into the curriculum, as firsthand exposure to performances allowed teachers to deepen related topics, fostering a habit of autonomous learning in the designated learning centers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concert" title="concert">concert</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20music%20education" title=" early childhood music education"> early childhood music education</a>, <a href="https://publications.waset.org/abstracts/search?q=aesthetic%20education" title=" aesthetic education"> aesthetic education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20develpment" title=" music develpment"> music develpment</a> </p> <a href="https://publications.waset.org/abstracts/181239/the-impact-of-hosting-an-on-site-vocal-concert-in-preschool-on-music-inspiration-and-learning-among-preschoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181239.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">41</span> COVID-19 Pandemic Influence on Toddlers and Preschoolers’ Screen Time</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juliana%20da%20Silva%20Cardoso">Juliana da Silva Cardoso</a>, <a href="https://publications.waset.org/abstracts/search?q=Cl%C3%A1udia%20Correia"> Cláudia Correia</a>, <a href="https://publications.waset.org/abstracts/search?q=Rita%20Gomes"> Rita Gomes</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolina%20Fraga"> Carolina Fraga</a>, <a href="https://publications.waset.org/abstracts/search?q=In%C3%AAs%20Cascais"> Inês Cascais</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Monteiro"> Sara Monteiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Beatriz%20Teixeira"> Beatriz Teixeira</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Ribeiro"> Sandra Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolina%20Andrade"> Carolina Andrade</a>, <a href="https://publications.waset.org/abstracts/search?q=Cl%C3%A1udia%20Oliveira"> Cláudia Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Diana%20Gonzaga"> Diana Gonzaga</a>, <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Prior"> Catarina Prior</a>, <a href="https://publications.waset.org/abstracts/search?q=In%C3%AAs%20Vaz%20Matos"> Inês Vaz Matos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The average daily screen time (ST) has been increasing in children, even at young ages. This seems to be associated with a higher incidence of neurodevelopmental disorders, and as the time of exposure increases, the greater is the functional impact. This study aims to compare the daily ST of toddlers and preschoolers previously and during the COVID-19 pandemic. A questionnaire was applied by telephone to parents/caregivers of children between 1 and 5 years old, followed up at 4 primary care units belonging to the Group of Primary Health Care Centers of Western Porto, Portugal. 520 children were included: 52.9% male, mean age 39.4 ± 13.9 months. The mean age of first exposure to screens was 13.9 ± 8.0 months, and most of the children were exposed to more than one screen daily. Considering the WHO recommendations, before the COVID-19 pandemic, 385 (74.0%) and 408 (78.5%) children had excessive ST during the week and the weekend, respectively; during the lockdown, these values increased to 495 (95.2%) and 482 (92.7%). Maternal education and both the child's median age and the median age of first exposure to screens had a statistically significant association with excessive ST, with OR 0.2 (p = 0.03, CI 95% 0.07-0.86), OR 1.1 (p = 0.01, 95% CI 1.05-1.14) and OR 0.9 (p = 0.05, 95% CI 0. 87-0.98), respectively. Most children in this sample had a higher than recommended ST, which increased with the onset of the COVID-19 pandemic. These results are worrisome and point to the need for urgent intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title="COVID-19 pandemic">COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=screen%20time" title=" screen time"> screen time</a>, <a href="https://publications.waset.org/abstracts/search?q=toddlers" title=" toddlers"> toddlers</a> </p> <a href="https://publications.waset.org/abstracts/144290/covid-19-pandemic-influence-on-toddlers-and-preschoolers-screen-time" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144290.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">40</span> School Discipline Starts Early: Mindfulness as a Self-discipline Tool in the Preschool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ioanna%20Koumi">Ioanna Koumi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the intervention presented is to show the positive effects a mindfulness programme can have on the behaviour of preschoolers (years 4-6). The programme was implemented as part of the psychologist's work in 5 preschool units on the Greek island of Chios. Classroom-based activities of mindfulness were shown and practiced in 5 sessions, in collaboration with teachers, in order to make preschoolers aware of how their brain affects their behaviour, as well as of how they can have more positive behaviours, especially in instances of negative feelings. The outcomes of the intervention were assessed via questionnaire completion before and after the sessions by the teachers, as well as focus groups procedures with students, teachers, and parents. Implications of how mindfulness programmes can also be implemented at home are further discussed. School year in which the programme is being implemented: 2022-23 Intervention method: based on basic mindfulness theory and practice, the 220 students (age 4-6) in 11 classes of the 5 preschools that participated were given lessons of how to become aware of their states of focusing, regulation, attention, emotional situation, as well as body and social situations. Furthermore, the preschoolers were encouraged to make more mindful choices when it came to negative situations and emotions. Assessment method: The school as a caring community Profile II – Questionnaire completed by 20 preschool teachers prior to and after the intervention, Focus group sessions with teachers, students, parents at the end of the intervention Results: the assessment will be completed in May 2023. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool" title="preschool">preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness%20training" title=" mindfulness training"> mindfulness training</a>, <a href="https://publications.waset.org/abstracts/search?q=self-awareness" title=" self-awareness"> self-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20development" title=" social-emotional development"> social-emotional development</a> </p> <a href="https://publications.waset.org/abstracts/159833/school-discipline-starts-early-mindfulness-as-a-self-discipline-tool-in-the-preschool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">39</span> Identifying Physiological Markers That Are Sensitive to Cognitive Load in Preschoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priyashri%20Kamlesh%20Sridhar">Priyashri Kamlesh Sridhar</a>, <a href="https://publications.waset.org/abstracts/search?q=Suranga%20Nanayakkara"> Suranga Nanayakkara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current frameworks in assessment follow lesson delivery and rely heavily on test performance or teacher’s observations. This, however, neglects the underlying cognitive load during the learning process. Identifying the pivotal points when the load occurs helps design effective pedagogies and tools that respond to learners’ cognitive state. There has been limited research on quantifying cognitive load in preschoolers, real-time. In this study, we recorded electrodermal activity and heart rate variability (HRV) from 10 kindergarteners performing executive function tasks and Johnson Woodcock test of cognitive abilities. Preliminary findings suggest that there are indeed sensitive task-dependent markers in skin conductance (number of SCRs and average amplitude of SCRs) and HRV (mean heart rate and low frequency component) captured during the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=methodologies" title=" methodologies"> methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/74017/identifying-physiological-markers-that-are-sensitive-to-cognitive-load-in-preschoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74017.