Home-School Literacy Bags for Twenty-First Century Preschoolers

ERIC Educational Resources Information Center

Brand, Susan Trostle; Marchand, Jessica; Lilly, Elizabeth; Child, Martha

2014-01-01

Combining home-school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children's literacy development. Using home-school literacy bags, children and parents learned…

Relation of Home Chaos to Cognitive Performance and Behavioral Adjustment of Pakistani Primary School Children

ERIC Educational Resources Information Center

Shamama-tus-Sabah, Syeda; Gilani, Nighat; Wachs, Theodore D.

2011-01-01

Recent findings from Western developed countries have linked home chaos to children's cognitive performance and behavioral problems. In the present paper we test whether the same pattern of associations can be replicated in a non-Western developing country. Our sample was 203 Pakistani primary school children. To assess home chaos the Confusion,…

Children's cognition and aircraft noise exposure at home--the West London Schools Study.

PubMed

Matsui, T; Stansfeld, S; Haines, M; Head, J

2004-01-01

The association of aircraft noise exposure with cognitive performance was examined by means of a cross-sectional field survey. Two hundred thirty six children attending 10 primary schools around Heathrow Airport in west London were tested on reading comprehension, immediate/delayed recall and sustained attention. In order to obtain the information about their background, a questionnaire was delivered to the parents and 163 answers were collected. Logistic regression models were used to assess performance on the cognitive tests in relation to aircraft noise exposure at home and possible individual and school level confounding factors. A significant dose-response relationship was found between aircraft noise exposure at home and performance on memory tests of immediate/delayed recall. However there was no strong association with the other cognitive outcomes. These results suggest that aircraft noise exposure at home may affect children's memory.

Chaotic Homes and School Achievement: A Twin Study

ERIC Educational Resources Information Center

Hanscombe, Ken B.; Haworth, Claire M. A.; Davis, Oliver S. P.; Jaffee, Sara R.; Plomin, Robert

2011-01-01

Background: Chaotic homes predict poor school performance. Given that it is known that genes affect both children's experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children's school performance, mediated by heritable child…

Dual Language Development of Latino Children: Effect of Instructional Program Type and the Home and School Language Environment

PubMed Central

Collins, Brian A.

2014-01-01

Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n =163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed. PMID:25264401

Children of home dialysis patients.

PubMed

Tsaltas, M O

1976-12-13

Fifteen children of six families in which one parent was undergoing home dialysis were examined by the Minnesota Multiphasic Personality Inventory, human figure drawings, and family interviews. All the children were found to be clinically depressed, and two thirds had a history of being referred by teachers to school counselors and psychiatrists for behavioral problems in school. Of these referred children, all showed disorders of psychomotor activity and reduced academic achievement. There was no clear-cut evidence that these children were depressed because of exposure to home dialysis per se. The most disturbed children seemed to be responding to depressed parents or to partial object loss. A controlled, prospective study is planned to clarify this question.

Associations between home environment and after-school physical activity and sedentary time among 6th grade children

PubMed Central

Lau, Erica Y; Barr-Anderson, Daheia J; Dowda, Marsha; Forthofer, Melinda; Saunders, Ruth P; Pate, Russell R

2015-01-01

This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 sixth-grade children (Mage = 11.49 ± 0.5 years). Children’s after-school total physical activity (TPA), moderate-to-vigorous physical activity (MVPA) and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children’s after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school TPA and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school TPA and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys’ after-school physical activity and sedentary time, whereas the home social environment was associated with girls’ after-school physical activity and sedentary time. PMID:25386734

Association between home and school food environments and dietary patterns among 9–11-year-old children in 12 countries

PubMed Central

Vepsäläinen, H; Mikkilä, V; Erkkola, M; Broyles, S T; Chaput, J-P; Hu, G; Kuriyan, R; Kurpad, A; Lambert, E V; Maher, C; Maia, J; Matsudo, V; Olds, T; Onywera, V; Sarmiento, O L; Standage, M; Tremblay, M S; Tudor-Locke, C; Zhao, P; Church, T S; Katzmarzyk, P T; Fogelholm, M

2015-01-01

Objectives: We investigated the roles of home and school environments on dietary patterns among children from 12 countries differing widely in geographic region and levels of human and economic development. Methods: The sample included a total of 6685 (54% girls) 9–11-year-old children. Parents/guardians reported the availability of certain foods in the home, and trained researchers performed school audits recording the availability of foods for sale at schools. Foods were then divided into wholesome (nutrient-dense) and empty-calorie (nutrient-poor) foods and scored according to their availability. Children reported if their school provided school lunch and how many times during the last week they had eaten meals prepared away from home and school. Via principal components analysis, data-driven dietary pattern scores were calculated from food frequency questionnaires. Multilevel models were used to study the associations between home and school food environments (wholesome and empty-calorie foods) and dietary patterns (healthy and unhealthy diet pattern scores). Results: For low unhealthy diet pattern scores, low availability of empty-calorie foods at home was found to be more important than high availability of wholesome foods. More meals eaten outside home and school were associated with the higher unhealthy diet pattern scores. The availability of wholesome foods at home was positively associated with the healthy diet pattern scores. Food availability at school was not associated with the dietary patterns. Conclusions: In this sample, the home food environment was more significant than the school food environment in predicting the dietary patterns. The availability of empty-calorie foods was associated with the unhealthy dietary pattern even when the availability of wholesome foods at home was high. Meals prepared away from home contributed to the unhealthy dietary pattern. Therefore, parents should be encouraged to limit the availability of empty

Play Therapy for Bereaved Children: Adapting Strategies to Community, School, and Home Settings

ERIC Educational Resources Information Center

Webb, Nancy Boyd

2011-01-01

Play therapy is a highly adaptable treatment method that can be modified according to children's ages, circumstances, and settings in which counseling occurs. Play therapy may be used in schools, community settings, and homes to help children following the death of a significant other. After reviewing basic developmental factors that affect…

Functional Performance of Children with Developmental Coordination Disorder at Home and at School

ERIC Educational Resources Information Center

Wang, Tien-Ni; Tseng, Mei-Hui; Wilson, Brenda N.; Hu, Fu-Chang

2009-01-01

This study investigated the functional performance of daily activities at home and at school in a population-based sample of children with different degrees of motor coordination impairment and competence. Sixteen children (seven males, nine females; mean age 8y, SD 9mo) with developmental coordination disorder (DCD), 25 with suspected DCD ([sDCD]…

Quantitative and qualitative characteristics of the school and home language environments of preschool-aged children with ASD.

