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Estimativa do consumo de energia e de macronutrientes no domicílio e na escola em pré-escolares; Estimation of energy and macronutrient intake at home and in the kindergarten programs in preschool children

BERNARDI, Juliana Rombaldi; CEZARO, Carla de; FISBERG, Regina Mara; FISBERG, Mauro; VITOLO, Márcia Regina
Fonte: Rio de Janeiro Publicador: Rio de Janeiro
Tipo: Artigo de Revista Científica
POR; ENG
Relevância na Pesquisa
37.29%
OBJETIVO: Estimar o consumo de energia e de macronutrientes no domicílio e na escola em tempo integral em crianças de 2 a 6 anos e pesquisar diferenças no consumo entre as crianças de escolas públicas e particulares. MÉTODOS: Estudo transversal realizado com 362 pré-escolares em Caxias do Sul (RS). O estado nutricional foi avaliado pela razão peso para estatura. O consumo na escola foi avaliado por meio do método de pesagem direta individual dos alimentos consumidos pelas crianças e, no domicílio, por meio do método de registro alimentar realizado pelos pais ou responsáveis. Para as análises estatísticas utilizou-se o teste U de Mann-Whitney (p < 0,05). RESULTADOS: Observou-se que 28 crianças (7,7 por cento) apresentaram excesso de peso, 92 (25,4 por cento), risco para excesso de peso e sete (1,9 por cento), baixo peso para a estatura. A avaliação da ingestão alimentar em 24 horas mostrou que 51,3 por cento da energia, 60,3 por cento dos lipídios e 51,6 por cento das proteínas foramconsumidos nos domicílios, apesar de as crianças permanecerem em período integral nas escolas. Observou-se maior ingestão de energia (p = 0,001), carboidratos (p < 0,001) e lipídios (p = 0,04) nos pré-escolares de escolas particulares em relação aos de escolas públicas...

Da educação infantil ao ensino fundamental: com a palavra a criança: um estudo sobre a perspectiva infantil no início do percurso escolar.; From kindergarten to elementary school: the child talk: a study of the initial moment in school from the children's point of view.

Teixeira, Teresa Cristina Fernandes
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 11/04/2008 PT
Relevância na Pesquisa
37.12%
Tendo em vista que as relações estabelecidas pela criança com a escola, com seus colegas e professores e com a aprendizagem são fatores constituintes do sucesso escolar, considero que a passagem da Educação Infantil (EF) para o Ensino Fundamental (EF) seja um momento especialmente importante no estabelecimento dessas relações, podendo ter forte impacto na forma como as crianças lidam com a escola. Calcado nesses pressupostos, o objetivo deste trabalho foi o de ouvir as crianças, procurando identificar e mapear sentidos que podem ter para elas suas formas de interagir com a escola nesse momento de transição. A interação da criança na escola (com a cultura escolar, com os atores sociais desse contexto e com a língua escrita enquanto objeto de conhecimento) foi o objeto desta pesquisa, numa perspectiva histórico-cultural (Vygotsky) e enunciativo-discursiva (Bakhtin). A pesquisa foi realizada em duas escolas públicas de São Paulo, acompanhando 20 crianças em dois momentos: na Fase I em classes do último estágio da EI e, na Fase II, em classes da 1ª série do EF. Foi adotada uma abordagem de caráter etnográfico, articulada ao enfoque microgenético apoiado na concepção enunciativo-discursiva da linguagem. Os depoimentos foram obtidos através de entrevistas individuais e grupos focais. Como forma de favorecer a interlocução e ampliar a possibilidade expressiva...

Emergent literacy beliefs in preschool and kindergarten contexts

Lopes, João A.; Fernandes, Paulo del Pino
Fonte: Springer Publicador: Springer
Tipo: Artigo de Revista Científica
Publicado em //2009 ENG
Relevância na Pesquisa
37.12%
This study aims to understand how a group of preschool/kindergarten teachers (N = 340) perceives and accomplishes linguistic and literacy oriented practices. Results show that, in a set of literacy and language tasks, teachers tend to value oral driven tasks and seldom engage in activities that relate to teaching the written language. This profile of educators is a reflection of prevalent views in pre-service teacher education and of some of the most common practices in Portuguese preschool and kindergarten classes (ages 3-6) and suggests that teachers have limited scientific knowledge of emergent literacy concepts. It seems that, despite being promoted to university training in the last 20 years, pre-service education does not yet reflect the state of the art in early childhood education. In a set of in-depth interviews (N = 8) we found a close association between the absence of literacy practices and the absence of pre-service specific knowledge about this subject. Participants that report consistent and regular linguistic and literacy oriented practices seem to perceive pre-service education as critical for their commitment to those practices. On the other hand, older teachers and teachers with lower training levels seem to undervalue specific literacy oriented tasks. The opposite seems to happen with younger and more educated teachers. Overall...

