Technology to Increase Peer Interactions in Preschool

Adding technology to the preschool classroom without interfering with social interactions is a dilemma for educators. Peer interactions are an important developmental goal in preschool age students. Increased pressure to include technology in education at earlier ages is often viewed as a hindrance to social interactions in play-based curriculum, with many educators feeling unprepared in the methods to incorporate technology. The goal of this literature review is to analyze current research to discover methods that can increase social interactions among peers with the addition of technology tools in the preschool classroom. This review looked at forty-seven studies of social interactions in children and technology uses in classrooms. Examination of this research showed the importance of social interactions, the barriers for adding technology in early childhood classrooms, and techniques in which technology use been used to show social benefits. The research demonstrates that technology has the potential to increase social interactions among preschool peers. Based on these findings, it is recommended that educators receive ongoing professional development in methods of adding technology into the social curriculum. Further research is needed to develop the most effect procedures for educator education

Motion Based Learning for Preschools Mathematics via Kinect (Counting Number)

Kids start learning numbers since they in preschools. Every kids have difficulties to start learn about mathematics. They do not recognize and might be difficult for them to remember the numbers at first. Teacher will help them to teach and assist them to solve this problem and it usually happens after some stages and time. The only problem is education system use currently is not helping much in increasing the speed of children's learning. With current education system that sometime bored and only use whiteboard as medium of teaching, kids cannot give their full commitment in class. In Malaysia, traditional and conventional teaching still widely being practiced. However, with the advancement of technology nowadays, it can help to overcome this problem. By using current technology, it can help to complement current education system. Education system can utilize the advancement of technology to overcome problem such as boring and not interactive learning. Example of technology that can be use is Kinect. Kinect is a device that can track human body to interact with an application. It can help make learning become active, interactive and at it also involving all body parts. The objective of introducing kinect in education is to develop a motion based learning application for preschools' mathematics. To achieve this objective, the author has decided to test the application for preschools kid age from 3 to 6 years old. It will focus on teaching simple numbers. Kinect in mathematic will cover on basic numbers among preschool kids. Since the time given to develop this project is very limited, the methodology chosen for this development is throwaway prototype methodology. By using throwaway prototyping methodology this project have improved and increase user involvement. Results showing that kids enjoy the kinect technology in mathematics and teachers have found one of interactive ways of teaching. From data collected and analyzed, results showed that kids enjoy this kinect technology in mathematics and at same time teachers have found one of interactive ways of teaching

Designing and Building Active Outdoor Learning Stations: Teaching STEM Concepts at a Farm-Nature Preschool for Children with Exceptional Needs

Research shows exposure to nature is critical for child development. Farm and nature-based education programs explicitly combine expertise and practices from early childhood and environmental education. Turn Back Time, Inc., (TBT) provides farm and nature-based programs for children, including those with exceptional needs, to learn and develop through play in nature. While TBT has years of experience in nature-based early childhood education, they lack a knowledge base in environmental education. The purpose of the project was to research, develop, build, and assess nature and play-based science, technology, engineering, and math learning stations at TBT to help fill this gap

A mixed-methods feasibility study protocol to assess the communication behaviours within the dental health professional-parent-child triad in a general dental practice setting

Background: The promotion of twice yearly application of fluoride varnish (FVA) to the teeth of pre-school children in the dental practice is one component of Scotland's child oral health improvement programme (Childsmile). Nevertheless, evidence shows that application rates of FVA are variable and below optimal levels. The reasons are complex, with many contextual factors influencing activity. However, we propose that one possible reason may be related to the communication challenges when interacting with younger children. Therefore, the primary aim of the study is to assess the feasibility of conducting a video observational study in primary dental care. The secondary aim is to assess the communication behaviours of dental professionals and those of the parents to predict child cooperation when receiving FVA using this video observational study design. Methods: Approximately 50 eligible pairs of parents and child patients aged between 2 years and 5 years from general dental practices will be recruited to participate in the study. The consecutive mixed-method study will consist of two parts. The first part will be cross-sectional observations of the dental health professional-child-parent communication during dental appointments conducted in the general dental practice setting, using video recording. The second part will be a post-observation, semi-structured interview with parents and dental health professionals respectively. This will be implemented to explore their views on the acceptability and feasibility of being observed using video cameras during treatment provision. Discussion: The mixed-methods study will allow for directly observing the communication behaviours in the clinical setting and uncovering the views of participating dental health professionals and parents. Therefore, the study will enable us to [i] explore new ways to study the nature of triadic interaction of dental health professional-child-parent, [ii] identify dental health professionals' effective communication behaviours that promote child patient and parent's experience of using preventive dental service and [iii] to assess the feasibility of the study through uncovering the views of dental health professionals and parents

Making a difference in Massachusetts fiscal year 2008: Boston University's economic and social impact sourcebook

This is the archive of an economic and social impact sourcebook for Boston University for fiscal year 2008

Aprendizagem Digital: Modelos diferenciados de ensino utilizando TICs para alunos com problemas de visão – Boas práticas: Jogando entre 1 a 10

The idea of inclusion encourages an inclusive, open-door school. By adapting formal instruction to standard instruction that is acceptable for everyone while taking into account the requirements, quirks, skills, interests, and experiences of each student, the use of ICTs aids in this direction. One such group is the visually challenged, whose inclusion in general education classes is made possible with the use of ICTs. In the current study, a method of individualized education in the field of mathematics is developed and put into practice, allowing all students-visually impaired or not-to master the mathematical operation of adding to the first ten at their own speed and time. Results show that differentiated instruction improves students' ability to understand mathematical operations: ADDITION from 1 to 10.La idea de inclusión fomenta una escuela inclusiva y de puertas abiertas. Al adaptar la instrucción formal a la instrucción estándar aceptable para todos, teniendo en cuenta los requisitos, peculiaridades, habilidades, intereses y experiencias de cada estudiante, el uso de las TIC ayuda en esta dirección. Uno de estos grupos es el de los discapacitados visuales, cuya inclusión en las clases de educación general es posible con el uso de las TIC. En el presente estudio se desarrolla y pone en práctica un método de enseñanza individualizado en el área de matemáticas, que permite a todos los alumnos -con discapacidad visual o no- dominar la operación matemática de sumar al top ten a su propio ritmo y tiempo. Los resultados muestran que la enseñanza diferenciada mejora la capacidad de los estudiantes para comprender las operaciones matemáticas: SUMA del 1 al 10.A ideia de inclusão incentiva uma escola inclusiva e de portas abertas. Ao adaptar a instrução formal à instrução padrão aceitável para todos, levando em conta os requisitos, peculiaridades, habilidades, interesses e experiências de cada aluno, o uso das TICs auxilia nessa direção. Um desses grupos é o dos deficientes visuais, cuja inclusão nas classes de educação geral é possível com o uso das TICs. No presente estudo, é desenvolvido e colocado em prática um método de ensino individualizado na área da matemática, permitindo que todos os alunos-deficientes visuais ou não-dominem a operação matemática de somar aos dez primeiros no seu próprio ritmo e tempo. Os resultados mostram que o ensino diferenciado melhora a capacidade dos alunos de entender as operações matemáticas: ADIÇÃO de 1 a 10

Evaluating the Effectiveness of a Goal-Directed Intervention on the Social Interaction of Children with Neurodevelopmental Disabilities

This study sought to address social interaction needs of children with neurodevelopmental disabilities through an eight week intervention focusing on social skills at Spaulding Youth Center (SYC), a residential facility in Northeast United States. The study implemented a randomized control design, with a control and intervention group, totaling n=19 students. Results have implications for future practice