PubMed

Burgess, Sloane; Audet, Lisa; Harjusola-Webb, Sanna

2013-01-01

The purpose of this research was to begin to characterize and compare the school and home language environments of 10 preschool-aged children with Autism Spectrum Disorders (ASD). Naturalistic language samples were collected from each child, utilizing Language ENvironment Analysis (LENA) digital voice recorder technology, at 3-month intervals over the course of one year. LENA software was used to identify 15-min segments of each sample that represented the highest number of adult words used during interactions with each child for all school and home language samples. Selected segments were transcribed and analyzed using Systematic Analysis of Language Transcripts (SALT). LENA data was utilized to evaluate quantitative characteristics of the school and home language environments and SALT data was utilized to evaluate quantitative and qualitative characteristics of language environment. Results revealed many similarities in home and school language environments including the degree of semantic richness, and complexity of adult language, types of utterances, and pragmatic functions of utterances used by adults during interactions with child participants. Study implications and recommendations for future research are discussed. The reader will be able to, (1) describe how two language sampling technologies can be utilized together to collect and analyze language samples, (2) describe characteristics of the school and home language environments of young children with ASD, and (3) identify environmental factors that may lead to more positive expressive language outcomes of young children with ASD. Copyright © 2013 Elsevier Inc. All rights reserved.

Home-school learning of science: The culture of homes, and pupils' difficult border crossing

NASA Astrophysics Data System (ADS)

Solomon, Joan

2003-02-01

A British project that explored the way parents and their children of elementary school age carried out simple science activities at home is described and illustrated. Previous research in this field has yielded ambiguous results when evaluated in terms of school science knowledge gained. The basis of the analysis carried out here is largely descriptive using some sociological theory to understand activities in the home. It is argued that home is a special place not only rich in supportive emotions, but also imbued with idiosyncratic attitudes toward science education, which often match with attitudes toward other matters. Schools create different and more uniform cultures for the same children. There has been a long history of calls for collaboration between the two constituencies; however, this article demonstrates that a number of these differences exist which cannot fail to affect children's learning in each situation. Extracts from the children's conversations with their parents during the investigations as well as parents' interpretations of what they are doing will be presented. These vignettes illustrate a wide variation in attitude which affects the children as they daily cross boundaries from one culture to another, trying to preserve what is precious in their home culture. At home the children's participation becomes far more relaxed and personal, just as discussion with their parents is more fluent than at school.

Estimating the Home Schooled Population. Working Paper.

ERIC Educational Resources Information Center

Lines, Patricia M.

Curriculum suppliers, state departments of education, and home school leaders, are the sources used to estimate that between 248,500 and 353,500 school-aged children (K-12) were educated at home in the 1990-91 school year. This paper explains how this estimate was derived. It provides information on process, possible bias, alternate survey…

School and Home Connections and Children's Kindergarten Achievement Gains: The Mediating Role of Family Involvement

ERIC Educational Resources Information Center

Galindo, Claudia; Sheldon, Steven B.

2012-01-01

Children's home and school are the most influential contexts in which learning and development occur, especially during early childhood. This paper builds on Bronfenbrenner's ecological theory and Epstein's theory of overlapping spheres of influence to examine school and family connections and their relationships to family involvement and…

Teachers' Perceptions of the Home-School Collaboration: Enhancing Learning for Children with Autism

ERIC Educational Resources Information Center

Josilowski, Chana

2017-01-01

The topic of this study was the way teachers of children with autism perceive the home-school collaboration and its impact on learning. This research addressed the gap in the literature on the topics of children with autism's performance gap in comparison to their age-equivalent peers. The research question was, "How do teachers of children…

Linking Home and School: The Home School Knowledge Exchange Project: Linking Home and School to Improve Children's Literacy

ERIC Educational Resources Information Center

Feiler, Anthony; Andrews, Jane; Greenhough, Pamela; Hughes, Martin; Johnson, David; Scanlan, Mary; Yee, Wan Ching

2008-01-01

The Government is urging teachers to engage more closely with families and is promoting the concept of the "extended" school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed…

A Double Dose of Disadvantage: Language Experiences for Low-Income Children in Home and School

ERIC Educational Resources Information Center

Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M.

2018-01-01

There is a virtual consensus regarding the types of language processes, interactions, and material supports that are central for young children to become proficient readers and writers (Shanahan et al., 2008). In this study, we examine these supports in both home and school contexts during children's critical transitional kindergarten year.…

Play as third space between home and school: Bridging cultural discourses.

PubMed

Yahya, Raudhah; Wood, Elizabeth Ann

2017-09-01

This article examines play as a conceptual third space that serves as a bridge between home and school discourses. Using sociocultural theories and an interpretivist framework, 19 immigrant mothers and their children in Canada were interviewed about their play experiences at home and in preschools. The findings reveal that children and teachers utilise play as third space in various ways. Although there is some cultural dissonance experienced by children, this study illustrates ways that children use play as a bridge between home and school and explores strategies that teachers use in supporting children's use of play as third space. As children navigate these two cultural sites, they accumulate funds of knowledge and life experiences, which then meet, interact and perhaps fuse together in the conceptual third space. The conclusion proposes that 'play as third space' can be used as a conceptual framework for educators and practitioners to support children's transition from home to school and assist children who experience discontinuities.

Home-School Collaboration: Enhancing Children's Academic and Social Competence.

ERIC Educational Resources Information Center

Christenson, Sandra L., Ed.; Conoley, Jane Close, Ed.

This book emphasizes the importance of collaboration between the school and the home/parents in enhancing the possibilities for students' success. Twenty-four individual chapters by 45 contributors include: (1) "Family Systems and the School" (William Doherty and Vida Peskay); (2) "Home-School Collaboration: Effects, Issues, and Opportunities"…

Maternal Parenting Styles, School Involvement, and Children's School Achievement and Conduct in Singapore

ERIC Educational Resources Information Center

Stright, Anne Dopkins; Yeo, Kim Lian

2014-01-01

This study examined the roles of children's perceptions of maternal parenting styles (warmth, psychological control, and behavioral control) and maternal involvement in school-focused parenting practices (home-based involvement, home-school conferencing, and school-based involvement) predicting children's school achievement and conduct in…

Young Children at Home and in School: 212 Educational Activities for Their Parents, Teachers, and Caregivers.

ERIC Educational Resources Information Center

Morse, Philip S.; Brand, Lillian B.

This source book is designed to give parents, teachers, and other caregivers of young children more than 200 sample activities for children that are fun, easy, and educationally sound. Chapter 1 introduces principles of early childhood programs, the "home-school connection," and tips on how to communicate with children. This chapter also gives an…

Boxing Clever: Using Shoeboxes to Support Home-School Knowledge Exchange

ERIC Educational Resources Information Center

Greenhough, Pamela; Scanlan, Mary; Feiler, Anthony; Johnson, David; Yee, Wan Ching; Andrews, Jane; Price, Alison; Smithson, Maggie; Hughes, Martin

2005-01-01

A key tenet of the Home-School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home-to-school…

Amount and environmental predictors of outdoor playtime at home and school: a cross-sectional analysis of a national sample of preschool-aged children attending Head Start.