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">38</span> The Role of Authority's Testimony in Preschoolers' Ownership Judgment: A Study with Conflicting Cues Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhanxing%20Li">Zhanxing Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Liqi%20Zhu"> Liqi Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Authorities often intervene in children’s property conflicts, which may affect young children’s ownership understanding. First possession is a typical rule of ownership judgment. We recruited Chinese preschoolers as subjects and investigated their ownership reasoning regarding first possession, by setting three conditions via a conflicting cues method, in which a third party (mother or peer friend)’s testimony was always opposite to the cue of first possession (authority/non-authority testimony condition), or only the cue of first possession was present (no testimony condition). In Study A, we examined forty-two 3- and 5-year olds’ attribution and justification of ownership. The results showed while 5-year olds gave more support for the first possessor as the owner across three conditions, 3-year olds’ choice for the first possessor had no difference from the non-first possessor in the authority testimony condition. Moreover, 3-year olds tended to justify by reference to what mother said in the authority testimony condition, 5-year olds consistently referred to the first possession in three conditions. In Study B, we added two ownership questions to quantify children’s ability of ownership reasoning with four age groups (n = 32 for the 3-year-olds, n = 33 for the 4-year-olds, n = 27 for the 5-year olds and n = 30 for the adults) to explore the developmental trajectory further. It revealed that while 5-year olds’ performances were similar to the adults’ and always judged the first possessor as owner in three conditions, 3- and 4-year olds’ performed at chance level in the authority testimony condition. The results imply that Chinese young preschooler’s ownership reasoning was susceptible to authority’s testimony. Family authority may play an important role in diluting children’s adherence to ownership principles, which will be helpful for children to learn to share with others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authority" title="authority">authority</a>, <a href="https://publications.waset.org/abstracts/search?q=ownership%20judgment" title=" ownership judgment"> ownership judgment</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=testimony" title=" testimony"> testimony</a> </p> <a href="https://publications.waset.org/abstracts/97495/the-role-of-authoritys-testimony-in-preschoolers-ownership-judgment-a-study-with-conflicting-cues-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">37</span> A Computerized Tool for Predicting Future Reading Abilities in Pre-Readers Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Ducrot">Stephanie Ducrot</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie%20Vernet"> Marie Vernet</a>, <a href="https://publications.waset.org/abstracts/search?q=Eve%20Meiss"> Eve Meiss</a>, <a href="https://publications.waset.org/abstracts/search?q=Yves%20Chaix"> Yves Chaix</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning to read is a key topic of debate today, both in terms of its implications on school failure and illiteracy and regarding what are the best teaching methods to develop. It is estimated today that four to six percent of school-age children suffer from specific developmental disorders that impair learning. The findings from people with dyslexia and typically developing readers suggest that the problems children experience in learning to read are related to the preliteracy skills that they bring with them from kindergarten. Most tools available to professionals are designed for the evaluation of child language problems. In comparison, there are very few tools for assessing the relations between visual skills and the process of learning to read. Recent literature reports that visual-motor skills and visual-spatial attention in preschoolers are important predictors of reading development — the main goal of this study aimed at improving screening for future reading difficulties in preschool children. We used a prospective, longitudinal approach where oculomotor processes (assessed with the DiagLECT test) were measured in pre-readers, and the impact of these skills on future reading development was explored. The dialect test specifically measures the online time taken to name numbers arranged irregularly in horizontal rows (horizontal time, HT), and the time taken to name numbers arranged in vertical columns (vertical time, VT). A total of 131 preschoolers took part in this study. At Time 0 (kindergarten), the mean VT, HT, errors were recorded. One year later, at Time 1, the reading level of the same children was evaluated. Firstly, this study allowed us to provide normative data for a standardized evaluation of the oculomotor skills in 5- and 6-year-old children. The data also revealed that 25% of our sample of preschoolers showed oculomotor impairments (without any clinical complaints). Finally, the results of this study assessed the validity of the DiagLECT test for predicting reading outcomes; the better a child's oculomotor skills are, the better his/her reading abilities will be. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vision" title="vision">vision</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=oculomotor%20processes" title=" oculomotor processes"> oculomotor processes</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/114011/a-computerized-tool-for-predicting-future-reading-abilities-in-pre-readers-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">36</span> Etiquette Learning and Public Speaking: Early Etiquette Learning and Its Impact on Higher Education and Working Professionals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simran%20Ballani">Simran Ballani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to call education professionals to implement etiquette and public speaking skills for preschoolers, primary, middle and higher school students. In this paper the author aims to present importance of etiquette learning and public speaking curriculum for preschoolers, reflect on experiences from implementation of the curriculum and discuss the effect of the said implementation on higher education/global job market. Author’s aim to introduce this curriculum was to provide children with innovative learning and all around development. This training of soft skills at kindergarten level can have a long term effect on their social behaviors which in turn can contribute to professional success once they are ready for campus recruitment/global job markets. Additionally, if preschoolers learn polite, appropriate behavior at early age, it will enable them to become more socially attentive and display good manners as an adult. It is easier to nurture these skills in a child rather than changing bad manners at adulthood. Preschool/Kindergarten education can provide the platform for children to learn these crucial soft skills irrespective of the ethnicity, economic or social background they come from. These skills developed at such early years can go a long way to shape them into better and confident individuals. Unfortunately, accessibility of the etiquette learning and public speaking skill education is not standardized in pre-primary or primary level and most of the time embedding into the kindergarten curriculum is next to nil. All young children should be provided with equal opportunity to learn these soft skills which are essential for finding their place in job market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Early%20Childhood%20Learning" title="Early Childhood Learning">Early Childhood Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=" "> </a>, <a href="https://publications.waset.org/abstracts/search?q=public%20speaking" title=" public speaking"> public speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=" "> </a>, <a href="https://publications.waset.org/abstracts/search?q=confidence%20building" title=" confidence building"> confidence building</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=" "> </a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20learning" title=" innovative learning"> innovative learning</a> </p> <a href="https://publications.waset.org/abstracts/119348/etiquette-learning-and-public-speaking-early-etiquette-learning-and-its-impact-on-higher-education-and-working-professionals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119348.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">35</span> Developmental Psycholinguistic Approach to Conversational Skills: A Continuum of the Sensitivity to Gricean Maxims</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zsuzsanna%20Schnell">Zsuzsanna Schnell</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Ervas"> Francesca Ervas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Our experimental pragmatic study confirms a basic tenet in the Relevance of theoretical views in language philosophy. It draws up a developmental trajectory of the maxims, revealing the cognitive difficulty of their interpretation, their relative place to each other, and the order they may follow in development. A central claim of the present research is that social-cognitive skills play a significant role in inferential meaning construction. Children passing the False Belief Test are significantly more successful in tasks measuring the recognition of the infringement of conversational maxims. Aims and method: We examine preschoolers' conversational and pragmatic competence in view of their mentalization skills. To do so, we use a measure of linguistic tasks containing 5 short scenarios for each Gricean maxim. We measure preschoolers’ ToM performance with a first- and second-order ToM task and compare participants’ ability to recognize the infringement of the Gricean maxims in view of their social cognitive skills. Results: Findings suggest that Theory of Mind has a predictive force of 75% concerning the ability to follow Gricean maxims efficiently. ToM proved to be a significant factor in predicting the group’s performance and success rates in 3 out of 4 maxim infringement recognition tasks: in the Quantity, Relevance and Manner conditions, but not in the Quality trial. Conclusions: Our results confirm that children’s communicative competence in social contexts requires the development of higher-order social-cognitive reasoning. They reveal the cognitive effort needed to recognize the infringement of each maxim, yielding a continuum of their cognitive difficulty and trajectory of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20pragmatics" title="developmental pragmatics">developmental pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=maxim%20infringement" title=" maxim infringement"> maxim infringement</a>, <a href="https://publications.waset.org/abstracts/search?q=Gricean%20pragmatics" title=" Gricean pragmatics"> Gricean pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/188865/developmental-psycholinguistic-approach-to-conversational-skills-a-continuum-of-the-sensitivity-to-gricean-maxims" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">30</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">34</span> A Case Study on Improving Language Skills of Preschoolers by Parent-Child Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hoi%20Yan%20Lau">Hoi Yan Lau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Hong Kong, most families have working parents, and the primary caregivers of young children are helpers. This leads to a lack of interaction and language expression in children’s home environment, which affects their language development. This study aims to explore the effectiveness of parent-child reading in improving young children’s language skills. A 4-year-old girl and her mother are recruited to a 3 months’ parent-child reading program. There is a total of 26 reading sessions which target to enhance the parent’s skill of parent-child reading and to assess the child’s language ability. At the same time, the child’s use of language in normal classroom settings is analyzed by anecdotal records. It is shown that the parent is able to use more and better guiding questions during parent-child reading after this program, which in turn leads to more and longer response of the child during the reading sessions. The child also has an increase in Mean Length of Utterance and has a higher frequency of using complete sentences when interacting with other classmates in the classroom. It is worthwhile to further investigate the inclusion of promoting parent-child reading to enhance children’s language development in preschool curriculum planning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hong%20Kong" title="Hong Kong">Hong Kong</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title=" language skills"> language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20reading" title=" parent-child reading"> parent-child reading</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/114660/a-case-study-on-improving-language-skills-of-preschoolers-by-parent-child-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> Analogical Reasoning on Preschoolers’ Linguistic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yenie%20Norambuena">Yenie Norambuena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Analogical reasoning is a cognitive process that consists of structured comparisons of mental representations and scheme construction. Because of its heuristic function, it is ubiquitous in cognition and could play an