Preschool years

Xem 1-13 trên 13 kết quả Preschool years
  • There is increased interest in California and other states in providing universal access to publicly funded high-quality preschool education for one or two years prior to kindergarten entry. In considering such a program, policymakers and the public focus on the potential benefits from a universal preschool program, as well as the

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  • Research objectives: Based on theoretical studies teacher development to meet the requirements of preschool education for children age 5 and examine the current state of development of preschool teachers in the Central Highlands provinces meet the requirements of universal preschool education for children 5 years old.

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  • In all of history, no children have had more money of their own, more pressure to spend it, and less guidance in how to do it than the kids of America at the dawn of the 21st century. “Today, more than ever, children must learn about money, for it is both a source of confusion and an indispensable tool they must learn to use.” Those words made a lot of sense back in 1950, in a Kiplinger’s magazine article entitled “Will Your Child Know the Value of a Dollar?” And they're even more true today....

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  • In all of history, no children have had more money of their own, more pressure to spend it, and less guidance in how to do it than the kids of America at the dawn of the 21st century. “Today, more than ever, children must learn about money, for it is both a source of confusion and an indispensable tool they must learn to use.” Those words made a lot of sense back in 1950, in a Kiplinger’s magazine article entitled “Will Your Child Know the Value of a Dollar?” And they're even more true today....

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  • The data described above allow us to calculate the number of years of a given student’s early childhood in which television sig- nals were available. In order to make the magnitudes we measure in the analysis below more easily interpretable, we will also use data on the rate at which television ownership actually diffused among households in each county. We will use the term televi- sion exposure to refer to the expected number of years a child’s household owned a television during the child’s preschool years.

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  • We use heterogeneity in the timing of television’s introduction to different local markets to identify the effect of preschool television exposure on standardized test scores during adolescence. Our preferred point estimate indicates that an additional year of preschool television exposure raises average adolescent test scores by about 0.02 standard deviations. We are able to reject negative effects larger than about 0.03 standard deviations per year of television exposure.

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  • One area of cognitive development influenc- ing children’s ability to learn from television is the perception of video itself. Some research suggests that children do not begin to discrim- inate between television and real-life events until the early preschool years. For example, Leona Jaglom and Howard Gardner reported qualitative observations of three children from age two to five.

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  • The aim of the present study was to explore the effects of health education program, related to the identification of healthy and unhealthy nutritional habits, physical activities and hygiene in children 4-5 years of age. Method and material: 125 children participated in an education program for a period of two months. For data collection, a specialized protocol was constructed with pictures in order to evaluate the children’s knowledge about healthy behavior before and after the implementation of the education program.

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  • In this paper, we identify the effect of preschool exposure to television on adolescent cognitive skills by exploiting variation in the timing of television’s introduction to U.S. cities. 2 Most cities first received television between the early 1940s and the mid- 1950s. The exact timing was affected by a number of exogenous events, most notably a four-year freeze on licensing prompted by problems with the allocation of broadcast spectrum across cities. Once it was introduced, television was adopted rapidly by fami- lies with children.

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  • There have been multiple studies of programs focused on positive youth outcomes in general and on reproductive health behaviors in particular. Many programs show promising results, although there have been few rigorous experimental replication studies. See the “what works” table at the end of the chapter for details on specific programs.

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  • We find strong evidence against the view that childhood tele- vision viewing harms the cognitive or educational development of preschoolers. Our preferred point estimate indicates that an additional year of preschool television exposure raises average adolescent test scores by about 0.02 standard deviations. We are able to reject negative effects larger than about 0.03 standard deviations per year of television exposure.

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  • This revision of the Global Strategy for Asthma Management and Prevention again provides a unified text as a source document. Each chapter contains separate sections containing details and management advice for specific age categories where these are considered relevant. These age groups include children 5 years and younger (sometimes called preschool age), children older than 5 years, adolescents, adults, and the elderly.

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  • The Teacher Guide for Classic Tales contains the information needed to teach the ten stories included in the domain, over the course of the school year. Unlike most domains in CKLA Preschool, the lessons for Classic Tales are not presented consecutively, but are interspersed throughout the school year. Each of the ten tales requires two days of instruction. The first day requires approximately twenty-five minutes of instruction, conducted by the teacher in either a whole-group setting or during learning center time.

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