PubMed

Marino, Alexis J; Fletcher, Erica N; Whitaker, Robert C; Anderson, Sarah E

2012-11-01

Outdoor play is an important contributor to children's physical activity and the prevalence, correlates, and environmental predictors of it among young children are not well characterized. This study aims to estimate the amount of time preschool-aged children attending Head Start spend playing outdoors at home and school, and whether aspects of the home and school environment are associated with greater outdoor play. We analyzed data (n=2529) collected in spring 2007 in the Head Start Family and Child Experiences Survey (FACES). Overall, 37.5% of children played outside at home >2h per weekday. Children who had a yard near home to play in or who had visited a park or playground or gone on a picnic with a family member in the last month were more likely to have >2h per weekday outdoor play at home, but having a playground within walking distance of the home was not related to home outdoor playtime. On average children played outdoors at Head Start for 36 min per day. The amount of time children played outdoors at home was not related to school outdoor time. Copyright © 2012 Elsevier Ltd. All rights reserved.

Children receiving chemotherapy at home: perceptions of children and parents.

PubMed

Stevens, Bonnie; McKeever, Patricia; Law, Madelyn P; Booth, Marilyn; Greenberg, Mark; Daub, Stacey; Gafni, Amiram; Gammon, Janet; Yamada, Janet; Epstein, Iris

2006-01-01

The aim of this descriptive exploratory study was to determine the perspectives of parents and children with cancer on a home chemotherapy program. Qualitative analyses were used to organize data from 24 parents and 14 children into emerging themes. Themes included (1) financial and time costs, (2) disruption to daily routines, (3) psychological and physical effects, (4) recommendations and caveats, and (5) preference for home chemotherapy. When home chemotherapy was compared with hospital clinic-based chemotherapy, parents reported fewer financial and time costs and less disruption to their work and family schedules, and children reported more time to play/study, improved school attendance, and engagement in normal activities. Although some parents felt more secure with hospital chemotherapy, most found it more exhausting and stressful. At home, children selected places for their treatment and some experienced fewer side effects. Although some coordination/communication problems existed, the majority of parents and children preferred home chemo-therapy. Home chemotherapy treatment is a viable, acceptable, and positive health care delivery alternative from the perspective of parents and children with cancer.

The relationship between twelve-month home stimulation and school achievement.

PubMed

van Doorninck, W J; Caldwell, B M; Wright, C; Frankenburg, W K

1981-09-01

Home Observation for Measurement of the Environment (HOME) was designed to reflect parental support of early cognitive and socioemotional development. 12-month HOME scores were correlated with elementary school achievement, 5--9 years later. 50 low-income children were rank ordered by a weighted average of centile estimates of achievement test scores, letter grades, and curriculum levels in reading and math. 24 children were classified as having significant school achievement problems. The HOME total score correlated significantly, r = .37, with school centile scores among the low-income families. The statistically more appropriate contingency table analysis revealed a 68% correct classification rate and a significantly reduced error rate over random or blanket prediction. The results supported the predictive value of the 12-month HOME for school achievement among low-income families. In an additional sample of 21 middle-income families, there was insufficient variability among HOME scores to allow prediction. The HOME total scores were highly correlated, r = .86, among siblings tested at least 10 months apart.

Profile of Families Who Home School in Maine.

ERIC Educational Resources Information Center

Kilgore, Peter

In Maine and across the nation, increasing numbers of parents are choosing to educate their children at home, often illegally. The anarchistic home schooling movement springs from various motivations: religious views, pursuit of independent lifestyles, desire to spend more time with one's children, and others. Whatever their reasons, home…

Play as third space between home and school: Bridging cultural discourses

PubMed Central

Yahya, Raudhah; Wood, Elizabeth Ann

2016-01-01

This article examines play as a conceptual third space that serves as a bridge between home and school discourses. Using sociocultural theories and an interpretivist framework, 19 immigrant mothers and their children in Canada were interviewed about their play experiences at home and in preschools. The findings reveal that children and teachers utilise play as third space in various ways. Although there is some cultural dissonance experienced by children, this study illustrates ways that children use play as a bridge between home and school and explores strategies that teachers use in supporting children’s use of play as third space. As children navigate these two cultural sites, they accumulate funds of knowledge and life experiences, which then meet, interact and perhaps fuse together in the conceptual third space. The conclusion proposes that ‘play as third space’ can be used as a conceptual framework for educators and practitioners to support children’s transition from home to school and assist children who experience discontinuities. PMID:28867965

Amount and environmental predictors of outdoor playtime at home and school: A cross-sectional analysis of a national sample of preschool-aged children attending Head Start

PubMed Central

Marino, Alexis J.; Fletcher, Erica N.; Whitaker, Robert C.; Anderson, Sarah E.

2012-01-01

Outdoor play is an important contributor to children’s physical activity and the prevalence, correlates, and environmental predictors of it among young children are not well characterized. This study aims to estimate the amount of time preschool-aged children attending Head Start spend playing outdoors at home and school, and whether aspects of the home and school environment are associated with greater outdoor play. We analyzed data (n=2529) collected in spring 2007 in the Head Start Family and Child Experiences Survey (FACES). Overall, 37.5% of children played outside at home >2 h per weekday. Children who had a yard near home to play in or who had visited a park or playground or gone on a picnic with a family member in the last month were more likely to have >2 h per weekday outdoor play at home, but having a playground within walking distance of the home was not related to home outdoor playtime. On average children played outdoors at Head Start for 36 min per day. The amount of time children played outdoors at home was not related to school outdoor time. PMID:23000895

Exploring Home and School Involvement of Young Children with Web 2.0 and Social Media

ERIC Educational Resources Information Center

Barone, Diane

2012-01-01

This article focuses on young children's use of Web 2.0 and social media. A background is provided about the use of Web 2.0 and social media among young children. Strengths and concerns are discussed as well as home and school use of Web 2.0 and social media. Exemplary websites are shared. The article concludes with potential changes in the…

Evidence from SINPHONIE project: Impact of home environmental exposures on respiratory health among school-age children in Romania.

