How Web-Enabled Environments Foster Metacognitive Development in Preschoolers

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

BackgroundAddressing the limitations of conventional Civics instruction, this study integrates educational psychology principles to optimize the teaching approach. The research aims to investigate the impact of this intervention on alleviating students’ anxiety disorders.Subjects and Methods A questionnaire-based approach randomly selected 100 university students grappling with learning anxiety disorders. These participants were equally divided into two groups: the joint teaching group and the traditional teaching group. The joint teaching group received anxiety intervention through an educational psychology-enhanced Civics teaching method, while the traditional teaching group was exposed to standard Civics instruction. The teaching intervention spanned one semester, and variations in anxiety scores were documented using a self-administered anxiety scale and analyzed using SPSS 23.0.ResultsAfter one semester of instruction, the number of students with anxiety disorders decreased in both the joint teaching group and the traditional teaching group. The number of students with anxiety disorders in the joint teaching group decreased from 100 to 15, while the number of students with anxiety disorders in the traditional teaching group decreased from 100 to 88.ConclusionsA comparative analysis of the two teaching methods reveals that Civics instruction enhanced with the insights of educational psychology theory is more effective in mitigating students’ anxiety disorders.

Objective To discuss the application effects of trinitarian visualization teaching model in endoscopy reprocessing teaching practice. Methods Subjects in the study were divided into the trinitarian visualization teaching group (n=40) and the traditional teaching group (n=43) by random number table method; Compliance and credibility rating of endoscope reprocessing procedures were compared between 2 groups. 2 weeks after training, objectives were examined and assessed by questionnaires separately. Results Compliance of the trinitarian visualization teaching group was higher than the traditional teaching group (χ2=10.501, P=0.033). The trinitarian visualization teaching group had a higher rating in compliance, with 47.47 credibility points, theory test (93.79±3.81) points and 93.02% (40/43) of operation pass. The traditional teaching group had a credibility point of 43.68 credibility points, with theory test (85.25±3.14) points and 77.50% (31/40) of operation pass. Significant difference between the two groups were statistical significant (t=4.84 and 11.097, χ2 =4.038, P <0.01 or 0.05). Conclusions The trinitarian visualization teaching model can be used to improve the reprocessing training quality, to save time and human resource and to reach the training demand. Key words: Patient compliance; Visualization teaching; Endoscopy reprocessing; Reprocesses; Credibility

Problem-Based Learning (PBL) is an engaging, student-centered teaching approach that has become increasingly popular in the field of medical education. Particularly during clinical rotations, PBL is thought to enhance students' clinical reasoning and skills. However, the impact of PBL in pediatric clerkships has not been fully explored. This study aimed to assess the influence of PBL on the clinical skills of medical interns during pediatric rotations, comparing the outcomes between PBL and traditional teaching methods. A randomized controlled trial was conducted with 72 medical interns (38 male, 34 female) participating in pediatric rotations at our hospital between November 2023 and September 2024. The interns were assigned at random to either the PBL group (36 students) or the traditional teaching group (36 students), with stratification based on baseline clinical examination scores. Both groups participated in a two-week pediatric internship, encountering identical clinical cases. The PBL group received instruction supplemented with PBL, while the traditional group received bedside teaching. The outcomes were evaluated using a theoretical knowledge exam, Mini-CEX assessments, and a PBL group satisfaction survey. The results of the theoretical knowledge exam showed no significant difference between the groups (PBL group: 90.25 ± 2.15, traditional group: 89.78 ± 2.14, p > 0.05), indicating similar support for theoretical learning. Mini-CEX evaluations demonstrated that the PBL group showed significant improvements in history taking, medical decision-making, physician-patient interactions, and comprehensive clinical skills compared to the traditional group. Feedback from the PBL group was overwhelmingly positive, with students highlighting significant improvements in clinical reasoning and diagnostic skills. PBL significantly enhanced clinical skills in pediatric clerkships, particularly in clinical reasoning, diagnosis, and communication. Although both teaching methods supported theoretical learning equally, PBL fostered greater student engagement and deeper learning, suggesting that it could be a valuable model for future medical education.

