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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> 17</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: preschool</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> The Use of Methods and Techniques of Drama Education with Kindergarten Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vladimira%20Hornackova">Vladimira Hornackova</a>, <a href="https://publications.waset.org/search?q=Jana%20Kottasova"> Jana Kottasova</a>, <a href="https://publications.waset.org/search?q=Zuzana%20Vanova"> Zuzana Vanova</a>, <a href="https://publications.waset.org/search?q=Anna%20Jungrova"> Anna Jungrova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Present study deals with drama education in preschool education. The research made in this field brings a qualitative comparative survey with the aim to find out the use of methods and techniques of drama education in preschool education at university or secondary school graduate preschool teachers. The research uses a content analysis and an unstandardized questionnaire for preschool teachers and obtained data are processed with the help of descriptive methods and correlations. The results allow a comparison of aspects applied through drama in preschool education. The research brings impulses for education improvement in kindergartens and inspiration for university study programs of drama education in the professional training of preschool teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Drama%20education" title="Drama education">Drama education</a>, <a href="https://publications.waset.org/search?q=preschool%20education" title=" preschool education"> preschool education</a>, <a href="https://publications.waset.org/search?q=preschool%20teacher" title=" preschool teacher"> preschool teacher</a>, <a href="https://publications.waset.org/search?q=research." title=" research."> research.</a> </p> <a href="https://publications.waset.org/10005390/the-use-of-methods-and-techniques-of-drama-education-with-kindergarten-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005390/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005390/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005390/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005390/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005390/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005390/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005390/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005390/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005390/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005390/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005390.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">1408</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> The Impact of Drama Education on Creativity Development at Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vladim%C3%ADra%20Horn%C3%A1%C4%8Dkov%C3%A1">Vladimíra Hornáčková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper points out at the importance of creativity development in children of preschool age and analyses certain conditions and pedagogical principles which should be respected during the development of creativity in kindergartens. Research survey focuses on the development of creativity reflection at children in kindergartens at preschool age and based on a test of creativity it compares creativity of children in experimental and control groups. The goal is to find out if there are any differences among children in experimental and control classrooms in kindergartens; wherein experimental groups, there is preschool education with the use of drama education while in control groups there is not. On the basis of certain aspects, the gained data is compared through descriptive methods and correlations. Research results refer to reserves in creativity development in modern pre-primary education in the context of implemented and expected changes in didactic approach in the education of kindergartens.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Preschool%20child" title="Preschool child">Preschool child</a>, <a href="https://publications.waset.org/search?q=drama%20in%20education" title=" drama in education"> drama in education</a>, <a href="https://publications.waset.org/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/search?q=test%20of%20creativity." title=" test of creativity."> test of creativity.</a> </p> <a href="https://publications.waset.org/10005340/the-impact-of-drama-education-on-creativity-development-at-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005340/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005340/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005340/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005340/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005340/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005340/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005340/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005340/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005340/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005340/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005340.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">1903</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Assessment of Psychomotor Development of Preschool Children: A Review of Eight Psychomotor Developmental Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Viola%20Huba%C4%8Dov%C3%A1%20Pirov%C3%A1">Viola Hubačová Pirová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The assessment of psychomotor development allows us to identify children with motor delays, helps us to monitor progress in time and prepare suitable intervention programs. The foundation of psychomotor development lies in pre-school age and is crucial for child´s further cognitive and social development. Many assessment tools of psychomotor development have been developed over the years. Some of them are easy screening tools; others are more complex and sophisticated. The purpose of this review is to describe the history of psychomotor assessment, specify preschool children´s psychomotor evaluation and review eight psychomotor development assessment tools for preschool children (Denver II., DEMOST-PRE, TGMD -2/3, BOT-2, MABC-2, PDMS-2, KTK, MOT 4-6). The selection of test depends on purpose and context in which is the assessment planned.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment%20of%20psychomotor%20development" title="Assessment of psychomotor development">Assessment of psychomotor development</a>, <a href="https://publications.waset.org/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/search?q=psychomotor%20development" title=" psychomotor development"> psychomotor development</a>, <a href="https://publications.waset.org/search?q=review%20of%20assessment%20tools." title=" review of assessment tools."> review of assessment tools.