important role in language development. The use of analogies is expressed early in children and this behavior is also reflected in language, suggesting a possible way to understand the complex links between thought and language. The current research examines factors of verbal and non-verbal reasoning that should be taken into consideration in the study of language development for their relations and predictive value. The study was conducted with 48 Chilean preschoolers (Spanish speakers) from 4 to 6-year-old. We assessed children’s verbal analogical reasoning, non-verbal analogical reasoning and linguistics skills (Listening Comprehension, Phonemic awareness, Alphabetic principle, Syllabification, Lexical repetition and Lexical decision). The results evidenced significant correlations between analogical reasoning factors and linguistic skills and they can predict linguistic performance mainly on oral comprehension, lexical decision and phonological skills. These findings suggest a fundamental interrelationship between analogical reasoning and linguistic performance on children’s and points to the need to consider this cognitive process in comprehensive theories of children's language development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=verbal%20analogical%20reasoning" title="verbal analogical reasoning">verbal analogical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20analogical%20reasoning" title=" non-verbal analogical reasoning"> non-verbal analogical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20skills" title=" linguistic skills"> linguistic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a> </p> <a href="https://publications.waset.org/abstracts/87500/analogical-reasoning-on-preschoolers-linguistic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> “Teacher, You’re on Mute!”: Teachers as Cultivators of Trans-Literacies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Efleda%20Preclaro%20Tolentino">Efleda Preclaro Tolentino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research indicates that an educator’s belief system is reflected in the way they structure the learning environment. Their values and belief system have the potential to positively impact school readiness through an understanding of children’s development and the creation of a stable, motivating environment. Based on the premise that the social environment influences the development of social skills, knowledge construct, and shared values of young children, this study examined verbal and nonverbal exchanges between early childhood teachers and their preschool students within the context of remote learning. Using the qualitative method of data collection, the study determined the nature of interactions between preschoolers and their teachers within a remote learning environment at a preschool in Southeast Asia that utilized the Mother Tongue-based Multilingual Education (MTBMLE) Approach. From the lens of sociocultural theory, the study investigated preschoolers’ use of literacies to convey meaning and to interact within a remote learning environment. Using a Strengths Perspective, the study revealed the creativity and resourcefulness of preschoolers in expressing themselves through trans-literacies that were made possible by the use of online mode of learning within cultural and subcultural norms. The study likewise examined how social skills acquired by young children were transmitted (verbally or nonverbally) in their interactions with peers during Zoom meetings. By examining the dynamics of social exchanges between teachers and children, the findings of the study underscore the importance of providing support for preschool students as they apply acquired values and shared practices within a remote learning environment. The potential of distance learning in the early years will be explored, specifically in supporting young children’s language and literacy development. At the same time, the study examines the role of teachers as cultivators of trans-literacies. The teachers’ skillful use of technology in facilitating young children’s learning, as well as in supporting interactions with families, will be examined. The findings of this study will explore the potential of distance learning in early childhood education to establish continuity in learning, supporting young children’s social and emotional transitions, and nurturing trans-literacies that transcend prevailing definitions of learning contexts. The implications of teachers and parents working collaboratively to support student learning will be examined. The importance of preparing teachers to be resourceful, adaptable, and innovative to ensure that learning takes place across a variety of modes and settings will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transliteracy" title="transliteracy">transliteracy</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20learning" title=" remote learning"> remote learning</a>, <a href="https://publications.waset.org/abstracts/search?q=strengths%20perspective" title=" strengths perspective"> strengths perspective</a> </p> <a href="https://publications.waset.org/abstracts/161940/teacher-youre-on-mute-teachers-as-cultivators-of-trans-literacies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161940.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">31</span> Science Process Skill and Interest Preschooler in Learning Early Science through Mobile Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seah%20Siok%20Peh">Seah Siok Peh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hashimah%20Mohd%20Yunus"> Hashimah Mohd Yunus</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Hashimah%20Hashim"> Nor Hashimah Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Mohamad"> Mariam Mohamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A country needs a workforce that encompasses knowledge, skilled labourers to generate innovation, productivity and being able to solve problems creatively via technology. Science education experts believe that the mastery of science skills help preschoolers to generate such knowledge on scientific concepts by providing constructive experiences. Science process skills are skills used by scientists to study or investigate a problem, issue, problem or phenomenon of science. In line with the skills used by scientists. The purpose of this study is to investigate the basic science process skill and interest in learning early science through mobile application. This study aimed to explore six spesific basic science process skills by the use of a mobile application as a learning support tool. The descriptive design also discusses on the extent of the use of mobile application in improving basic science process skill in young children. This study consists of six preschoolers and two preschool teachers from two different classes located in Perak, Malaysia. Techniques of data collection are inclusive of observations, interviews and document analysis. This study will be useful to provide information and give real phenomena to policy makers especially Ministry of education in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20education" title="science education">science education</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20science%20process%20skill" title=" basic science process skill"> basic science process