Science is fun – embedding experimental science activities and eLearning into kindergarten educational contexts: a case study

Paiva, Ana Paula; Lagarto, José Reis
Fonte: Associação de Professores de Sintra - ecoMedia Europe Network Publicador: Associação de Professores de Sintra - ecoMedia Europe Network
Tipo: Conferência ou Objeto de Conferência
Publicado em 27/05/2012 ENG
Relevância na Pesquisa
37.19%
Science is fun… - how could anyone have doubts about that? What if we could gather this potential of funny moments about science, combine it with the educational potential of eLearning, and develop one Kindergarten Teachers training course aimed to promote competences of educational contexts design embedding experimental science activities and eLearning strategies and resources into kindergarten educational contexts? And what if this course could also promote the development of digital literacy, ICT use effectiveness, and empower the trainees on their skills of developing autonomous lifelong learning events, gathering the potential of web 3.0 philosophy and resources? This presentation describes one innovative face-to-face Teachers Training Course which applied possible answers to the educational questions above, developed with a group of Kindergarten Teachers in Portugal, in a constructivist eLearning embedded training context. The course is one of the case-studies of a qualitative educational PhD study, researching successful characteristics of adults lifelong training eLearning contexts in Portugal. It has been found that the course has been successful due to: the training context design - the decisive option of the trainees empowerment...

Jardim de infância em Goiás (1928-1937): educação e processo civilizador; Kindergarten in Goiás (1928 – 1937): education and civilizing process

Fonseca, Lara Cariny Celestino
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (RC); Regional de Catalão (RC) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (RC); Regional de Catalão (RC)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
37.32%
The present work has as its object of investigation the first public Kindergarten in Goiás. Pointing up as a central issue the following question: how constituted the Kindergarten in Goiás (1928-1937) and what is its relation to the civilizing process in goiana society? Thus, the problematic raised following guided by these objectives: know how it constituted the first Kindergarten of Goiás in the period 1928-1937; know aspects of its constitution and demarcate the goiano context in which it was created; analyze its relationship with the civilizing process in State. The work has as search sources a set of documents relating to the Kindergarten goiano‟s history of Goiás in the decades from 1920 to 1930, among which stands out: the Kindergarten Regulation and Program, issued in 1928, the Primary Education Regulations of the State of Goiás, from 1930 and 1937, numbers of Correio Oficial, press organ, which circulated discussions about education that period. Another move made in the treatment of the topic relates to the theoretical studies of the civilizing process, taking main reference Norbert Elias (1993;1994) and Veiga (2009; 2010). The research was also supported in Kuhlmann Jr. (1998; 2000), Kishimoto (1988), Faria Filho (2004)...

The perceptions of play among educators in kindergarten and grade one classrooms /

Smith, Shelley.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
37.02%
This qualitative study focuses on the role of play in primary education, and was designed to determine and understand the perceptions of play among primary educators who are teachers in kindergarten and grade one classrooms. In attempting to understand how primary educators use play in their classrooms, the following findings emerged. Educators struggle in primary grades to support play in the classroom because of a lack of a clear understanding of what play is. Further, teachers face several oppositions to using play in the classroom. Much of the opposition arises from a concern for classroom management as well as negative parental views towards play. Additionally, the teachers from this study feel that there is limited support available for them to implement a curriculum that includes play. Despite support from academic research, indicating that children, particularly in the primary grades, benefit greatly from play, the place for play in the curriculum is not secure. In this study, strategies that would assist and support primary educators in using play in their classrooms are suggested.

The effects of a language intervention program on the phonological and word awareness skills of language-delayed kindergarten children

Weir, Donna.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
37.02%
Over the past decade, research has suggested that phonological and word awareness skills (i.e., the ability to reflect on and manipulate the components of language) are important for early reading acquisition. This study examined the phonological and word awareness skills of language-delayed kindergarten children at the beginning and end of a language intervention program using five tasks. The results were compared to the performances of average kindergarten children who did not participate in the language intervention program. There were significant performance differences for all tasks, favouring the average children, at the beginning of the intervention program. However, at the end of the training interval, the languagedelayed children performed as well as the average children.