</a> </p> <a href="https://publications.waset.org/10011559/assessment-of-psychomotor-development-of-preschool-children-a-review-of-eight-psychomotor-developmental-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011559/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011559/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011559/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011559/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011559/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011559/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011559/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011559/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011559/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011559/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011559.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">1519</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> The Impact of Parent Involvement in Preschool Disabled Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sheng-Min%20Cheng">Sheng-Min Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to investigate the relationship between parent involvement and preschool disabled children’s development. Parents of 3 year old disabled children (N=440) and 5 year old disabled children (N=937) participating in the Special Needs Education Longitudinal Study were interviewed or answered the web design questionnaire about their actions in parenting their disabled children. These children’s developments were also evaluated by their teachers. Data were analyzed using Structural Equation Modeling. Results were showed by tables and figures. Based on the results, the researcher made some suggestions for future studies.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Child%20development" title="Child development">Child development</a>, <a href="https://publications.waset.org/search?q=longitudinal%20data%20analysis" title=" longitudinal data analysis"> longitudinal data analysis</a>, <a href="https://publications.waset.org/search?q=parent%0D%0Ainvolvement" title=" parent involvement"> parent involvement</a>, <a href="https://publications.waset.org/search?q=preschool%20disabled%20children." title=" preschool disabled children."> preschool disabled children.</a> </p> <a href="https://publications.waset.org/9999392/the-impact-of-parent-involvement-in-preschool-disabled-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999392/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999392/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999392/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999392/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999392/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999392/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999392/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999392/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999392/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999392/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999392.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">2253</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> The Importance of Compulsory Pre-School Education from the Parents’ Perspective in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Beata%20Horn%C3%ADckova">Beata Horníckova</a>, <a href="https://publications.waset.org/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study deals with the presentation of the results of quantitatively oriented research. The research was conducted as part of a questionnaire survey with the aim to find out what are the attitudes of parents to compulsory preschool education in the Czech Republic. This research presents results from the area of importance of compulsory pre-school education from the parents’ perspective. The research method was a questionnaire, which was distributed to respondents through an online platform. The research involved 107 parents, who answered a total of 36 questions that found out their attitudes to last year’s compulsory preschool attendance. The results show that compulsory pre-school attendance has increased the importance of pre-school education. However, the results also show that the compulsory last year of preschool education is not more important according to parents than in previous years. Most participants consider compulsory pre-school attendance to be important and are happy that their child attends it. The results reveal the fact that the introduction of compulsory pre-school attendance has contributed to the importance of parents’ perceptions of pre-primary education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/10012233/the-importance-of-compulsory-pre-school-education-from-the-parents-perspective-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012233/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012233/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012233/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012233/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012233/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012233/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012233/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012233/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012233/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012233/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012233.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">605</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Parents’ Opinions on Compulsory Pre-school Attendance in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Beata%20Hornickova">Beata Hornickova</a>, <a href="https://publications.waset.org/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, which was carried out in the scope of determining the attitudes of parents to preschool education in the Czech Republic. The research is conceived as an entry into the field of the researched issue and aimed to support the effectiveness of the items of the questionnaire, which was subsequently created based on the parents’ statements from interviews. The research method was interview with 15 parents of preschool children. The main aim of the interviews was to find out their views on the compulsory attendance of their children in kindergarten. Compulsory pre-school attendance has been introduced in the Czech Republic since 2017/18 with the aim of reducing delays in the entry of children into primary school and eliminating subsequent school failures. The findings offered a look at the differing views on compulsory kindergarten school influenced by the different socio-economic status of parents. Parents with a higher socio-economic status attached greater importance to the educational component of compulsory preschool attendance as a preparation for primary school, while parents with a lower socio-economic status emphasized the educational component. An interesting finding is also a statement from interviews of a parent who does not find benefits in compulsory preschool attendance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Compulsory%20pre-school%20education" title="Compulsory pre-school education">Compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=parents%E2%80%99%20opinions%20on%20pre-school%20education." title=" parents’ opinions on pre-school education."> parents’ opinions on pre-school education.