skill</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20science" title=" early science"> early science</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a> </p> <a href="https://publications.waset.org/abstracts/54008/science-process-skill-and-interest-preschooler-in-learning-early-science-through-mobile-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">30</span> Mediation Effect of Mindful Parenting on Parental Self Efficacy and Parent-Child Attachment in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Man%20Chung%20Chu">Man Chung Chu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the dynamic family interaction, parental self-efficacy is connected with parent-child attachment. Parental self-efficacy and its corresponding behavior played an influential role in the lifespan development of the child. Recently, Mindful parenting is popularly addressed as it lightens parents’ awareness to their own thoughts feelings and behaviors by adapting a nonjudgmental attitude in the present moment being with the child. The effectiveness of mindful parent is considerably significant in enhancing parent-child relationship as well as family functioning. Parenting in early developmental stage is always challenging and essential for later growth, however, literature is rarely exploring the mediation of mindful parenting on the effect of parent self-efficacy on parent-child attachment in preschoolers’ families. The mediation effect of the research shed light on how mindful parenting should head, where parental self-efficacy training should be incorporated together with mindful family program in attempt to yield the best outcome in the family of young-aged children. Two hundred and eight (208) parents, of two to six years old children, were participated in the study and results supported the significance in the mediator effect of mindful parenting in both facets, i.e. Parent-focused - ‘Mindful Discipline’ and Child-focused – ‘Being in the moment with the child’ where parental self-efficacy is a significant predictor of mindful parenting. The implication of the result suggests that mindful parenting would be a therapeutic framework in promoting family functioning and child’s well-being, it would also be a ‘significant helping hand’ in maintaining continuous secure attachment relationship and growing their mindful children in a family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mediation%20effect" title="mediation effect">mediation effect</a>, <a href="https://publications.waset.org/abstracts/search?q=mindful%20parenting" title=" mindful parenting"> mindful parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20self%20efficacy" title=" parental self efficacy"> parental self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20attachment" title=" parent-child attachment"> parent-child attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/97136/mediation-effect-of-mindful-parenting-on-parental-self-efficacy-and-parent-child-attachment-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> Translation and Validation of the Thai Version of the Japanese Sleep Questionnaire for Preschoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natcha%20Lueangapapong">Natcha Lueangapapong</a>, <a href="https://publications.waset.org/abstracts/search?q=Chariya%20Chuthapisith"> Chariya Chuthapisith</a>, <a href="https://publications.waset.org/abstracts/search?q=Lunliya%20Thampratankul"> Lunliya Thampratankul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: There is a need to find an appropriate tool to help healthcare providers determine sleep problems in children for early diagnosis and management. The Japanese Sleep Questionnaire for Preschoolers (JSQ-P) is a parent-reported sleep questionnaire that has good psychometric properties and can be used in the context of Asian culture, which is likely suitable for Thai children. Objectives: This study aimed to translate and validate the Japanese Sleep Questionnaire for Preschoolers (JSQ-P) into a Thai version and to evaluate factors associated with sleep disorders in preschoolers. Methods: After approval by the original developer, the cross-cultural adaptation process of JSQ-P was performed, including forward translation, reconciliation, backward translation, and final approval of the Thai version of JSQ-P (TH-JSQ-P) by the original creator. This study was conducted between March 2021 and February 2022. The TH-JSQ-P was completed by 2,613 guardians whose children were aged 2-6 years twice in 10-14 days to assess its reliability and validity. Content validity was measured by an index of item-objective congruence (IOC) and a content validity index (CVI). Face validity, content validity, structural validity, construct validity (discriminant validity), criterion validity and predictive validity were assessed. The sensitivity and specificity of the TH-JSQ-P were also measured by using a total JSQ-P score cutoff point 84, recommended by the original JSQ-P and each subscale score among the clinical samples of obstructive sleep apnea syndrome. Results: Internal consistency reliability, evaluated by Cronbach’s α coefficient, showed acceptable reliability in all subscales of JSQ-P. It also had good test-retest reliability, as the intraclass correlation coefficient (ICC) for all items ranged between 0.42-0.84. The content validity was acceptable. For structural validity, our results indicated that the final factor solution for the Th-JSQ-P was comparable to the original JSQ-P. For construct validity, age group was one of the clinical parameters associated with some sleep problems. In detail, parasomnias, insomnia, daytime excessive sleepiness and sleep habits significantly decreased when the children got older; on the other hand, insufficient sleep was significantly increased with age. For criterion validity, all subscales showed a correlation with the Epworth Sleepiness Scale (r = -0.049-0.349). In predictive validity, the Epworth Sleepiness Scale was significantly a strong factor that correlated to sleep problems in all subscales of JSQ-P except in the subscale of sleep habit. The sensitivity and specificity of the total JSQ-P score were 0.72 and 0.66, respectively. Conclusion: The Thai version of JSQ-P has good internal consistency reliability and test-retest reliability. It passed 6 validity tests, and this can be used to evaluate sleep problems in preschool children in Thailand. Furthermore, it has satisfactory general psychometric properties and good reliability and validity. The data collected in examining the sensitivity of the Thai version revealed that the JSQ-P could detect differences in sleep problems among children with obstructive sleep apnea syndrome. This confirmed that the measure is sensitive and can be used to discriminate sleep problems among different children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschooler" title="preschooler">preschooler</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title=" questionnaire"> questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20version" title=" Thai version"> Thai version</a> </p> <a href="https://publications.waset.org/abstracts/174543/translation-and-validation-of-the-thai-version-of-the-japanese-sleep-questionnaire-for-preschoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28</span> Numerical Board Game for Low-Income Preschoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gozde%20Inal%20Kiziltepe">Gozde Inal Kiziltepe</a>, <a href="https://publications.waset.org/abstracts/search?q=Ozgun%20Uyanik"> Ozgun Uyanik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is growing evidence that socioeconomic (SES)-related differences in mathematical knowledge primarily start in early childhood period. Preschoolers from low-income families are likely to perform substantially worse in mathematical knowledge than their counterparts from middle and higher income families. The differences are seen on a wide range of recognizing written numerals, counting, adding and subtracting, and comparing numerical magnitudes. Early differences in numerical knowledge have a permanent effect childrens’ mathematical knowledge in other grades. In this respect, analyzing the effect of number board game on the number knowledge of 48-60 month-old children from disadvantaged low-income families constitutes the main objective of the study. Participants were the 71 preschoolers from a childcare center which served low-income urban families. Children were randomly assigned to the number board condition or to the color board condition. The number board condition included 35 children and the color board game condition included 36 children. Both board games were 50 cm long and 30 cm high; had ‘The Great Race’ written across the top; and included 11 horizontally arranged, different colored squares of equal sizes with the leftmost square labeled ‘Start’. The numerical board had the numbers 1–10 in the rightmost 10 squares; the color board had different colors in those squares. A rabbit or a bear token were presented to children for selecting, and on each trial spun a spinner to determine whether the token would move one or two spaces. The number condition spinner had a ‘1’ half and a ‘2’ half; the color condition spinner had colors that matched the colors of the squares on the board. Children met one-on-one with an experimenter for four 15- to 20-min sessions within a 2-week period. In the first and fourth sessions, children were administered identical pretest and posttest measures of numerical knowledge. All children were presented three numerical tasks and one subtest presented in the following order: counting, numerical magnitude comparison, numerical identification and Count Objects – Circle Number Probe subtest of Early Numeracy Assessment. In addition, same numerical tasks and subtest were given as a follow-up test four weeks after the post-test administration. Findings obtained from the study; showed that there was a meaningful difference between scores of children who played a color board game in favor of children who played number board game. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=low%20income" title="low income">low income</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20board%20game" title=" numerical board game"> numerical board game</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20knowledge" title=" numerical knowledge"> numerical knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a> </p> <a href="https://publications.waset.org/abstracts/63981/numerical-board-game-for-low-income-preschoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> A Foucauldian Analysis of Child Play: Case Study of a Preschool in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meng%20Wang">Meng Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Historically, young members (children) in the society have been oppressed by adults through direct violent acts. Direct violence was evident in rampant child labor and child maltreatment cases. After acknowledging the rights of children from the United Nations, it is believed in public that children have been protected against direct physical violence. Nevertheless, at present, this paper argues from Foucauldian and disability study standpoints that similar to the old times, children are oppressed objects in the context of child play, which is constructed by adults to substitute direct violence in regulating children. Particularly, this paper suggests that on the one hand, preschool play is a new way that adults adopt to oppress preschoolers and regulate the society as a whole; on the other hand, preschoolers are taught how to play as an acquired skill and master self-regulation through play. There is a line of contemporary research that centers on child play from social constructivism perspective. Yet, current teaching practices pertaining to child play including guided child play and free play, in fact, serve the interest of adults and society at large. By acknowledging and deconstructing the prevalence of 'evidence-based best practice' in early childhood education field within western society, reconstruction of child-adult power relation could be achieved and alternative truth could be found in early childhood education. To support the argument of this paper, an on-going observational case study is conducted in a preschool setting in the United States. Age range of children is 2.5 to 4 years old. Approximately 10 children (5 boys) are participating in this case study. Observation is conducted throughout the weekdays as children follow through the classroom routine with a lead and an assistant teacher. Classroom teachers are interviewed pertaining to their classroom management strategies. Preliminary research finding of this case study suggested that preschool teachers tended to utilize scenarios from preschoolers’ dramatic play to impart core cultural values to young children. These values were pre-determined by adults. In addition, if young children have failed to follow teachers' guidance in terms of playing in a correct way, children ran the risk of being excluded from the play scenario by peers and adults. Furthermore, this study tended to indicate that through child play, preschoolers are obliged to develop an internal violence system, that is self-regulation skill to regulate their own behavior; and if this internal system is unestablished based on various assessments by adults, then potentially there will be consequences of negative labeling and disabling toward young children intended by adults. In conclusion, this paper applies Foucauldian analysis into the context of child play. At present, within preschool, child play is not free as it seems to be. Young children are expected to perform cultural tasks through their play activities designed by adults. Adults utilize child play as technologies of governmentality to further predict and regulate future society at large. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20play" title="child play">child play</a>, <a href="https://publications.waset.org/abstracts/search?q=developmentally%20appropriate%20practice" title=" developmentally appropriate practice"> developmentally appropriate practice</a>, <a href="https://publications.waset.org/abstracts/search?q=DAP" title=" DAP"> DAP</a>, <a href="https://publications.waset.org/abstracts/search?q=poststructuralism" title=" poststructuralism"> poststructuralism</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies%20of%20governmentality" title=" technologies of governmentality"> technologies of governmentality</a> </p> <a href="https://publications.waset.org/abstracts/100405/a-foucauldian-analysis-of-child-play-case-study-of-a-preschool-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> Designing a Learning Table and Game Cards for Preschoolers for Disaster Risk Reduction (DRR) on Earthquake</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrnoosh%20Mirzaei">Mehrnoosh Mirzaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children are among the most vulnerable at the occurrence of natural disasters such as earthquakes. Most of the management and measures which are considered for both before and during an earthquake are neither suitable nor efficient for this age group and cannot be applied. On the other hand, due to their age, it is hard to educate and train children to learn and understand the concept of earthquake risk mitigation as matters like earthquake prevention and safe places during an earthquake are not easily perceived. To our knowledge, children’s awareness of such concepts via their own world with the help of games is the best training method in this case. In this article, the researcher has tried to consider the child an active element before and during the earthquake. With training, provided by adults before the incidence of an earthquake, the child has the ability to learn disaster risk reduction (DRR). The focus of this research is on learning risk reduction behavior and regarding children as an individual element. The information of this article has been gathered from library resources, observations and the drawings of 10 children aged 5 whose subject was their conceptual definition of an earthquake who were asked to illustrate their conceptual definition of an earthquake; the results of 20 questionnaires filled in by preschoolers along with information gathered by interviewing them. The design of the suitable educational game, appropriate for the needs of this age group, has been made based on the theory of design with help of the user and the priority of children’s learning needs. The final result is a package of a game which is comprised of a learning table and matching cards showing sign marks for safe and unsafe places which introduce the safe behaviors and safe locations before and during the earthquake. These educational games can be used both in group contexts in kindergartens and on an individual basis at home, and they help in earthquake risk reduction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disaster%20education" title="disaster education">disaster education</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquake%20sign%20marks" title=" earthquake sign marks"> earthquake sign marks</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20table" title=" learning table"> learning table</a>, <a href="https://publications.waset.org/abstracts/search?q=matching%20card" title=" matching card"> matching card</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20reduction%20behavior" title=" risk reduction behavior"> risk reduction behavior</a> </p> <a href="https://publications.waset.org/abstracts/98228/designing-a-learning-table-and-game-cards-for-preschoolers-for-disaster-risk-reduction-drr-on-earthquake" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98228.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">257</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> The Cultural Adaptation of a Social and Emotional Learning Program for an Intervention in Saudi Arabia’s Preschools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malak%20Alqaydhi">Malak Alqaydhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A problem in the Saudi Arabia education system is that there is a lack of curriculum- based Social, emotional learning (SEL) teaching practices with the pedagogical concept of SEL yet to be practiced in the Kingdom of Saudi Arabia (KSA). Furthermore, voices of teachers and parents have not been captured regarding the use of SEL, particularly in preschools. The importance of this research is to help determine, with the input of teachers and mothers of preschoolers, the efficacy of a culturally adapted SEL program. The purpose of this research is to determine the most appropriate SEL intervention method to appropriately apply in the cultural context of the Saudi preschool classroom setting. The study will use a mixed method exploratory sequential research design, applying qualitative and quantitative approaches including semi-structured interviews with teachers and parents of preschoolers and an experimental research approach. The research will proceed in four phases beginning with a series of interviews with Saudi preschool teachers and mothers, whose voices and perceptions will help guide the second phase of selection and adaptation of a suitable SEL preschool program. The third phase will be the implementation of the intervention by the researcher in the preschool classroom environment, which will be facilitated by the researcher’s cultural proficiency and practical experience in Saudi Arabia. The fourth and final phase will be an evaluation to assess the effectiveness of the trialled SEL among the preschool student participants. The significance of this research stems from its contribution to knowledge about SEL in culturally appropriate Saudi preschools and the opportunity to support initiatives for Saudi early childhood educators to consider implementing SEL programs. The findings from the study may be useful to inform the Saudi Ministry of Education and its curriculum designers about SEL programs, which could be beneficial to trial more widely in the Saudi preschool curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20emotional%20learning" title="social emotional learning">social emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=saudi%20Arabia" title=" saudi Arabia"> saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20behavior" title=" child behavior"> child behavior</a> </p> <a href="https://publications.waset.org/abstracts/144396/the-cultural-adaptation-of-a-social-and-emotional-learning-program-for-an-intervention-in-saudi-arabias-preschools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144396.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> Developmental Psycholinguistic Approach to Conversational Skills - A Continuum of the Sensitivity to Gricean Maxims</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zsuzsanna%20Schnell">Zsuzsanna Schnell</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Ervas"> Francesca Ervas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: the experimental pragmatic study confirms a basic tenet in the Relevance theoretical views in language philosophy. It draws up a developmental trajectory of the maxims, revealing the cognitive difficulty of their interpretation, their relative place to each other, and the order they may follow in development. A central claim of the present research is that social-cognitive skills play a significant role in inferential meaning construction. Children passing the False Belief Test are significantly more successful in tasks measuring the recognition of the infringement of conversational maxims. Aims and method: Preschoolers’ conversational skills and pragmatic competence is examined in view of their mentalization skills. In doing so it use a measure of linguistic tasks, containing 5 short scenarios for each Gricean maxim. it measure preschoolers’ ToM performance with a first- and a second order ToM task