Kindergarten attendance may reduce developmental impairments in children: Results from the Bavarian Pre-School Morbidity Survey

Caniato, R.; Alvarenga, M.; Stich, H.; Jansen, H.; Baune, B.
Fonte: Taylor & Francis As Publicador: Taylor & Francis As
Tipo: Artigo de Revista Científica
Publicado em //2010 EN
Relevância na Pesquisa
37.29%
Background: The relative risks and benefits of children attending kindergarten or pre-school remain uncertain and controversial. We used data from the Bavarian Pre-School Morbidity Survey (BPMS) to look at the prevalence of developmental impairments in pre-school children entering primary school and to assess if these were correlated with the duration of kindergarten attendance. Methods: We collected data from all school beginners in the district of Dingolfing, Bavaria from 2004 to 2007 (n = 4,005) and utilised a retrospective cross-sectional study design to review the information. The children were assessed for motor, cognitive, language and psychosocial impairments using a standardized medical assessment. Point prevalence of impairments of speech, cognition, motor functioning and psychosocial functioning were compared by χ2-test for the variable of time spent in kindergarten. Results: We detected a high incidence of impairments, with boys showing higher rates than girls in all the areas assessed. Longer length of time spent in kindergarten was associated with reduced rates of motor, cognitive and psychosocial impairments. There was no clear correlation between length of kindergarten attendance and speech disorders. Conclusions: Kindergarten attendance may have a positive effect on a number of domains of development including motor...

Förderung der sozialen Kompetenz von Kindergartenkindern : Entwicklung und Evaluation eines integrativen Trainings zur Prävention von emotionalen Auffälligkeiten, Verhaltensauffälligkeiten und Beziehungsschwierigkeiten; Improving social competence of kindergarten children : developing and evaluating an integrative training for the prevention of emotional and behavioral disorders and peer relation difficulties

Zeller, Benjamin
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
DE_DE
Relevância na Pesquisa
37.32%
Kontakt zum Autor: http://www.praxis-zeller.de Auf dem Hintergrund womöglich steigender Verhaltensauffälligkeiten in Kindergarten und Schule sowie vorliegender Empirie zu Trainings sozialer Kompetenz soll ein neuartiger, kindgerechter, präventiver und kindergartenintegrierter Förderansatz vorgestellt und evaluiert werden. Dieser ist gekennzeichnet durch die Verknüpfung von kognitiv-behavioralen Elementen klassischer sozialer Fertigkeitstrainings mit Grundprinzipien kindzentrierten Vorgehens. Symbolhafte Märchengeschichten sowie Puppenspiel werden eingesetzt, um soziale Problemsituationen darzustellen und zu lösen. Weiter wird ein Schwerpunkt auf die Förderung von einfühlendem Verstehen, von Gefühlserkennung und -ausdruck sowie von prosozialen Wertvorstellungen gelegt. Eine Vielzahl von Transfertechniken soll die Generalisationsschwäche gängiger Trainings überwinden. Konflikte im Kindergartenalltag werden dabei mit Signalkarten und Tokenverstärkung gesteuert. Die Studie bestand aus drei Phasen in überwiegend quasiexperimentellem Design. Insgesamt 81 Kinder beiderlei Geschlechts (53-81mon) aus 5 Kindergärten wurden einbezogen und auf 9 Experimental- und 6 Kontrollgruppen verteilt. Aufgrund der erhobenen Befunde wurde die Intervention mehrfach optimiert. Es liegt nun ein achtwöchiges Trainingscurriculum mit umfangreichen alltagsbegleitenden Transfertechniken vor...

Tecnologias digitais no jardim de infância : comunicação, aprendizagem e desenvolvimento profissional docente; Digital technologies in kindergarten : communication, learning and teacher professional development