</a> </p> <a href="https://publications.waset.org/10011883/parents-opinions-on-compulsory-pre-school-attendance-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011883/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011883/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011883/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011883/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011883/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011883/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011883/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011883/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011883/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011883/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011883.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">608</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> The Habilitation with Preschool Children with Cerebral Palsy in Process of Pedagogical Support of their Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.B.%20Serova">N.B. Serova</a>, <a href="https://publications.waset.org/search?q=N.A.%20Toporkova"> N.A. Toporkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the research was to determine effectiveness of habilitation of preschool children with cerebral palsy in the process of pedagogical support of their families. The author presents the study of psychology-pedagogical problems of families with preschool children with cerebral palsy and the universal program of pedagogical support of families. In the conclusion, the author determines effectiveness of social adaptation of children with cerebral palsy and their families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=habilitation" title="habilitation">habilitation</a>, <a href="https://publications.waset.org/search?q=cerebral%20palsy" title=" cerebral palsy"> cerebral palsy</a>, <a href="https://publications.waset.org/search?q=pedagogical%20support" title=" pedagogical support"> pedagogical support</a>, <a href="https://publications.waset.org/search?q=social%20adaptation" title=" social adaptation"> social adaptation</a> </p> <a href="https://publications.waset.org/7711/the-habilitation-with-preschool-children-with-cerebral-palsy-in-process-of-pedagogical-support-of-their-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7711/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7711/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7711/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7711/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7711/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7711/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7711/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7711/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7711/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7711/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7711.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">1421</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Teaching Math to Preschool Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hui%20Fang%20Huang%20Su">Hui Fang Huang Su</a>, <a href="https://publications.waset.org/search?q=Jia%20Borror"> Jia Borror</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study compared two different interventions for math instruction among preschoolers with autism spectrum disorder (ASD). The first intervention, a combination of discrete trial teaching and Strategies for Teaching Based on Autism Research (STAR), was the regular math curriculum utilized at the preschool. The second activity-based, naturalistic intervention was Project Mind, also known as Math is Not Difficult. The curricular interventions were randomly assigned to four preschool classrooms with ASD students and implemented over three months for Project MIND. Measurements gained during the same three months for the STAR intervention were used. A quasi-experimental, pre-test/post-test design was selected to compare which intervention was the most effective in increasing mathematical knowledge and skills among preschoolers with ASD. Standardized pre and post-test instruments included the Bracken Basic Concept Scale-3 Receptive, the Applied Problems and Calculation subtests of the Woodcock-Johnson IV Tests of Achievement, and the TEMA 3: Test of Early Mathematics Ability – Third Edition. The STAR assessment is typically administered to all preschoolers at the study site three times per year, and those results were used in this study. We anticipated that the implementation of these two approaches would lead to improvement in the mathematical knowledge and skills of children with ASD. Still, it is essential to see whether a behavioral or naturalistic teaching approach leads to more significant results.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/search?q=special%20education." title=" special education."> special education.</a> </p> <a href="https://publications.waset.org/10012660/teaching-math-to-preschool-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012660/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012660/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012660/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012660/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012660/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012660/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012660/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012660/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012660/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012660/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012660.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">946</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> A Robotic Cube to Preschool Children for Acquiring the Mathematical and Colours Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/search?q=Tamer%20M.%20Ismail"> Tamer M. Ismail</a>, <a href="https://publications.waset.org/search?q=M.%20Abd%20El%20Salam"> M. Abd El Salam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt"><span lang="EN-US">This work presents a robot called Conceptual Robotic Cube, CR-Cube. The robot can be used as an educational tool for children from the age of three. It has a cube shape attached with a camera colours sensor. In addition, it contains four wheels to move smoothly. The researchers prepared a questionnaire to measure the efficiency of the robot. The design and the questionnaire was presented to 11 experts who agreed that the robot is appropriate for learning numbering and colours for preschool children.<o:p></o:p></span></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=CR-Cube" title="CR-Cube">CR-Cube</a>, <a href="https://publications.waset.org/search?q=robotic%20cube" title=" robotic cube"> robotic cube</a>, <a href="https://publications.waset.org/search?q=conceptual%20robot" title=" conceptual robot"> conceptual robot</a>, <a href="https://publications.waset.org/search?q=conceptual%20cube" title=" conceptual cube"> conceptual cube</a>, <a href="https://publications.waset.org/search?q=colour%20concept" title=" colour concept"> colour concept</a>, <a href="https://publications.waset.org/search?q=early%20childhood%20education." title=" early childhood education."> early childhood education.