The article is devoted to the study of the concept of intellectual abilities of preschool children. It is determined that intellectual development is understood as a set of quantitative and qualitative changes that occur in the cognitive mental processes of a child under the influence of the child’s environment and own experience. The core of intellectual development is mental abilities. It is emphasized that the devel- opment of intellectual abilities occurs in various types of preschoolers’ activities: play, construction, and learning activities. The influence of STEM education on the development of preschool children’s intellectual abilities is investigated. It is proved that the use of STEM education contributes to the creation of a model of educational environment for the development of prerequisites for scientific and technical creativity and intellectual activity of preschoolers, variability of the content of the educational process in the group, which makes it possible to take initiative and independence in various activities. To achieve this goal, such research methods as analysis and generalization of philosophical and psychological-pedagogical literature, state documents on preschool education were used to determine the terminological field of the study. The classification and generalization of existing practical developments and own pedagogical experience in the implementaƟon of STEM education in the educational process of preschool education institutions are applied. Effective methods and means for the development of students’ intellectual abilities are substantiated: robotics, construction, mental arithmetic, logical tasks, experiments, research, etc. It has been established that STEM educaƟon has a positive impact on the development of a child’s cognitive processes: perception, memory, thinking, speech, imagination. The need to create appropriate curricula, laboratories, and centers for the development of STEM skills in preschoolers is emphasized.

Objective To improve the system of specialized training by exploring the role of multimodal navigation in the teaching of neurosurgery. Methods The questionnaire was conducted by the experts to obtain the detailed information of 20 residents. They were randomly divided into two groups: the traditional teaching group (n=10) and the multimodal navigation group (n=10). The details were evaluated from the reaction layer, the learning layer, the behavior layer and the result layer by the Kirkpatriek’s model. The data were analyzed by SPSS 17.0. The quantitative data were described by mean±standard deviation and the qualitative data was described by rate or percentage. Two independent-samples t test was used to compare the results of two groups. Results The results of the reaction layer showed that the scores of the multimodal navigation group were significantly higher than those of the traditional teaching group, which were statistically significant (P<0.05) in the training content, training methods, training facilities and experience after training. The learning results showed that the multimodal navigation group had higher scores in the theoretical examinations, surgical skills and overall scores (P<0.05). The behavioral results showed that the clinical ability of the multimodal navigation group was more prominent (P<0.05). The result layer showed that under the guidance of professors, the percentage of residents who can complete the whole surgical operation is higher in multimodal navigation group (50% vs. 20%). Conclusion The application of multimodal navigation technology has a positive effect on the teaching of neurosurgery and specialized training of residents. Key words: Multimodal neuronavigation system; Specialized training; Neuroneoplasm; Clinical teaching; Kirkpatriek’s model

Objective To understand the application and impact assessment of case-based learning (CBL) in the standardized training of Urology residents. Methods A retrospective analysis was carried out on the teaching effect of 76 trainees participated in the standardized training of Urology residents in the First Affiliated Hospital of Nanjing Medical University from September 2018 to December 2020. Among them, there were 37 trainees included before September 2019, and 39 trainees after September 2019, of which the latter part of trainees were classified as the CBL group. Furthermore, the teaching effect was evaluated through the "three basic theory" test and practical skill assessment. Results The average score of theoretical assessment results in the CBL group was significantly higher than that in the traditional teaching group (90.7 ± 4.1vs. 83.6 ± 3.7; P < 0.001). Meanwhile, the average score of skill operation assessment results in the CBL group was also obviously higher than that in the traditional teaching group (75.2 ± 7.5 vs. 65.8 ± 9.6; P < 0.001). Conclusion The application of CBL exhibits positive impact on the standardized training of Urology residents, and greatly improves the trainees' learning interest and learning ability.