Faria, Ádila
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 04/07/2014 POR
Relevância na Pesquisa
37.02%
Tese de doutoramento em Estudos da Criança (ramo do conhecimento em Tecnologias de Informação e Comunicação); A evolução da sociedade digital provocou tal impacto no modo como atualmente se concebe e organiza globalmente o mundo que se considera que, na sociedade do conhecimento, a Educação é indissociável das Tecnologias de Informação e Comunicação. Neste contexto, este estudo visa compreender de que forma podem diversos recursos digitais contribuir para o a aprendizagem e para o desenvolvimento integral das crianças do jardim de infância; analisa também o contributos da rede social NING da janela do meu jardim para a interação com os encarregados de educação, educadores, professores, investigadores e para o desenvolvimento profissional docente. O quadro teórico e metodológico deste estudo alicerça-se numa revisão sistemática da literatura, que aporta subsídios teóricos fundamentais para que se pudessem compreender e aprofundar no estado da arte relativamente a esta temática em causa. A investigação realizada inscreve-se num paradigma de investigação qualitativa tendo-se optado pelo estudo de caso. Foram utilizadas diferentes técnicas de recolha de dados, predominantemente qualitativos. A análise foi feita através da análise de conteúdo com apoio do NVivo. Os resultados do presente estudo evidenciam a importância da integração das tecnologias digitais em contexto de jardim de infância...

Educational Technology Integration in the Full Day Kindergarten Classroom: Fostering Sustainable Change

Borges, Joanne
Fonte: Quens University Publicador: Quens University
Tipo: Project
EN
Relevância na Pesquisa
37.02%
Implementation of educational technology into Full Day Kindergarten (FDK) classrooms requires more than just the acquisition of hardware; it requires embedded professional development and training for the FDK educational team in order to foster sustainable change. Research that underpins this project comes from literature related to: Effective educational technology integration in the early years; Designing effective professional learning for teachers; Shifts in the culture within a school; and shifts in teachers’ mindsets. The literature is clear that in order for a sustainable shift in classroom culture, pedagogy and practice to occur there must be ongoing support for these changes. Face-to-face support, either due to lack of expertise, budget allocations, time restraints, or geographical location can be difficult to administer in a timely manner. Therefore, this project focuses on the creation of a professional development resource that will supplement face-to-face professional learning and thereby bridge moments when direct support is not possible. The artifact for this project is the independent creation of an Apple iTunesU course to support the developmentally appropriate and meaningful integration of iPad technology into an FDK educational team’s daily kindergarten classroom practice. By designing a self-paced...

The Effects of Trained Teachers’ Integration of Dialogic Reading Discourse on Hispanic English Language Learners’ Literacy Skills in Kindergarten

Rodriguez, Isela S.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
37.12%
This quasi-experimental Analysis of Covariance (ANCOVA) study explored whether the vocabulary and reading comprehension mean scores of Hispanic Kindergarten ELs whose teachers were trained to utilize Dialogic Reading (DR) discourse were higher than the mean scores of Hispanic ELs in kindergarten whose teachers were not trained to utilize DR discourse strategies. Sixty-three self-identified Hispanic, English Language Kindergarten students and four teachers participated in the study. The teachers were randomly assigned to either the experimental group (DR trained) or control group by drawing names from a hat. Student assignment to experimental versus comparison group was based on the teacher’s assignment to either the experimental or comparison group. Thirty-one were assigned to the control group and 32 to the experimental group. The teachers were instructed to read the story to a group of six students (maximum) at a time, utilizing the DR discourse strategies they had been trained to implement. Subjects were read a story each week during the 8-week duration of the study. Teachers in the experimental group collaboratively selected 10 words each week from the Read Together Talk Together (RTTT) instructional stories that were utilized for vocabulary instruction. A test of homogeneity was conducted to evaluate whether the variance among the dependent variables was the same across the groups. An Analyses of Covariance (ANCOVA) was applied to analyze students’ vocabulary and comprehension mean scores in the experimental group and the comparison group. The results of the study demonstrated a significant increase in the vocabulary and reading comprehension mean scores for the students whose teachers had been trained in DR discourse strategies. When comparing the two groups...

The effects of day care at the kindergarten level : day care centre versus in-home care

Butcher, B. M.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
37.32%
Two groups of nonmaternal day care providers, one made up of in-horne caregivers, and the other of providers of day care in centres, were asked to focus on their goals for the children in their care. A group of kindergarten teachers was asked to consider any differences they noticed in children in· the two types of day care mentioned above. It was found that in-horne caregivers, through flexibility, meet the developmental goals of the children in their care. Providers of tlay care in centres used a more structured and social program in order to meet the overall developmental goals for the children in their care. It was found that the kindergarten teachers noticed differences in the children in their classes in terms of their attitude and social behaviour. The type and quality of care were seen as possible influences on this outlook of young children in kindergarten. The one common element that each group highlighted with respect to the effects of day care at the kindergarten level was the important role of the family in the child's development not only in day care, but also in kindergarten class. There is still a strong need to determine the effects of various types of day care at all levels, and specifically at the kindergarten level. The more the kindergarten teacher is able to understand about the child's day care experience...