</a> </p> <a href="https://publications.waset.org/10007463/a-robotic-cube-to-preschool-children-for-acquiring-the-mathematical-and-colours-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007463/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007463/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007463/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007463/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007463/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007463/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007463/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007463/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007463/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007463/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007463.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">1221</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Developing Islamic Module Project for Preschool Teachers Using Modified Delphi Technique </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mazeni%20Ismail">Mazeni Ismail</a>, <a href="https://publications.waset.org/search?q=Nurul%20Aliah"> Nurul Aliah</a>, <a href="https://publications.waset.org/search?q=Hasmadi%20Hassan"> Hasmadi Hassan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study is to gather the consensus of experts regarding the use of moral guidance amongst preschool teachers vis-a-vis the Islamic Project module (I-Project Module). This I-Project Module seeks to provide pertinent data on the assimilation of noble values in subject-matter teaching. To obtain consensus for the various components of the module, the Modified Delphi technique was used to develop the module. 12 subject experts from various educational fields of Islamic education, early childhood education, counselling and language fully participated in the development of this module. The Modified Delphi technique was administered in two mean cycles. The standard deviation value derived from questionnaires completed by the participating panel of experts provided the value of expert consensus reached. This was subsequently analyzed using SPSS version 22. Findings revealed that the panel of experts reached a discernible degree of agreement on five topics outlined in the module, viz; content (mean value 3.36), teaching strategy (mean value 3.28), programme duration (mean value 3.0), staff involved and attention-grabbing strategy of target group participating in the value program (mean value 3.5), and strategy to attract attention of target group to utilize <em>i</em>-project (mean value 3.0). With regard to the strategy to attract the attention of the target group, the experts proposed for creative activities to be added in order to enhance teachers’ creativity.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Islamic%20project" title="Islamic project">Islamic project</a>, <a href="https://publications.waset.org/search?q=modified%20Delphi%20technique" title=" modified Delphi technique"> modified Delphi technique</a>, <a href="https://publications.waset.org/search?q=project%20approach" title=" project approach"> project approach</a>, <a href="https://publications.waset.org/search?q=teacher%20moral%20guidance." title=" teacher moral guidance."> teacher moral guidance.</a> </p> <a href="https://publications.waset.org/10010092/developing-islamic-module-project-for-preschool-teachers-using-modified-delphi-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010092/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010092/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010092/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010092/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010092/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010092/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010092/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010092/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010092/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010092/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010092.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">750</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Improving Learning Abilities and Inclusion through Movement: The Movi-Mente© Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ivan%20Traina">Ivan Traina</a>, <a href="https://publications.waset.org/search?q=Luigi%20Sangalli"> Luigi Sangalli</a>, <a href="https://publications.waset.org/search?q=Fabio%20Tognon"> Fabio Tognon</a>, <a href="https://publications.waset.org/search?q=Angelo%20Lascioli"> Angelo Lascioli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Currently, challenges regarding preschooler children are mainly focused on a sedentary lifestyle. Also, motor activity in infancy is seen as a tool for the separate acquisition of cognitive and socio-emotional skills rather than considering neuromotor development as a tool for improving learning abilities. The paper utilized an observational research method to shed light on the results of practicing neuromotor exercises in preschool children with disability as well as provide implications for practice.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children%20with%20disability" title="Children with disability">Children with disability</a>, <a href="https://publications.waset.org/search?q=learning%20abilities" title=" learning abilities"> learning abilities</a>, <a href="https://publications.waset.org/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/search?q=neuromotor%20development." title=" neuromotor development."> neuromotor development.</a> </p> <a href="https://publications.waset.org/10012929/improving-learning-abilities-and-inclusion-through-movement-the-movi-mente-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012929/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012929/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012929/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012929/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012929/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012929/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012929/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012929/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012929/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012929/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012929.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">605</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Author's Approach to the Problem of Correctional Speech Therapy with Children Suffering from Alalia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=%D0%95.%20V.%20Kutsina">Е. V. Kutsina</a>, <a href="https://publications.waset.org/search?q=S.%20A.%20Tarasova"> S. A. Tarasova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article we present a methodology which enables preschool and primary school unlanguaged children to remember words, phrases and texts with the help of graphic signs - letters, syllables and words. Reading for a child becomes a support for speech development. Teaching is based on the principle "from simple to complex", "a letter - a syllable - a word - a proposal - a text." Availability of multi-level texts allows using this methodology for working with children who have different levels of speech development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Alalia" title="Alalia">Alalia</a>, <a href="https://publications.waset.org/search?q=analytic-synthetic%20method" title=" analytic-synthetic method"> analytic-synthetic method</a>, <a href="https://publications.waset.org/search?q=development%20of%0D%0Acoherent%20speech" title=" development of coherent speech"> development of coherent speech</a>, <a href="https://publications.waset.org/search?q=formation%20of%20vocabulary" title=" formation of vocabulary"> formation of vocabulary</a>, <a href="https://publications.waset.org/search?q=learning%20to%20read" title=" learning to read"> learning to read</a>, <a href="https://publications.waset.org/search?q=" title=" "> </a>, <a href="https://publications.waset.org/search?q=sentence%0D%0Aformation" title=" sentence formation"> sentence formation</a>, <a href="https://publications.waset.org/search?q=three-level%20stories" title=" three-level stories"> three-level stories</a>, <a href="https://publications.waset.org/search?q=unlanguaged%20children." title=" unlanguaged children."