and compare participants’ ability to recognize the infringement of the Gricean maxims in view of their social cognitive skills. Results: Findings suggest that Theory of Mind has a predictive force of 75% concerning the ability to follow Gricean maxims efficiently. ToM proved to be a significant factor in predicting the group’s performance and success rates in 3 out of 4 maxim infringement recognition tasks: in the Quantity, Relevance and Manner conditions, but not in the Quality trial. Conclusions: the results confirm that children’s communicative competence in social contexts requires the development of higher-order social-cognitive reasoning, and reveal the cognitive effort needed for the recognition of the infringement of each maxim, yielding a continuum of their cognitive difficulty and trajectory of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maxim%20infringement%20recognition" title="maxim infringement recognition">maxim infringement recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=Gricean%20maxims" title=" Gricean maxims"> Gricean maxims</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20pragmatics" title=" developmental pragmatics"> developmental pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/193769/developmental-psycholinguistic-approach-to-conversational-skills-a-continuum-of-the-sensitivity-to-gricean-maxims" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193769.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">7</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Symbolic Play and Language: A Developmental Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherri%20Franklin-Guy">Sherri Franklin-Guy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Play activities have long been utilized to support the development of expressive language in young children. More specifically, stages of symbolic play, or pretend play, have served as indicators of levels of cognitive development, the foundation of language. This presentation will examine the relationship between symbolic play and language development in toddlers and preschoolers. Implications for clinicians and educators will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognition" title="cognition">cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a>, <a href="https://publications.waset.org/abstracts/search?q=pretend%20play" title=" pretend play"> pretend play</a>, <a href="https://publications.waset.org/abstracts/search?q=symbolic%20play" title=" symbolic play"> symbolic play</a> </p> <a href="https://publications.waset.org/abstracts/135656/symbolic-play-and-language-a-developmental-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> Emotional Characteristics of Preschoolers Due to Parameters of Family Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadezda%20Sergunicheva">Nadezda Sergunicheva</a>, <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Vasilenko"> Victoria Vasilenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emotional sphere is one of the most important aspects of the child's development and significant factor in his psychological well-being. Present research aims to identify the relationships between emotional characteristics of preschoolers and parameters of family interaction: emotional interaction, parental styles, family adaptation, and cohesion. The study involved 40 people from Saint-Petersburg: 20 children (10 boys and 10 girls) from 5 to 6 years, Mage = 5 years 4 months and 20 mothers. Methods used were: Test 'Emotional identification' by E.Izotova, Empathy test by T. Gavrilova, Children's fears test by A. Zakharov, M. Panfilova, 'Parent-child emotional interaction questionnaire' by E. Zakharova, 'Analysis of family relationships questionnaire by E. Eidemiller and V. Yustitskis, Family Adaptation and Cohesion Scales (FACES III) by D. X. Olson, J. Portner, I. Lavi. Сorrelation analysis revealed that the higher index of underdevelopment of parental feelings, the lower the child’s ability to identify emotions (p < 0,05), but at the same time, the higher ability to understand emotional states (p < 0,01), as in the case of hypoprotection (p < 0,05). Two last correlations can be explained by compensatory mechanism. This is also confirmed by negative correlations between maternal educational uncertainty and child’s ability to understand emotional states and between indulgence and child’s ability to perceive emotional states (p < 0,05). The more pronounced the phobia of a child's loss, the higher egocentric nature of child’s empathy (p < 0,05). The child’s fears have the greatest number of relationships with the characteristics of family interaction. The more pronounced mother’s positive feelings in interaction, emotional support, acceptance of himself as a parent, desire for physical contact with child and the more adaptive the family system, the less the total number of child’s fears (p < 0,05). The more the mother's ability to perceive the child's state, positive feelings in interaction, emotional support (p < 0,01), unconditional acceptance of the child, acceptance of himself as a parent and the desire for physical contact (p < 0,05), the less the amount child’s spatial fears. Socially-mediated fears are associated with less pronounced mother's positive feelings in interaction, less emotional support and deficiency of demands, obligations (p < 0,05). Fears of animals and fairy-tale characters positively correlated with the excessive demands, obligations and excessive sanctions (p < 0,05). The more emotional support (p < 0,01), mother's ability to perceive the child's state, positive feelings in interaction, unconditional acceptance of the child, acceptance of himself as a parent (p < 0,05), the less the amount child’s fears of nightmares. This kind of fears is positively correlated with excessive demands, prohibitions (p < 0,05). The more adaptive the family system (p < 0,01), the higher family cohesion, mother's acceptance of himself as a parent and preference to childish traits (p < 0,05), the less fear of death. Thus, the children's fears have the closest relationships with the characteristics of family interaction. The severity of fears, especially spatial, is connected, first of all, with the emotional side of the mother-parent interaction. Fears of animals and fairy-tale characters are associated with some characteristics of the parental styles, connected with the rigor of mothers. Correlations of the emotional identification are contradictory and require further clarification. Research is supported by RFBR №18-013-00990. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20characteristics" title="emotional characteristics">emotional characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20interaction" title=" family interaction"> family interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=fears" title=" fears"> fears</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20styles" title=" parental styles"> parental styles</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/81811/emotional-characteristics-of-preschoolers-due-to-parameters-of-family-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81811.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=preschoolers&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=preschoolers&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>