L'etude menee aupres des enfants d'un village rural sur la cote orientale de Dominique montre la relation entre le stress et la composition du groupe domestique (âge, sexe, relation intergenerationnelle, nombre de personnes). Les enfants vivant dans des foyers ou prendre soin d'eux est une attitude frequente et stable ont un niveau de cortisol modere contrairement aux enfants connaissant des evenements familiaux traumatiques

Parenting plays a crucial role in child development. Emotion Regulation (ER) is considered as an important ability during development since it is tightly associated with children’s future social competence and also their external and internal behaviors. This research investigation explores the profound impact of positive and negative parenting on pre-school and school age children's ER. The essay finds positive parenting, characterized by warmth, support, and consistent discipline, emerges as a crucial factor in nurturing healthier emotion regulation in pre-school children. These children exhibit greater emotional awareness and competence, fostering overall well-being and improved social interactions. Conversely, negative parenting, marked by harsh discipline and emotional neglect, obstructs emotional growth, leading to emotional dysregulation and behavioral challenges. Additionally, this paper delves into the nuances of the influence exerted by fathers and mothers on children's emotion regulation. While both parental figures play vital roles in a child's emotional development, their impact can vary due to unique parenting styles and interactions. In conclusion, this research underscores the pivotal role of positive parenting practices in cultivating robust emotion regulation skills in pre-school children. It emphasizes the necessity for parents to establish nurturing and supportive environments conducive to emotional growth and the importance of recognizing the distinct roles of fathers and mothers in shaping children's emotional development. Ultimately, comprehending the dynamics of parenting and their implications on children's emotional regulation is vital for creating a positive and nurturing environment that promotes children's well-being and emotional resilience.

The effects of a traditional instruction format and an anchored instruction format on the immediate and long-term acquisition of knowledge of 100 university general education majors was examined. Participants were administered multiple-choice and essay format pre-tests, post-tests, and follow-up tests. Results revealed somewhat different within group patterns as well as important between group patterns. Both groups performed better on the post-test and follow-up test than on the pre-test. No differences between the two groups on the post-test were recorded. The anchored instruction group outperformed the traditional instruction group on the multiple-choice follow-up test and the traditional instruction group outperformed the anchored instruction group on the essay follow-up test. Implications for future research are discussed.

Background:Continuing medical education (CME) is an integral part of nursing professionalization, which can be effective in the development of nursing behavior. E-learning can play an important role in CME programs. This study aimed to evaluate the effectiveness of an E-learning program in increasing the nurses’ knowledge and behavior regarding care for venous thromboembolism (VTE) patients.Materials and Methods:One-hundred nurses were selected via convenience sampling method and divided into E-learning and traditional education groups. All nurses had access to the Internet, as well as adequate Internet literacy. Each nurse in the E-learning group received three didactic files during the intervention (four weeks), which focused on the VTE risk assessment, methods of prophylaxis, prophylaxis guidelines, diagnosis, pharmacological and non-pharmacological treatments, and patient education. On the other hand, nurses in the traditional education group were taught traditionally by an expert lecturer, who used audiovisual materials for teaching. A pretest-posttest analysis and a checklist were used to evaluate the impact of interventions in the groups. Chi-square and Mann-Whitney tests were also used to analyze the data.Results:The comparison of knowledge level between the groups showed that E-learning is not superior to traditional learning methods. The mean changes in the nurses’ behavior was 3.16±1.49 in the E-learning group and 2.77±1.26 in the conventional education group. Statistical analysis showed a significant relationship between the score changes and E-learning.Conclusion:Integration of E-learning in CME programs, besides attendance of traditional courses, can be an effective learning method. We suggest that future studies compare the effects of these methods.