> unlanguaged children.</a> </p> <a href="https://publications.waset.org/12132/authors-approach-to-the-problem-of-correctional-speech-therapy-with-children-suffering-from-alalia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12132/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12132/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12132/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12132/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12132/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12132/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12132/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12132/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12132/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12132/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12132.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">1950</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Proposed Program for Developing Some Concepts for Nursery School Children in Egypt Using Artistic Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ebtehag%20Tolba">Ebtehag Tolba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study presents a proposed program for nursery school children in Egypt. The program consists of a collection of artistic activities and aims to develop the language, mathematical, and artistic skills of preschool children. Furthermore, the researcher has presented a questionnaire to experts about the link between the target group and the content. Finally, the proposed program was applied to group of 30 children. In addition, the researcher has prepared another questionnaire for measuring the effect of the program. This questionnaire was used as a pre-test and post-test, and at the end of the study, a significant difference was determined in favour of the post-test results.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Developing" title="Developing">Developing</a>, <a href="https://publications.waset.org/search?q=concepts" title=" concepts"> concepts</a>, <a href="https://publications.waset.org/search?q=nursery" title=" nursery"> nursery</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=artistic%20activities." title=" artistic activities."> artistic activities.</a> </p> <a href="https://publications.waset.org/10007427/proposed-program-for-developing-some-concepts-for-nursery-school-children-in-egypt-using-artistic-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007427/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007427/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007427/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007427/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007427/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007427/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007427/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007427/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007427/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007427/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007427.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">800</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Hearing Aids Maintenance Training for Hearing-Impaired Preschool Children with the Help of Motion Graphic Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Mokhtarzadeh">M. Mokhtarzadeh</a>, <a href="https://publications.waset.org/search?q=M.%20Taheri%20Qomi"> M. Taheri Qomi</a>, <a href="https://publications.waset.org/search?q=M.%20Nikafrooz"> M. Nikafrooz</a>, <a href="https://publications.waset.org/search?q=A.%20Atashafrooz"> A. Atashafrooz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the present study was to investigate the effectiveness of using motion graphics as a learning medium on training hearing aids maintenance skills to hearing-impaired children. The statistical population of this study consisted of all children with hearing loss in Ahvaz city, at age 4 to 7 years old. As the sample, 60, whom were selected by multistage random sampling, were randomly assigned to two groups; experimental (30 children) and control (30 children) groups. The research method was experimental and the design was pretest-posttest with the control group. The intervention consisted of a 2-minute motion graphics clip to train hearing aids maintenance skills. Data were collected using a 9-question researcher-made questionnaire. The data were analyzed by using one-way analysis of covariance. Results showed that the training of hearing aids maintenance skills with motion graphics was significantly effective for those children. The results of this study can be used by educators, teachers, professionals, and parents to train children with disabilities or normal students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hearing-impaired%20children" title="Hearing-impaired children">Hearing-impaired children</a>, <a href="https://publications.waset.org/search?q=hearing%20aids" title=" hearing aids"> hearing aids</a>, <a href="https://publications.waset.org/search?q=hearing%20aids%20maintenance%20skill" title=" hearing aids maintenance skill"> hearing aids maintenance skill</a>, <a href="https://publications.waset.org/search?q=and%20motion%20graphics." title=" and motion graphics. "> and motion graphics. </a> </p> <a href="https://publications.waset.org/10011554/hearing-aids-maintenance-training-for-hearing-impaired-preschool-children-with-the-help-of-motion-graphic-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011554/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011554/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011554/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011554/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011554/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011554/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011554/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011554/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011554/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011554/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011554.