PubMed

Lu, Yi; Lin, Shao; Lawrence, Wayne R; Lin, Ziqiang; Gurzau, Eugen; Csobod, Eva; Neamtiu, Iulia A

2018-04-15

Exposure to indoor air pollutants at home was found to be associated with respiratory diseases. As lifestyle changes with rapid economic growth in Romania, the aim of our study is to describe the characteristics of Romanian homes and their impact on children's respiratory health. Self-reported information on respiratory symptoms was collected from 280 Romanian elementary school students in 2011, and the symptoms were categorized into allergy, asthma-like, and flu-like symptoms. Home characteristics and demographic information were collected from questionnaires answered by parents. The association between home characteristics and respiratory health was assessed through multivariate logistic regression controlling for school indoor exposure. As compared to U.S. households, Romanian homes have a higher percentage of smokers, limited use of indoor climate control, and higher use of iron stoves. Exposure to environmental tobacco smoke was associated with both asthma and allergy symptoms. Additional risk factors identified for allergy symptoms include living in apartments, near pesticide sprayed areas, and the use of incense sticks. The significantly higher risk of flu-like symptoms was associated with mold and dampness issues, the use of air conditioner, gas heater/iron stove in children's bedroom. Our findings suggest that an increase in respiratory symptoms among Romanian school-age children can be partly related to their environmental exposure at home. Since most of the identified risk factors are preventable, our results provide critical information and evidence for policymakers, to develop target intervention and education strategies. Copyright © 2017 Elsevier B.V. All rights reserved.

Patterns of Home and School Behavior Problems in Rural and Urban Settings

PubMed Central

Hope, Timothy L; Bierman, Karen L

2009-01-01

This study examined the cross-situational patterns of behavior problems shown by children in rural and urban communities at school entry. Behavior problems exhibited in home settings were not expected to vary significantly across urban and rural settings. In contrast, it was anticipated that child behavior at school would be heavily influenced by the increased exposure to aggressive models and deviant peer support experienced by children in urban as compared to rural schools, leading to higher rates of school conduct problems for children in urban settings. Statistical comparisons of the patterns of behavior problems shown by representative samples of 89 rural and 221 urban children provided support for these hypotheses, as significant rural-urban differences emerged in school and not in home settings. Cross-situational patterns of behavior problems also varied across setting, with home-only patterns of problems characterizing more children at the rural site and school-only, patterns of behavior problems characterizing more children at the urban sites. In addition, whereas externalizing behavior was the primary school problem exhibited by urban children, rural children displayed significantly higher rates of internalizing problems at school. The implications of these results are discussed for developmental models of behavior problems and for preventive interventions. PMID:19834584

Allergens and β-Glucans in Dutch Homes and Schools: Characterizing Airborne Levels

PubMed Central

Krop, Esmeralda J. M.; Jacobs, José H.; Sander, Ingrid; Raulf-Heimsoth, Monika; Heederik, Dick J. J.

2014-01-01

Background Indoor air quality has an effect on respiratory health. Children are more vulnerable to a decreased indoor air quality as their lungs are still developing. We measured levels of allergens and β-(1,3)-glucans in 19 school buildings and determined whether measured levels could be reproduced. School levels were compared to those in 169 homes and the effect of building characteristics on both home and school exposure was explored. Methods Electrostatic Dust fall Collectors were placed in school buildings for 8 weeks and in homes for 2 weeks to collect settled airborne dust. Cat, dog, and mouse allergen levels, domestic mite antigen levels and β-(1,3)-glucans were measured in the extracts from the collectors. Results were corrected for sampling duration. Using questionnaire data, relations between measured levels and building and classroom characteristics were explored. Results In schools, exposure levels were highest in classrooms and were influenced by the socioeconomic status of the children, the season measurements were performed, moisture status of the building and pet ownership. Repeated measurements in different seasons and over the years showed significantly different levels. Home exposure was influenced by socioeconomic status, occupancy and pet ownership. Domestic mite antigen was found in higher levels in extracts from homes compared to schools while pet allergen levels were 13 times higher in schools compared to homes without pets. For mouse allergen overall levels of exposure were low but still two times higher in schools compared to homes. Levels of β-(1,3)-glucans were also approximately two times higher in schools than in homes. Conclusion Exposure levels of several allergens and β-(1,3)-glucans in schools differ over time and are higher than in homes. For children, exposure levels measured at school could contribute to their total exposure as especially animal allergen levels can be much higher in schools compared to homes. PMID:24551183

Ecological Correlates of Children's Subjective School Outcomes.

ERIC Educational Resources Information Center

Marjoribanks, Kevin

1981-01-01

Path analytic techniques examined relations between children's subjective school outcomes and measures of their family and school learning environments. A home interview assessed parents' orientations to education and children's perceptions of schools were obtained. Children's perceptions have links with school-related outcomes even when family…

Cultural Discontinuity between Home and School and American Indian and Alaska Native Children's Achievement

ERIC Educational Resources Information Center

Torres, D. Diego

2017-01-01

An assumption of culture-based education with respect to American Indian and Alaska Native (AI/AN) children is that discontinuity between home and school cultures is responsible for educational underachievement. Using data from the 2009 round of the National Indian Education Study, a subset of the larger National Assessment of Education Progress…

Issues about home computer workstations and primary school children in Hong Kong: a pilot study.

PubMed

Py Szeto, Grace; Tsui, Macy Mei Sze; Sze, Winky Wing Yu; Chan, Irene Sin Ting; Chung, Cyrus Chak Fai; Lee, Felix Wai Kit

2014-01-01

All around the world, there is a rising trend of computer use among young children especially at home; yet the computer furniture is usually not designed specifically for children's use. In Hong Kong, this creates an even greater problem as most people live in very small apartments in high-rise buildings. Most of the past research literature is focused on computer use in children in the school environment and not about the home setting. The present pilot study aimed to examine ergonomic issues in children's use of computers at home in Hong Kong, which has some unique home environmental issues. Fifteen children (six male, nine female) aged 8-11 years and their parents were recruited by convenience sampling. Participants were asked to provide information on their computer use habits and related musculoskeletal symptoms. Participants were photographed when sitting at the computer workstation in their usual postures and joint angles were measured. The participants used computers frequently for less than two hours daily and the majority shared their workstations with other family members. Computer furniture was designed more for adult use and a mismatch of furniture and body size was found. Ergonomic issues included inappropriate positioning of the display screen, keyboard, and mouse, as well as lack of forearm support and suitable backrest. These led to awkward or constrained postures while some postural problems may be habitual. Three participants reported neck and shoulder discomfort in the past 12 months and 4 reported computer-related discomfort. Inappropriate computer workstation settings may have adverse effects on children's postures. More research on workstation setup at home, where children may use their computers the most, is needed.

School-Home Notes with and without Response Cost: Increasing Attention and Academic Performance in Low-Income Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Jurbergs, Nichole; Palcic, Jennette; Kelley, Mary Lou

2007-01-01

This study evaluates the effectiveness of school-home notes for increasing academic productivity and on-task behavior of low-income, African American children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a withdrawal, alternating treatments design, each student received school-home notes with and without a response cost…

Math at home adds up to achievement in school.

