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Mullender-Wijnsma, Marijke Johanna; Hartman, Esther; de Greeff, Johannes Wilhelmus; Doolaard, Simone; Bosker, Roel Jan; Visscher, Chris – Early Childhood Education Journal, 2019
In previous studies, the effects of physically active academic lessons on academic achievement have been shown. Less is known about follow-up effects and the effects for disadvantaged groups. The first aim of this study was to examine 7-9 months follow-up effects of a physically active academic intervention on academic achievement. The second aim…
Descriptors: Foreign Countries, Physical Activities, Movement Education, Intervention
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Kambouri-Danos, Maria; Ravanis, Konstantinos; Jameau, Alain; Boilevin, Jean-Marie – Early Childhood Education Journal, 2019
Children's everyday activities enable them to learn some science even before entering preschool education and children bring these ideas with them when entering education settings. Some of these ideas, or else mental representations, may not be compatible with what is generally accepted by the scientific community. This paper presents the results…
Descriptors: Science Instruction, Preschool Education, Learning Processes, Water
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McCollow, Meaghan M.; Hoffman, Holly H. – Early Childhood Education Journal, 2019
During early childhood, practitioners and family members are often tasked with determining optimal approaches to support social skill development in young children with developmental disabilities in inclusive and self-contained settings. Eight different evidence based approaches are highlighted (social narratives, scripting, pivotal response…
Descriptors: Social Development, Check Lists, Problem Solving, Video Technology
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Schmitt, Sara A.; Lewis, Kendra M.; Duncan, Robert J.; Korucu, Irem; Napoli, Amy R. – Early Childhood Education Journal, 2018
Children from low-income families are at greater risk for poor social-emotional development and physical health and may be in need of intervention. This study examined the extent to which the "Positive Action" ("PA") preschool lessons improved low-income children's social-emotional competence and health behaviors. Mixed…
Descriptors: Preschool Children, Health Behavior, Social Development, Emotional Development
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Hart Barnett, Juliet – Early Childhood Education Journal, 2018
Research demonstrates young children with autism and other developmental disabilities can benefit from participation in play activities with peers. Play provides opportunities to increase social skills across developmental domains in an integrated manner and provides opportunities to develop a sense of belonging and friendship; these goals…
Descriptors: Interpersonal Competence, Autism, Pervasive Developmental Disorders, Preschool Teachers
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Vatalaro, Angela; Culp, Anne McDonald; Hahs-Vaughn, Debbie L.; Barnes, Amanda C. – Early Childhood Education Journal, 2018
This study examined the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of 3-, 4-, and 5-year-old preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which…
Descriptors: Quasiexperimental Design, Telecommunications, Handheld Devices, Educational Technology
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Hamilton, Michelle; Liu, Ting – Early Childhood Education Journal, 2018
The purpose of this study was to examine the effects of a motor skill intervention on gross and fine motor skill performance of Hispanic pre-K children from low SES backgrounds. One hundred and forty-nine pre-K children were randomly assigned to an intervention group (n = 74) and control group (n = 75). All children were assessed on fine and gross…
Descriptors: Intervention, Psychomotor Skills, Hispanic American Students, Preschool Children
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Anderson, Darlene H.; Trinh, Scott M.; Caldarella, Paul; Hansen, Blake D.; Richardson, Michael J. – Early Childhood Education Journal, 2018
Students who experience social withdrawal and anxiety (internalizing difficulties) are often overlooked in schools due to the covert nature of their symptoms. The literature lacks empirically supported preventive approaches for kindergarten students who are socially withdrawn and behind their peers in developing social skills. Furthermore,…
Descriptors: Playground Activities, Interaction, Kindergarten, At Risk Students
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Brodzeller, Katharine L.; Ottley, Jennifer R.; Jung, Jeesun; Coogle, Christan G. – Early Childhood Education Journal, 2018
The inclusive education of children with disabilities is considered best practice, yet many early childhood educators feel unprepared to deliver appropriate instruction for children with disabilities and often require supports to successfully meet the children's unique needs. Young children experiencing autism spectrum disorder are being diagnosed…
Descriptors: Intervention, Inclusion, Early Childhood Education, Case Studies
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Obrusnikova, Iva; Cavalier, Albert – Early Childhood Education Journal, 2018
Proficiency in fundamental motor skills (FMS) is important for both the health and the overall growth and development of young children. To identify factors that facilitate the development of FMS, the study provided preliminary data on the effect of videomodeling (VM) on the acquisition of FMS by typically developing young children. Participants…
Descriptors: Preschool Children, Psychomotor Skills, Basic Skills, Performance Tests
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Linder, Deborah E.; Mueller, Megan K.; Gibbs, Debra M.; Alper, Jean A.; Freeman, Lisa M. – Early Childhood Education Journal, 2018
Reading skills are an important component of academic success for school-age youth, and are associated with increased academic performance and positive attitudes about school. The presence of an animal appears to reduce stress during reading. Therefore, the goal of this study was to assess the feasibility and effects of a 6-week after-school…
Descriptors: Animals, Intervention, Reading Skills, Student Attitudes
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Shoval, Ella; Sharir, Tal; Arnon, Michal; Tenenbaum, Gershon – Early Childhood Education Journal, 2018
The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty 4-6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and…
Descriptors: Kindergarten, Young Children, Pretests Posttests, Educational Environment
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Price-Mohr, Ruth; Price, Colin – Early Childhood Education Journal, 2017
A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the…
Descriptors: Gender Differences, Mixed Methods Research, Intervention, Phonics
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Beecher, Constance C.; Abbott, Mary I.; Petersen, Sarah; Greenwood, Charles R. – Early Childhood Education Journal, 2017
Despite much progress in improving the quality of preschool programs, there is still an uneven quality of instruction in early childhood settings. Providing support and professional development (PD) for teachers that is practical, systematic and sustainable is one potential avenue to increase classroom quality in preschool, including quality of…
Descriptors: Literacy Education, Check Lists, Intervention, Preschool Education
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Thomson, Rebecca N.; Carlson, John S. – Early Childhood Education Journal, 2017
Social-emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in "Infants and Young Children" 17:96-113, 2004), yet many young children lack these skills (Lavigne et al. in "Journal of the American Academy of Child and Adolescent Psychiatry" 35:204-214, 1996).…
Descriptors: Parent Education, Child Development, Preschool Children, Social Development
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