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">598</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> A Self Organized Map Method to Classify Auditory-Color Synesthesia from Frontal Lobe Brain Blood Volume</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Takashi%20Kaburagi">Takashi Kaburagi</a>, <a href="https://publications.waset.org/search?q=Takamasa%20Komura"> Takamasa Komura</a>, <a href="https://publications.waset.org/search?q=Yosuke%20Kurihara"> Yosuke Kurihara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Absolute pitch is the ability to identify a musical note without a reference tone. Training for absolute pitch often occurs in preschool education. It is necessary to clarify how well the trainee can make use of synesthesia in order to evaluate the effect of the training. To the best of our knowledge, there are no existing methods for objectively confirming whether the subject is using synesthesia. Therefore, in this study, we present a method to distinguish the use of color-auditory synesthesia from the separate use of color and audition during absolute pitch training. This method measures blood volume in the prefrontal cortex using functional Near-infrared spectroscopy (fNIRS) and assumes that the cognitive step has two parts, a non-linear step and a linear step. For the linear step, we assume a second order ordinary differential equation. For the non-linear part, it is extremely difficult, if not impossible, to create an inverse filter of such a complex system as the brain. Therefore, we apply a method based on a self-organizing map (SOM) and are guided by the available data. The presented method was tested using 15 subjects, and the estimation accuracy is reported.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Absolute%20pitch" title="Absolute pitch">Absolute pitch</a>, <a href="https://publications.waset.org/search?q=functional%20near-infrared%20spectroscopy" title=" functional near-infrared spectroscopy"> functional near-infrared spectroscopy</a>, <a href="https://publications.waset.org/search?q=prefrontal%20cortex" title=" prefrontal cortex"> prefrontal cortex</a>, <a href="https://publications.waset.org/search?q=synesthesia." title=" synesthesia."> synesthesia.</a> </p> <a href="https://publications.waset.org/10006677/a-self-organized-map-method-to-classify-auditory-color-synesthesia-from-frontal-lobe-brain-blood-volume" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006677/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006677/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006677/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006677/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006677/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006677/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006677/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006677/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006677/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006677/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006677.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">993</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Long-Term Effect of Breastfeeding in Preschooler’s Psychomotor Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aurela%20Saliaj">Aurela Saliaj</a>, <a href="https://publications.waset.org/search?q=Majlinda%20Zahaj"> Majlinda Zahaj</a>, <a href="https://publications.waset.org/search?q=Bruna%20Pura"> Bruna Pura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Background: Breast milk may impact early brain development, with potentially important biological, medical and social implications. There is an important discussion on which is the adequate breastfeeding extension to the development consolidation and how the children breastfeeding affects their psychomotor development, in the first year of life, and in following periods as well. Some special fats (LC PUFA) contained in breast milk play a key role in the brain’s maturation and cognitive development or social skills. These capacities created during breastfeeding time would be unfolded throughout all lifespan. Aim of the study: In our research, we have studied the effect of breastfeeding in preschooler's psychomotor assessment. Method: This study was conducted in a sample of 158 preschool children in Vlorë, Albania. We have measured the psychometric parameters of preschoolers with ASQ-3 (Age&Stage Questionnaires- 3). The studied sample was divided in three groups according to their breastfeeding duration (3, 6 and 12 months). Results: Children breastfed for only 3 months have definitely lower psychometric scores compared to the ones with 6 or more months of breastfeeding (respectively 217 to 239 ASQ-3 scores). Six and twelvemonth breastfed children have progressively more odds to have high levels of psychomotor development comparing to those with only 3 months of breastfeeding. The most affected psychometric domains by shortness of breastfeeding are Communication and Global motor. Conclusion: This leads to conclusion that to ensure high psychomotor parameters during childhood is necessary breastfeeding for at least 6 months.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Breastfeeding" title="Breastfeeding">Breastfeeding</a>, <a href="https://publications.waset.org/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/search?q=psycho-motor%0D%0Adevelopment" title=" psycho-motor development"> psycho-motor development</a>, <a href="https://publications.waset.org/search?q=psycho-motor%20domains." title=" psycho-motor domains."> psycho-motor domains.</a> </p> <a href="https://publications.waset.org/10003008/long-term-effect-of-breastfeeding-in-preschoolers-psychomotor-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003008/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003008/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003008/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003008/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003008/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003008/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003008/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003008/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003008/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003008/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003008.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">2362</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</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/search?q=Simran%20Ballani">Simran Ballani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Etiquette%20learning" title="Etiquette learning">Etiquette learning</a>, <a href="https://publications.waset.org/search?q=public%20speaking" title=" public speaking"> public speaking</a>, <a href="https://publications.waset.org/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/search?q=overall%20child%20development" title=" overall child development"> overall child development</a>, <a href="https://publications.waset.org/search?q=early%20childhood%20interventions" title=" early childhood interventions"> early childhood interventions</a>, <a href="https://publications.waset.org/search?q=soft%20skills." title=" soft skills."> soft skills.</a> </p> <a href="https://publications.waset.org/10011315/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/10011315/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011315/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011315/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011315/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011315/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011315/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a 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