PubMed

Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

School Music Goes Home

ERIC Educational Resources Information Center

Kenney, Susan Hobson

2012-01-01

This article explores ways for music teachers to influence music making in the home. Often preschool music programs include parents in the music education process, but when children enter school, the parent connection is not usually continued with the same intensity. This article will serve as a catalyst for further conversations on ways to…

Presence of Medical Home and School Attendance: An Analysis of the 2005-2006 National Survey of Children With Special Healthcare Needs

ERIC Educational Resources Information Center

Willits, Kathryn A.; Troutman-Jordan, Meredith L.; Nies, Mary A.; Racine, Elizabeth F.; Platonova, Elena; Harris, Henry L.

2013-01-01

Background: Children with special healthcare needs (CSHCN) tend to miss more school because of illness. Medical homes are a model of primary health care that coordinate services to better meet the needs of the child. The purpose of this study was to examine the association between presence of medical home and missed school days among CSHCN.…

Home-School Relationships: Networking in One District

ERIC Educational Resources Information Center

Wanat, Carolyn Louise

2012-01-01

This article describes parents' and educators' perceptions of home-school relationships that benefited children and their families in one school district. Family involvement literature and social network theory, especially Burt's (2001) structural holes, served as the theoretical framework. In semistructured interviews, 39 participants, including…

Association of Experiences of Medical Home Quality with Health-Related Quality of Life and School Engagement among Latino Children in Low-Income Families

PubMed Central

Stevens, Gregory D; Vane, Christina; Cousineau, Michael R

2011-01-01

Objective This study examines whether patient-reported indicators of a quality medical home are associated with measures of health among Latino children in low-income families. Data Sources Data on 3,258 children ages 2–18 years are from a cross-sectional survey of parents of children affiliated with California's Healthy Kids insurance. Study Design Medical home quality was assessed using the Parents' Perception of Primary Care and was associated with health-related quality of life (HRQOL) overall and in four domains (physical, emotional, social, and school/daycare) and four measures of school engagement. Principal Findings A higher total medical home score was associated with a higher total Pediatric Quality of Life Inventory score and scores in four subdomains (total beta [B]=1.77, physical B = 1.71, social B = 1.36, emotional B = 2.22, and school/daycare B = 1.69, all p<0.001). It was also associated with missing fewer than three school days due to illness (odds ratio [OR]=1.12, 95 percent confidence intervals [CI]: 1.05, 1.19), excellent/above average school performance overall (OR=1.10, 95 percent CI: 1.03, 1.17) and performance in reading (OR=1.13, 95 percent CI: 1.06, 1.20) and math (OR=1.10, 95 percent CI: 1.03, 1.16). Conclusions Patient-reported medical home quality indicators are favorably associated with HRQOL and measures of school engagement among Latino children in low-income families. PMID:21762145

Active and safe transportation of elementary-school students: comparative analysis of the risks of injury associated with children travelling by car, walking and cycling between home and school.

PubMed

Lavoie, M; Burigusa, G; Maurice, P; Hamel, D; Turmel, E

2014-11-01

Elementary school active transportation programs aim to address physical inactivity in children by prompting a modal shift from travel by car to walking or cycling among children living a distance from school conducive to walking or cycling. The objectives of this study are to evaluate the risk of injury related to walking, cycling and travelling by car between home and school among elementary-school students in the Montréal area and to evaluate the impact on number of injuries of a modal shift from travel by car to walking or cycling. The risk of injury was estimated for the 2003-2007 period by calculating the average annual rate of injury in children aged 5 to 12 years walking, cycling or being driven in a car, per 100 million kms travelled during the normal hours of travel between home and school. The impact of a modal shift from travel by car was evaluated for children living a distance from school conducive to walking and cycling (under 1.6 km), that is, the targets of active transportation programs. This evaluation was done using the regional rate of injury calculated for each travel mode. Between 2003 and 2007, an average of 168 children aged 5 to 12 years were injured each year while walking (n = 64), cycling (n = 28) and being driven in a car (n = 76) during the normal hours of travel between home and school in the Montréal area. The rate of injury was 69 children injured per 100 million kms for travel by car (reference group), 314 pedestrians (relative risk [RR] = 4.6; 95% confidence interval [CI]: 4.3-5.1) and 1519 cyclists (RR = 22.2; 95% CI: 14.3-30.0). A shift of 20% in the distance travelled by car to walking by children living less than 1.6 km from their school is estimated to result in an increase of 2.2% (n = 3.7) in the number of children injured each year in the area. In the case of a shift to cycling, the number of resulting injuries is estimated to be 24.4, an increase of 14.5%. The risk of injury among elementary-school students during the

Children's Social Behaviour for Learning (SBL): Reported and Observed Social Behaviours in Contexts of School and Home

ERIC Educational Resources Information Center

Fisher, Laurel; Spencer, Fiona

2015-01-01

The aim is to understand the diversity in children's social behaviours that are vital to learning. It is proposed that a model of Social Behaviours for Learning (SBL) relies on the positions of the observers in relevant contexts. In this case, children are observed at school and at home. The alternatives are sociability as a personal trait or…

Mothers, Gender and Inclusion in the Context of Home-School Relations

ERIC Educational Resources Information Center

Cole, Barbara

2007-01-01

The last twenty years have seen the proliferation of policies calling for the development of home-school relations and home-school partnerships, for it is argued that it is important for the educational success of all children that parents and professionals share aims, values and responsibilities. The dominant discourse around home-school…

Home School Relationships: Challenges for Teachers and Head Teachers in Pakistan

ERIC Educational Resources Information Center

Safdar, Qamar

2006-01-01

The connection between home and school is referred to in various ways such as parent involvement, home-school relations or community involvement in schools. This paper conceptualize that connection as a "partnership" with parents being viewed as partners with teachers in educating children. Parental involvement at all stages is crucial…

Those Unschooled Minds: Home-Educated Children Grow Up. The Educational Heretics Series.

ERIC Educational Resources Information Center

Webb, Julie

The widespread acceptance of home schooling has persisted long enough to address the question of how well home-schooled children do later in life. In this book, 20 interviews investigate the long-term effects of home schooling in Britain. In the 1980s, the author conducted interviews with several of the same students, when most were teenagers…

Encountering Problems at Home and at School: Language and Cognition in Two Settings.

ERIC Educational Resources Information Center

Martini, Mary

This paper discusses cognitive communicative training in preschool and reports on a study of 11 Hawaiian preschoolers that examined how these children interacted with others, used language, manipulated objects, and solved problems at home and at school. The study observed the children at school and at home over a 5-month period, collecting…

Technology and School-Home Communication

ERIC Educational Resources Information Center

Goodall, J. S.