Listening to the voices in the garden: The enactment of curriculum in contemporary kindergarten

PYLE, ANGELA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
37.35%
Kindergarten was originally conceived as a place for young children to playfully participate in self-initiated investigation and creative work to facilitate their development (Froebel, 1967a). However, over time, curricular mandates have shifted from Froebel’s original conception of kindergarten to prescriptive outcomes that have resulted in a more academically oriented curriculum that emphasizes skills and content in segregated subject areas (Russell, 2011; Stipek, 2004). These expectations and the accompanying accountability have led to the development of a different kind of kindergarten driven by a different set of goals (Stipek, 2004). There has been much discussion concerning the impact of shifting expectations on teacher practice (e.g., Goldstein, 2007b). Much of this research has surrounded a singular debate: the tension between the use of developmentally appropriate practices (DAP) and the obligation to teach prescribed curricular goals (e.g., Einarsdottir, 2008). However, this debate focusses solely on two dichotomous instructional logics and, thus, belies the complexities of the kindergarten classroom (Goldstein, 2007a). To gain a deeper understanding of how kindergarten is enacted in the evolving curricular landscape, this research looks beyond the challenges of integrating competing perspectives and into the interconnected factors at play in a classroom. Accordingly...

Naptime in Full-Day Kindergarten

Gilboord, MELODY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
37.32%
The Ontario Ministry of Education’s guidelines for full-day kindergarten do not specifically mention naptime (Ontario Ministry of Education, 2010). This study sought to address the issue of naptime in full-day kindergarten. Focus groups and interviews were conducted to understand the perspectives of eighteen parent and teacher participants. Seven of the participants were kindergarten teachers, nine were parents. Two participants qualified to be both teacher and parent. The main findings from this study demonstrated that parents and teachers considered the following to be advantages of naptime: (1) a nap allows a break that enables students to focus on afternoon learning, (2) a nap allows the behaviour of children to improve (3) some children are young and require a nap, (4) teachers use naptime to complete preparation for the next lesson, and (5) since school is a long day for children, a nap is required to ensure students will remain awake in the afternoon. The disadvantages of kindergarten naptime were identified as: (1) an afternoon nap is not useful for all students, (2) it takes away from time devoted to academics, (3) it negatively affects bedtimes and, (4) managing naptime is problematic. Additionally, more appealing alternatives to a naptime session were suggested: (1) Down Time which refers to activities that are quiet without any expectation that children will sleep...

O diálogo na Educação Infantil : o movimento, a interdisciplinaridade e a Educação Física; The dialogue in kindergarten : the moviment, the interdisciplinarity and the Physical Education

Daniela Bento Soares
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 27/02/2015 PT
Relevância na Pesquisa
37.19%
Em suas pesquisas, o Grupo de Estudos de Educação Física no Desenvolvimento Infantil ¿ GEEFIDI ¿ da FEF-UNICAMP vem investigando diferentes aspectos biológicos, sociais e pedagógicos que envolvem as crianças e o movimento destas na Educação Infantil (EI). A interdisciplinaridade tem se mostrado fator essencial para que o desenvolvimento da criança ocorra de forma integral, além de estar articulada com o fato de a EI ser um nível de ensino não disciplinarizado. O movimento é um dos potenciais a serem desenvolvidos nesta faixa etária e, por meio deste, todos os demais eixos do conhecimento podem ser articulados em ações pedagógicas diferenciadas. O movimento é a primeira forma de linguagem da criança e responsável pelo entendimento de conceitos, além de ser o instrumento da autonomia e socialização da criança. O Referencial Curricular Nacional para a Educação Infantil - RCNEI (BRASIL, 1998a) - propõe que o conhecimento de mundo seja transmitido a partir dos seguintes temas: artes visuais, linguagem oral e escrita, natureza e sociedade, matemática, música e, enfim, movimento. Desta maneira, De Marco (2012) propôs um modelo que indica que o movimento pode ser um eixo articulador dos demais conteúdos da EI. Com isso...

