Transition to school experiences influence children's wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with children and families in ways that connect and empower them in the transition process. In this study children aged 3-6 years and their teachers used a…

Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in…

The transition from preschool to elementary school requires high adaptive behaviours. Our study's aim is to analyze the reciprocal effects between self-regulation and behaviour problems during this transitional phase. Study results are based on longitudinal data collected at preschool and elementary school. Children's level of behaviour problems…

Transition to school is a critical period in child development and has raised great concern among contemporary studies. However, most studies focus on vertical transition and only a few investigate vertical and horizontal transitions as a whole. To bridge the gap, this paper explores how an immigrant Chinese child makes the horizontal transition…

A child's transition from pre-K to kindergarten is an important time. It builds the foundation for academic, behavioral and social-emotional skills, as well as positive family-school connections, for years to come. Starting kindergarten is also a big shift for many children, one that requires them to adjust rapidly to new routines and…

The study focused on challenges and gaps faced by children during the transition period from early childhood development (ECD) to primary education and possible solutions to them. It adopted the qualitative methodological approach through the use of Focus Group Discussions with councillors, education officials, child care workers, chiefs, parents…

In present study, "development tasks supporting scale" (DTSS) for fathers has been developed. Study group consists of 205 fathers with children between ages 3-6 attending pre-school education institutions. Validity and reliability tests have been conducted on the 36-item trial form of the scale. For the validity test, expert views,…

This program for group care of toddlers is based on the rationale that the child's developing sense of competency should be supported during the sensorimotor stage of cognitive development. Activities promoting competency are described in detail. Although developmental skills and activities are presented in terms of months, within this paper, the…

Examined Piaget's claim that young children have difficulties constructing common multiples because of an inability to abstract the number of actions performed to obtain a number of objects. Subjects were two groups of preschool children in sharing tasks. Results showed improvement in performance based on certain conditions, but the significance…

A cognitive-developmental approach to reading instruction for preschool children is presented in this document. Common misunderstandings about reading instruction are discussed, and examples of young children's reading readiness are used to illustrate how developmental readiness, self-motivation, and the influence of an appropriate learning…

How Piaget's theory of developmental stages affects the musical ability of children at different ages is important for the music educator to understand. The following developmental stages are discussed: sensorimotor period, preoperations period, concrete operations period, formal operations period, and creative stage. (RM)

Eleven preschool children with Down Syndrome were taught new words/graphic symbols (Rebus or modified Bliss) using various treatment conditions. Incorporation of graphic symbols into language intervention programs may facilitate language acquisition, provided the tasks and procedures are appropriate to the child's developmental age and level of…

Three preschool children exhibiting autistic behaviors were taught developmentally appropriate (DA) and age appropriate (AA) pretend play activities. Although DA activities were consistently acquired, activities in the AA category were, in most cases, not acquired and were less likely to be generalized to other activities or toys. (Author/JDD)

Mothers', fathers' and teachers' perceptions of young children's five motor, gross motor, and language skills were scored as underestimates, hits, or overestimates. Comparisons yielded no differences between groups except mothers overestimated gross motor skills, and teachers underestimated fine motor skills more than fathers. Correlations…

Reports on day-care and preschool programs in Czechoslovakia and East Germany, describing infant-toddler care, preschool programs, research projects, parent involvement, and future trends. (DB)