2016-01-01

This paper examines the linked concepts of school-home communications, and parental engagement in children's learning, both of which are vital for supporting learning, particularly at times of transition. The paper examines the theoretical basis for both of these concepts. A distinction is drawn between communication (which can be simply the…

Home literacy environment of pre-school children with intellectual disabilities.

PubMed

van der Schuit, M; Peeters, M; Segers, E; van Balkom, H; Verhoeven, L

2009-12-01

For pre-school children, the home literacy environment (HLE) plays an important role in the development of language and literacy skills. As there is little known about the HLE of children with intellectual disabilities (ID), the aim of the present study was to investigate the HLE of children with ID in comparison with children without disabilities. Parent questionnaires concerning aspects of the HLE were used to investigate differences between 48 children with ID, 107 children without disabilities of the same chronological age and 36 children without disabilities of the same mental age (MA). Furthermore, for the children with ID, correlations were computed between aspects of the HLE and children's non-verbal intelligence, speech intelligibility, language and early literacy skills. From the results of the multivariate analyses of variance it could be concluded that the HLE of children with ID differed from that of children in the chronological age group on almost all aspects. When compared with children in the MA group, differences in the HLE remained. However, differences mainly concerned child-initiated activities and not parent-initiated activities. Correlation analyses showed that children's activities with literacy materials were positively related with MA, productive syntax and vocabulary age, and book orientation skills. Also, children's involvement during storybook reading was related with their MA, receptive language age, productive syntax and vocabulary age, book orientation and rapid naming of pictures. The amount of literacy materials parents provided was related to a higher productive syntax age and level of book orientation of the children. Parent play activities were also positively related to children's speech intelligibility. The cognitive disabilities of the children were the main cause of the differences found in the HLE between children with ID and children without disabilities. Parents also adapt their level to the developmental level of their

Developmental Play Equipment for Home and School.

ERIC Educational Resources Information Center

Gallahue, David L.

This book is a compilation of homemade and inexpensive developmental play equipment ideas that may be used in the home and school with preschool and elementary school children. Each equipment idea contains the objectives for its use, the materials and approximate cost, how to assemble the equipment, and a variety of activity ideas. Illustrations…

Latino parents' perceptions of the eating and physical activity experiences of their pre-school children at home and at family child-care homes: a qualitative study.

PubMed

Lindsay, Ana C; Greaney, Mary L; Wallington, Sherrie F; Sands, Faith D; Wright, Julie A; Salkeld, Judith

2017-02-01

Research indicates that healthful eating and physical activity (PA) practices implemented in child-care settings can have a positive effect on children's healthful behaviours in this setting, and this effect on healthful behaviours may possibly transfer to the home environment. While more research is needed to examine whether behaviours learned in family child-care homes (FCCH) transfer, the potential for transferability is especially important given that Latino children's home environment has been characterized by obesogenic parenting practices. We aimed to examine Latino parents' perceptions of their pre-school children's eating and PA experiences at home and at FCCH. Qualitative study. Six focus groups were conducted in Spanish (n 36). Transcripts were analysed using thematic analysis to identify key concepts and themes. Analyses revealed that Latino parents perceive their children have healthier eating and PA experiences at FCCH than at home. Parents attributed this to FCCH providers providing an environment conducive to healthful eating and PA due to providers having more knowledge and skills, time and resources, and being required to follow rules and regulations set by the state that promote healthful eating and PA. Understanding parental perceptions, attitudes and practices related to establishing and maintaining an environment conducive to children's healthful eating and PA at home and at the FCCH is essential for the design of successful interventions to promote children's healthful behaviours in these two settings. Given that parents perceive their children as having more healthful behaviours while at FCCH, interventions that address both settings jointly may be most effective than those addressing only one environment by itself.

The Development of Reading Skills in Kindergarten Influence of Parental Beliefs about School Readiness, Family Activities, and Children's Attitudes to School

ERIC Educational Resources Information Center

Jung, Eunjoo

2016-01-01

Children's early home learning experiences are important influences on children's adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children's attitudes to school as reported by parents, and children's…

Making the Transition from Traditional to Home Schooling: Home School Family Motivations

ERIC Educational Resources Information Center

Anthony, Kenneth Vance; Burroughs, Susie

2010-01-01

This study examined the motivations of families that operate home schools. Four intact, religiously conservative families were interviewed and observed over one year. Findings showed that families were motivated by multiple factors to leave traditional schooling and begin home schooling. Additionally, the motivations to home school influenced the…

Home sweet home? Home physical environment and inflammation in children

PubMed Central

Schmeer, Kammi K.; Yoon, Aimee J.

2016-01-01

The home environment includes important social and physical contexts within which children develop. Poor physical home environments may be a potential source of stress for children through difficult daily experiences. Using a sub-sample from the Los Angeles Family and Neighborhood Survey (N = 425), we consider how the home physical environment affects stress-related immune system dysregulation in children ages 3–18 years. Results indicated that children in poorer quality homes had higher inflammation (measured by C-reactive protein). The associations were particularly strong for younger children. We also found that part of the home physical environment association with CRP worked through increased risk of obesity for children living in low-quality homes. Future research should assess how home physical environments could be improved to reduce stress and improve health outcomes in children. PMID:27712682

Play as Third Space between Home and School: Bridging Cultural Discourses

ERIC Educational Resources Information Center

Yahya, Raudhah; Wood, Elizabeth Ann

2017-01-01

This article examines play as a conceptual third space that serves as a bridge between home and school discourses. Using sociocultural theories and an interpretivist framework, 19 immigrant mothers and their children in Canada were interviewed about their play experiences at home and in preschools. The findings reveal that children and teachers…

Be It Ever So Humble: Home-School Congruence and Literacy for Poor Kids.

ERIC Educational Resources Information Center

Lawson, Justine

A significant cultural divide between home and school has particular implications for the development of literacy for children whose home practices are not ratified in school. There is increasing evidence, however, that positive partnerships between schools and parents are correlated with enhanced academic outcomes for learners. This paper…

Children, computer exposure and musculoskeletal outcomes: the development of pathway models for school and home computer-related musculoskeletal outcomes.

PubMed

Harris, Courtenay; Straker, Leon; Pollock, Clare; Smith, Anne

2015-01-01

Children's computer use is rapidly growing, together with reports of related musculoskeletal outcomes. Models and theories of adult-related risk factors demonstrate multivariate risk factors associated with computer use. Children's use of computers is different from adult's computer use at work. This study developed and tested a child-specific model demonstrating multivariate relationships between musculoskeletal outcomes, computer exposure and child factors. Using pathway modelling, factors such as gender, age, television exposure, computer anxiety, sustained attention (flow), socio-economic status and somatic complaints (headache and stomach pain) were found to have effects on children's reports of musculoskeletal symptoms. The potential for children's computer exposure to follow a dose-response relationship was also evident. Developing a child-related model can assist in understanding risk factors for children's computer use and support the development of recommendations to encourage children to use this valuable resource in educational, recreational and communication environments in a safe and productive manner. Computer use is an important part of children's school and home life. Application of this developed model, that encapsulates related risk factors, enables practitioners, researchers, teachers and parents to develop strategies that assist young people to use information technology for school, home and leisure in a safe and productive manner.

