Interaction among preschoolers with and without disabilities: Effects of across-the-day peer
- What Adults Can Do to Stop Hurtful Preschool Behavior Before It Becomes a Pattern of Bullying. Evans, Betsy // Exchange (19460406);May/Jun2012, Issue 205, p56
The article discusses bullying among preschool students, focusing on the identification of bullying behavior and the role of peer influence. The author looks at the use of language in relation to child development, the role of adults in endorsing bullying behavior, and adult intervention...
- What It Really Means to Teach a Child. Fisher-Turk, Ellen // Exchange (19460406);Sep/Oct2011, Issue 201, p57
The article offers the author's insights on the social language development of a preschooler named James. The author says that as James' Special Education Itinerant Teacher (SEIT), she has helped James to interact with other children and to encourage friendship. She states that children feel...
- From Babies to Big Kids. PEVZNER, HOLLY // Scholastic Parent & Child;Nov2012, Vol. 20 Issue 3, p36
The article offers news briefs on children in 2012. Research shows that parents who respond to the cries of their infants sleep better than those who do not. Another study suggests that fewer than 10 percent of preschoolers have daily tantrums. It notes the significant role of positive social...
- Why Kids are "Egocentric". Miller, Susan A. // Scholastic Parent & Child;Sep2002, Vol. 10 Issue 1, p54
This section presents advice to parents on how to deal with the egocentrism of their preschool children. Three-year-olds are in an egocentric stage of development, which means that their thought processes are centered on themselves and what is important to them. This makes it difficult for them...
- Learning About Fairness. Miller, Susan A. // Early Childhood Today;Apr2001, Vol. 15 Issue 7, p33
Offers guidance for teaching the concept of fairness to pre-school children. Opportunities for children to learn fairness; Sense of fairness among children.
- Effects of self-monitoring on preschoolers' on-task behavior: A pilot study. de Haas-Warner, Sarah Jane // Topics in Early Childhood Special Education;Summer91, Vol. 11 Issue 2, p59
Studies the effects of self-monitoring on the on-task behavior of preschool children. Attempts to increase on-task behavior; Success of self-management techniques; Response of preschoolers to self-monitoring training; Measurement of social validity.
- The utility of self-monitoring for preschool on-task behavior. De Haas-Warner, Sarah // Topics in Early Childhood Special Education;Winter92, Vol. 12 Issue 4, p478
Studies if preschoolers might be taught to use self-monitoring to increase on-task behavior during independent readiness tasks and to maintain that behavior when external controls were faded. Self-management with preschoolers; Participants and settings; Response definition and measurement...
- External memory strategy use in preschool children. Fletcher, Kathryn L.; Bray, Norman W. // Merrill-Palmer Quarterly;Jul96, Vol. 42 Issue 3, p379
Examines the strategy selection of preschool children in a task that allowed for the use of multiple verbal and/or external strategies. Utilization deficiency; Materials; Introduction to the Farmer Brown theme; Data reduction; Remember versus no remember instructions.
- Preschoolers' affect and cognition about challenging peer situations. Denham, Susanne A.; Bouril, Beverly // Child Study Journal;1994, Vol. 24 Issue 1, p1
Examines preschoolers' affective and behavioral responses to potentially problematic peer situations in the United States. Use of a pictorial forced-choice measure; Evaluation of social competence; Prediction of children's predominant affect in preschool; Understanding of emotions.