The Kindergarten Home Visit Project: A Kindergarten Transition Intervention Study

Schulting, Amy Beth
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Dissertação Formato: 599420 bytes; application/pdf
Publicado em //2010 EN_US
Relevância na Pesquisa
37.29%

This study examined the effect of the Kindergarten Home Visit Project, a novel universal intervention program designed to enhance the transition to kindergarten for children and families by providing teachers with the training and support they need to conduct a home visit for each of their students at the beginning of the school year. Forty-four kindergarten teachers from 19 schools and 928 children and their families participated in the project. Teachers were blocked within schools and randomly assigned to intervention or control conditions. Intervention teachers successfully completed home visits for 98% of their students. After controlling for child and teacher demographic factors, multilevel modeling with children nested within classrooms and schools revealed that random assignment to receive a home visit had a significant positive impact on classroom work habits by students and teacher-child relationship warmth at the end of kindergarten. Assignment to home visiting was also associated with positive child outcomes for girls, specifically including: higher academic achievement, academic motivation, work habits, social skills, and better conduct. Impact on boys was non-significant. The effect of home visiting on child outcomes was mediated by an intervening effect on academic motivation for girls during the fall. Positive effects of assignment to intervention were also demonstrated for children from non-English speaking homes. These children demonstrated higher academic motivation and better work habits. In addition...

Kindergarten transition practices for students with autism spectrum disorder

McCumber, Cassandra
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
37.35%
The educational classification of Autism has increased significantly in recent years. Schools are now facing new requirements and expectations to provide appropriate services to meet the needs of students with Autism Spectrum Disorders (ASD). The kindergarten transition is the first major educational transition in a student's educational career. It is a particularly important transition for students with ASD because a successful kindergarten transition leads to better academic outcomes and better generalization of skills developed in the preschool setting (McIntyre et al., 2006). However, students with ASD begin with significant risk of an unsuccessful transition to kindergarten to due to qualitative impairments in social-communication and behavior. The use of recommended practices in kindergarten transition increases the chance of a successful transition for students with ASD. The current study aimed to identify the current use and perceived importance of best kindergarten transition practices for students with ASD, identify barriers of implementing kindergarten transition practices for students with ASD, identify predictors of use of transition practices for kindergarteners with ASD and identify differences on the reported use of transition practices between professional groups and educational settings. A reliable Transition Practices Scale was developed (α= .927) as used as the main measure for the study. It was found that current use of best transition practices is far from optimal despite the high degree of perceived importance. Predictors of the use of transition practices differed somewhat across professional subgroups and settings although regression analyses were limited by low statistical power. No significant differences in the reported use of best transition practices were found across professional subgroups and settings. Although more research is needed...

Delaware pilot full-day kindergarten evaluation: A comparison of ten full-day and eight part-day kindergarten programs, school year 2004-2005

Amsden, Deborah J.; Buell, Martha J.; Paris, Cynthia; Bagdi, Aparna; Cuevas, Teresita; Edwards, Nancy; Tressell, Patricia A.; Gamel-McCormick, Michael; Hartranft, Denise; Walker, Erin M.; Qiu, Wei; Kamphaus, Jill; Turner, Jessica
Fonte: Center for Disabilities Studies Publicador: Center for Disabilities Studies
Tipo: Outros
Relevância na Pesquisa
37.35%
In June 2004, the Joint Finance Committee of the Delaware General Assembly appropriated funds to establish ten pilot full-day kindergarten programs for the 2004-2005 school year. The purpose of the appropriation was to determine the efficacy of delivering differing models of full-day kindergarten programs throughout the state. Funds were awarded to ten fullday kindergarten models proposed by Delaware school districts and charter schools. The Joint Finance Committee required that programs receiving funding provide outcome data to be used for an evaluation of the full-day kindergarten programs. The Delaware Department of Education contracted with the University of Delaware Center for Disabilities Studies to conduct the evaluation of the ten full-day kindergarten models and a set of up to ten comparison part-day kindergarten programs.

The Status and Nature of Full-Day Kindergarten in Delaware- Phase II: The Impact of Full-Day Kindergarten on Kindergarten Work Sampling and Grades 2 & 3 DSTP Scores

Fifield, Steve; Shepperson, Barbara A.; Stazesky, Pamela B.; Sweetman, Heidi
Fonte: Delaware Education Research & Development Center Publicador: Delaware Education Research & Development Center
Tipo: Relatório Formato: 116975 bytes; application/pdf
EN_US
Relevância na Pesquisa
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This is a report of phase II of a study of the status, nature, and impact of full-day kindergarten (FDK) in Delaware public school districts. Phase I of this study examined the status and nature of FDK in Delaware (Fifield and Shepperson, 2004). This study examines the impact of FDK versus half-day kindergarten (HDK) on students’ performance on Delaware Student Testing Program (DSTP) assessments.