Studying the motor sphere of preschool children with mental development delay

Excellent motor development is that the improvement of children's movements that use little muscles or solely bound body elements. Hidayat (2005) said that the development of preschool age children includes aspects of gross and excellent motor skills, language and social adaptation. The development of this aspect can be stimulated, one of which is the use of Educational Game Tools. The purpose of this research was to establish the effectiveness of using educational games to stimulate excellent motor development in preschool children at TKIT Bunayya Lhokseumawe.&#x0D; The method used in this research is Semi Experiment with a population of 152 TKIT Bunayya students. The sampling technique used is the Arbitrary Testing technique, with a total of 20 respondents who were given stimulation at the time of information collection. The data collection was carried out on 27 to 31 August 2018. The information from this study was processed using the dependent t-test of educational game variables and fine motor development in preschool children.&#x0D; The results showed that the use of educational games was effective in stimulating fine motor development in preschool children with p-esteem = 0.000 &lt; (0.05). It is recommended to use educational game tools to stimulate motor development in children according to their developmental age. For other researchers, it is better to use other game tools to stimulate development and can develop this research with a large number of samples and have a control group.

The No Child Left Behind Act of 2001 crystallized the concern for accountability in education. National testing was mandated as a way to improve the “broken” educational system. Publicly funded early education programs were not spared from such testing. While the positive effects of high-quality early education on children’s later school achievement is well demonstrated, too many early care and educational settings in the United States are of minimal or poor quality. Accountability is clearly important for increasing the quality of our early childhood programs, however, it is not yet evident how best to formulate a standard of accountability that reflects the body of knowledge we have gained concerning how young children learn. In this report, we propose two major thrusts designed to bring about a more scientifically informed accountability system: reconceptualizing the ways in which we think about the validity of our test instruments, and reconceptualizing markers of development from products of learning (performance standards) to processes of learning. We introduce the term “empirical validity” to draw attention to the fact that assessments should be built on current empirical work in the various developmental domains. This report focuses on the domains of language and literacy, two areas of major concern for the Federal Head Start program and for which there is an abundance of current research. This body of knowledge provides many examples illustrating how an emphasis on process rather than product can be vital for improving the quality of education. For example, although vocabulary is centrally important and psychometrically adequate tests of early vocabulary exist, these tests do not measure essential aspects of word learning that have been identified as predictive of later language and reading success in early language learning literature. Our case study of language and literacy illustrates how today’s developmental science offers a new knowledge that can be strategically incorporated in assessments for empirically valid testing of children’s competencies. The same argument for “empirically valid” and evidence-based assessments applies to other domains of cognitive growth and to socio-emotional development. The future of preschool assessment would be well served by attention to primary research that focuses on the processes of learning. In this report, we also suggest that one possible avenue for progress in assessment would center on integrative and dynamic assessment techniques that would comprehensively capture the nature of children’s learning, minimize validity concerns related to context and culture, and evaluate how competencies in different developmental domains interact for optimal learning. To bridge the gap between science and policy, developmental scientists and test developers are urged to work together to create innovative ways to chart the developmental processes that support learning and progress toward social maturity in ways designed to ensure that research findings are continuously reflected in current assessments.

Young children from impoverished backgrounds experience high levels of family and environmental stress, adversely impacting developmental functioning. Early identification provides a pathway to solutions, but many children are never assessed. In addition, the child-serving workforce lacks resources and expertise to use traditional measures. Furthermore, existing measures do not account for the substantial influence of a child's ecology. To bridge these gaps, we developed the Neurodevelopmental Ecological Screening Tool (NEST) and conducted a pilot study (n=60) to test its feasibility for use with caregivers of children ages 3-5 in low-resource settings. We developed an item pool across three domains (child, caregiver, environment), vetted it with experts, and conducted cognitive interviewing with parents (n=15) and case managers (n-10). Simultaneously, we built an online, user-friendly delivery platform. We used a one parameter Item Response Model and a Rasch-based Rating Scale Model (RSM) and fit confirmatory factor analytic (CFA) models to test for unidimensional and construct validity. The results support the feasibility of screening children from low SES populations within low-resource settings using an ecological perspective and supports the work of child-serving paraprofessionals in identifying and addressing risks in the lives of young children.