The Role of Home and School Factors in Predicting English Vocabulary among Bilingual Kindergarten Children in Singapore

ERIC Educational Resources Information Center

Dixon, L. Quentin

2011-01-01

Research in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51…

Social Competence at Home and at School.

ERIC Educational Resources Information Center

Florio, Susan; Shultz, Jeffrey

1979-01-01

A description is given of the different ways a child participates and interacts at home and at school and speculates on these differences as sources of potential misunderstanding between teachers and children as they engage in academic activities. (JD)

How Well is the Medical Home Working for Latino and Black Children?

PubMed

Guerrero, Alma D; Zhou, Xinkai; Chung, Paul J

2018-02-01

Objective To examine the benefits of having a medical home among Latino and Black school-aged children, both with and without special health care needs (CSHCN). Methods Data from the 2011-2012 National Survey of Children's Health (NSCH) were analyzed to examine the associations of preventive dental and medical care, unmet dental or medical care, or missed school days with having a medical home among Latino and Black children compared to White children. Multivariate logistic regression with survey weights was used to adjust for child, parent, home, and geographic characteristics and an interaction term to estimate differences in outcomes among Black or Latino children receiving care in a medical home compared to White children with a medical home. Results Approximately 35% of Latino CSHCN and Latino non-CSHCN ages 6-17 years of age had a medical home. In the adjusted model comparing the effectiveness of the medical home by race and ethnicity, Latino non-CSHCN compared to White non-CSHCN were associated with lower odds of having one or more preventive dental visit in the last 12 months (OR 0.66; 95% CI 0.46-0.95) and no other associations between having a medical home and outcomes were found among Latinos compared to Whites regardless of non-CSHCN or CHSCN status. Meanwhile, having a medical home among Black non-CHSCN and CHSCN, compared to their White counterparts, showed potential benefits in regards to unmet medical care needs after adjusting for covariates, (OR 0.15; 95% CI 0.06-0.35; OR 0.16; 95% CI 0.05-0.55). Conclusions Medical homes may not be effective in delivering health services to the majority of Latino children but provide some benefit to Black children with and without CSHCN. Alternatively, the medical home may function differently for Latinos due to the specific medical home components measured by NSCH.

Decreasing In-home Smoking of Adults—Results from a School-based Intervention Program in Viet Nam

PubMed Central

Huong, Le Thi Thanh; Long, Tran Khanh; Anh, Le Vu; Cook, Margaret; Capra, Mike

2016-01-01

It is indicated that children are involuntarily exposed to secondhand smoke from adults, mainly at their home environment. This study aimed at describing the effectiveness of the school-based intervention to decrease the in-home smoking situation of adults so as to decrease children's exposure to secondhand smoke at home during the year 2011–2012 in a rural district in Hanoi, Viet Nam. This school-based intervention program (intervention and control group) involved 804 children aged 8 to 11 years from August 2011 to May 2012 in a rural district of Hanoi, Viet Nam. Children were taught in class about the harmful effects of secondhand smoke and about how to negotiate with fathers not to smoke in-home. Then children applied what they learnt, including staying away from secondhand smoke and persuading fathers not to smoke in-home in order to decrease children's exposure to secondhand smoke. Chi square test, t-test and multinominal logistic regression were applied in data analysis. The results showed that children's reported their father's in-home smoking decreased from 83.0% pre-intervention to 59.8% post-intervention (p < 0.001) in the intervention school while no change happened in the control school. The study found that the better changed smoking location of adult smokers as reported by children associated with the school who received intervention activities (adjusted OR = 2.04; 95% CI: 1.28–3.24). Poorer changed attitudes towards secondhand smoke of children associated with a lower percentage of better change in smoking location of their fathers/other adult smokers (aOR = 0.51, 95% CI: 0.28–0.96). Children's poorer changed knowledge towards secondhand smoke also associated with poorer changed smoking location of adult smokers (aOR = 2.88, 95% CI: 1.07–7.76). It is recommended by this study that similar school based intervention approaches should be applied in primary schools in Viet Nam to increase children's awareness on the adverse health effects of

Decreasing In-home Smoking of Adults-Results from a School-based Intervention Program in Viet Nam.

PubMed

Huong, Le Thi Thanh; Long, Tran Khanh; Anh, Le Vu; Cook, Margaret; Capra, Mike

2016-01-01

It is indicated that children are involuntarily exposed to secondhand smoke from adults, mainly at their home environment. This study aimed at describing the effectiveness of the school-based intervention to decrease the in-home smoking situation of adults so as to decrease children's exposure to secondhand smoke at home during the year 2011-2012 in a rural district in Hanoi, Viet Nam. This school-based intervention program (intervention and control group) involved 804 children aged 8 to 11 years from August 2011 to May 2012 in a rural district of Hanoi, Viet Nam. Children were taught in class about the harmful effects of secondhand smoke and about how to negotiate with fathers not to smoke in-home. Then children applied what they learnt, including staying away from secondhand smoke and persuading fathers not to smoke in-home in order to decrease children's exposure to secondhand smoke. Chi square test, t-test and multinominal logistic regression were applied in data analysis. The results showed that children's reported their father's in-home smoking decreased from 83.0% pre-intervention to 59.8% post-intervention ( p < 0.001) in the intervention school while no change happened in the control school. The study found that the better changed smoking location of adult smokers as reported by children associated with the school who received intervention activities (adjusted OR = 2.04; 95% CI: 1.28-3.24). Poorer changed attitudes towards secondhand smoke of children associated with a lower percentage of better change in smoking location of their fathers/other adult smokers (aOR = 0.51, 95% CI: 0.28-0.96). Children's poorer changed knowledge towards secondhand smoke also associated with poorer changed smoking location of adult smokers (aOR = 2.88, 95% CI: 1.07-7.76). It is recommended by this study that similar school based intervention approaches should be applied in primary schools in Viet Nam to increase children's awareness on the adverse health effects of secondhand

Adopt a Care Home: An intergenerational initiative bringing children into care homes.

