Current Search: Preschool children (x)
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- Title
- Reciprocity versus Modeling as a Basis for Exchange Bahavior in Preschoolers.
- Creator
- Weber, Ruth A., Bjorklund, David F., Florida Atlantic University
- Abstract/Description
-
Preschoolers are likely to share with a child who has previously shared with them; whether they reciprocate to the child who shared or simply model the other's actions was investigated. 133 children were observed twice with a samesex classmate. The target child's partner was given a snack and allowed 2 min in which to eat or share, then the situation was reversed. The recipient in the second episode was either the previous partner or a new child. Boys shared more snacks, if they had been...
Show morePreschoolers are likely to share with a child who has previously shared with them; whether they reciprocate to the child who shared or simply model the other's actions was investigated. 133 children were observed twice with a samesex classmate. The target child's partner was given a snack and allowed 2 min in which to eat or share, then the situation was reversed. The recipient in the second episode was either the previous partner or a new child. Boys shared more snacks, if they had been shared to, regardless of the identity of the recipient suggesting a modeling effect. Girls shared more snacks when the potential recipient was the girl who had shared with them previously suggesting a reciprocity effect. Neither modeling nor reciprocation alone are sufficient explanations for increased sharing after exposure to sharing. Both prior actions and identity of the recipient need to be considered.
Show less - Date Issued
- 1990
- PURL
- http://purl.flvc.org/fau/fd/FA00000842
- Subject Headings
- Interpersonal relations in children, Preschool children
- Format
- Document (PDF)
- Title
- When a “useful” tool is not enough: preschoolers prioritize preference over utility while problem solving.
- Creator
- Bidmead, Sarah, Greif, Marissa, Graduate College
- Date Issued
- 2011-04-08
- PURL
- http://purl.flvc.org/fcla/dt/3164607
- Subject Headings
- Preschool children, Problem solving, Decision making
- Format
- Document (PDF)
- Title
- An Examination of Literacy Based Beha.
- Creator
- Hall Pistorio, Kalynn, Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
- Abstract/Description
-
Preparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool...
Show morePreparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool students in the classroom. Literacy based behavioral interventions (LBBI) (Bucholz, Brady, Duffy, Scott, & Kontosh, 2008) are a class of intervention that have been found to be effective to teach a variety of skills. This type of intervention consists of a combination of sequenced visuals and words to either teach a new skill and/or increase or decrease a behavior. Several studies have shown that a storybook LBBI is an effective intervention for teaching new skills including daily living skills, but to date only one study has looked at the effects of a storybook LBBI with preschool children who are at-risk (Hall, Brady, & Morris, 2017). This study expanded the storybook LBBI literature by exploring the effect of small group-delivered storybook LBBIs on preschool students who were at-risk and struggling to learn basic kindergarten readiness skills. Using a multiple baseline design across skills, this study examined the effectiveness of using LBBIs delivered in a small group to teach kindergarten readiness skills and the children’s ability to maintain and generalize these skills. Four preschool students were taught three skills including cutting with scissors, using liquid glue, and matching. Data were collected on the steps correct and independent on the task analysis for each skill. The results found an increase in skill acquisition with students learning the new skills and maintaining those skills after the removal of the LBBI. Students were also able to generalize these new skills to novel materials. Implications for research and practice are discussed.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013066
- Subject Headings
- Preschool children--Education., Teaching young children., Kindergarten., Literacy.
- Format
- Document (PDF)
- Title
- A comparison of language screening procedures in the identification of children with language delays in prekindergarten classes.
- Creator
- Goldstein, Peggy Ann., Florida Atlantic University, Taylor, Ronald L., Smiley, Lydia R.
- Abstract/Description
-
There is presently an emphasis on the early identification of children with disabilities. Mild and moderate disabilities, such as language delays, have proven difficult to detect. Language delays are of concern because of the relationship between language abilities and other learning activities. Young children from low socioeconomic status (SES) backgrounds are especially at-risk for difficulties in language and learning. The purpose of this study was to examine the accuracy of various...
Show moreThere is presently an emphasis on the early identification of children with disabilities. Mild and moderate disabilities, such as language delays, have proven difficult to detect. Language delays are of concern because of the relationship between language abilities and other learning activities. Young children from low socioeconomic status (SES) backgrounds are especially at-risk for difficulties in language and learning. The purpose of this study was to examine the accuracy of various language screening procedures in the identification of language delays in prekindergarten classes composed of children from low SES backgrounds. More specifically, this study compared the accuracy of formal instruments and informal procedures (i.e., teacher referral) in the identification of language delays. Additionally, the influence of teacher training on the accuracy of teacher referral was explored. Three children from 30 randomly selected prekindergarten classes participated in this study. This resulted in a total of 90 subjects. Children ranged in age from 52 to 64 months. All subjects were administered the Brigance Preschool Screen, the language subtest of the Early Screening Profile (ESP), the language subtest of the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R), and the Fluharty Preschool Speech and Language Screening Test. The Preschool Language Scale-3 (PLS-3) was administered and used as the criterion measure. In addition, the 30 teachers of these selected classes were randomly assigned to two groups. One group received specific training in the identification of language delays in young children and were designated as trained teachers. The second group was the control group and designated as untrained teachers. Fifty-six percent of the children were identified as language delayed according to the criteria of 1 standard deviation below the mean on the PLS-3. The trained teachers were the most accurate of all screening procedures in the identification of language delays. Training significantly improved the accuracy of teacher referral. The ESP was found to be the most efficient of the formal instruments. This study resulted in an increase in the data base concerning the incidence of language delays in an at-risk population, the effectiveness of various screening procedures in identification of language delays, and the impact of training on the accuracy of teacher referrals.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12381
- Subject Headings
- Language disorders in children, Preschool children, Learning disabilities, Children--Language--Testing
- Format
- Document (PDF)
- Title
- Early Childhood Preservice Teachers’ Knowledge of Children’sCognitive Development and Developmentally AppropriatePedagogical Practices: Understanding the Role of ClinicalExperiences.
- Creator
- Beers, Courtney, Bhagwanji, Yashwant, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation...
Show moreThe quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004647, http://purl.flvc.org/fau/fd/FA00004647
- Subject Headings
- Cognition in children, Early childhood educators -- Training of, Early childhood teachers -- In service training, Pedagogical content knowledge, Preschool teaching
- Format
- Document (PDF)