PubMed

Di Bona, Laura; Kennedy, Sheila; Mountain, Gail

2017-01-01

Dementia friendly communities, in which people living with dementia actively participate and those around them are educated about dementia, may improve the wellbeing of those living with dementia and reduce the associated stigma. The Adopt a Care Home scheme aims to contribute towards this by teaching schoolchildren about dementia and linking them with people living with dementia in a local care home. Forty-one children, 10 people living with dementia and 8 school/care home staff participated in a mixed methods (questionnaires, observations, interviews and focus groups) evaluation to assess the scheme's feasibility and impact. Data were analysed statistically and thematically. The scheme was successfully implemented, increased children's dementia awareness and appeared enjoyable for most participants. Findings, therefore, demonstrate the scheme's potential to contribute towards dementia friendly communities by increasing children's knowledge and understanding of dementia and engaging people living with dementia in an enjoyable activity, increasing their social inclusion.

Perceptions of parental smoking and sociodemographic factors associated with the adoption of home smoking bans among parents of school-aged children.

PubMed

Chen, Yu-Ting; Chen, Ping-Ling

2014-08-01

Although public smoking restrictions have been implemented, children are still exposed to household smoking. Parental smoking is the main source of children's exposure to secondhand smoke. This study was conducted to examine the factors associated with parents' adoption of home smoking bans. A cross-sectional study was conducted using a self-administered questionnaire to collect data from 768 parents of school-aged children in Taiwan. The home smoking restriction status, parents' perceptions of smoking in the presence of children and its influences, and parents' sociodemographic characteristics were assessed. Hierarchical logistic regression analysis was used to determine the best-fit model. More than 80% of the parents agreed with home smoking bans, whereas only approximately 26% of the parents actually restricted smoking at home completely. The crude odds ratios showed that parents who perceived the influence of parental smoking on children to be negative were more likely to adopt home smoking bans. Hierarchical logistic regression revealed factors associated with the adoption of home smoking bans, including a higher education level and older age of parents, a family composed of nonparent adults, and opposition to parental smoking in the presence of children. Children's health is a major concern for parents considering home smoking bans. Helping parents clarify misunderstandings regarding parental smoking, emphasizing the adverse effects of children's exposure to parental smoking, suggesting healthy substitutes for smoking, and providing effective strategies for maintaining a smoke-free home can motivate families to adopt home smoking bans. © The Author 2014. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Science Literacy in School and Home Contexts: Kindergarteners' Science Achievement and Motivation

ERIC Educational Resources Information Center

Mantzicopoulos, Panayota; Patrick, Helen; Samarapungavan, Ala

2013-01-01

We examined science learning and motivation outcomes as a function of children's participation in the classroom and classroom-plus-home components of the Scientific Literacy Project (SLP). The sample was comprised of kindergarten children in 4 low income, neighboring schools. Children in Schools 1 and 2 (n = 120) participated in the SLP science…

Latina Mothers' School Preparation Activities and Their Relation to Children's Literacy Skills

ERIC Educational Resources Information Center

Durand, Tina M.

2010-01-01

Few studies have examined the link between children's early school achievement and parents' at-home practices exclusively among Latino groups. This study examined the relation between Latina mothers' reported at-home practices regarding school preparation and their children's literacy skills. Participants included 56 kindergarten children and…

School Stability: Improving Academic Achievement for NJ Foster Children. Policy Brief

ERIC Educational Resources Information Center

Bernard-Rance, Kourtney; Parello, Nancy

2014-01-01

Children in New Jersey's foster care system are more likely to remain in their home school when they enter foster care, thanks to a law passed in 2010, giving these fragile children improved educational stability. The law allows children to remain in their "school of origin" when they are placed in foster care, even if the foster home is…

Television Viewing, Educational Quality of the Home Environment, and School Readiness.

ERIC Educational Resources Information Center

Clarke, Angela Teresa; Kurtz-Costes, Beth

1997-01-01

Researchers examined relationships among children's television viewing, school readiness, parental employment, and the home environment's educational quality. Thirty low-income parents completed surveys. Their preschoolers completed IQ and school readiness assessments. Television viewing adversely related to school readiness and the home…

School lunches and lunches brought from home: A comparative analysis

USDA-ARS?s Scientific Manuscript database

Considerable effort has been put forth to improve the nutritional quality of school meals by the National School Lunch Program (NSLP). However, a large percentage of children do not obtain their meals from school and instead bring lunch from home. Little research has focused on the content of these ...

Writing a Relationship: Home-School Journals

ERIC Educational Resources Information Center

Kay, Amy M.; Neher, Andrea; Lush, Lindsey Hall

2010-01-01

Three elementary teachers share how they engaged in active listening with the families of children in their classrooms by using home-school journals. Their use spans pre-Kindergarten to fifth grade, and the techniques and responses by each teacher vary based on need and intended purpose. The authors share explanations of process, findings, and…

Building Bridges from Home to School.

ERIC Educational Resources Information Center

Bauch, Jerold P.

This paper discusses the issues surrounding the transition from home or preschool to elementary school for children from low-income families, and examines the future direction of transition programs to help alleviate many of the difficulties that these families face. Noting that there are two venues for reform action, the curriculum and the family…

Links between Home and School among Low-Income Mexican-American and European-American Families. Educational Practice Report: 9.

ERIC Educational Resources Information Center

Azmitia, Margarita; And Others

This report shows that, in low-income Mexican-American and European-American families, children's everyday learning activities at home and aspirations of parents for their children's future are key elements in home-school linkages. Two models of home-school linkages are reviewed: the cultural match/mismatch model and the two-way partnership…

Indoor air in schools and lung function of Austrian school children.

PubMed

Wallner, Peter; Kundi, Michael; Moshammer, Hanns; Piegler, Kathrin; Hohenblum, Philipp; Scharf, Sigrid; Fröhlich, Marina; Damberger, Bernhard; Tappler, Peter; Hutter, Hans-Peter

2012-07-01

The Children's Environment and Health Action Plan for Europe (CEHAPE) of WHO focuses (inter alia) on improving indoor environments where children spend most of their time. At present, only little is known about air pollution in schools and its effect on the lung function of school children. Our project was set up as an Austrian contribution to CEHAPE. In a cross-sectional approach, differences in indoor pollution in nine elementary all-day schools were assessed and 34 of these pollutants were analyzed for a relationship with respiratory health determined by spirometry using a linear regression model. Overall 596 children (aged 6-10 years) were eligible for the study. Spirometry was performed in 433 children. Socio-economic status, area of living (urban/rural), and smoking at home were included in the model as potential confounders with school-related average concentration of air pollutants as the variable of primary interest. A negative association with flow volumes (MEF(75)) was found for formaldehyde in air samples, benzylbutylphthalate and the sum of polybrominated diphenylethers in school dust. FVC and FEV(1) were negatively associated with ethylbenzene and xylenes in air samples and tris(1,3-dichlor-2-propyl)-phosphate on particulates. Although, in general, the quality of school indoor air was not worse than that reported for homes, effects on the respiratory health of children cannot be excluded. A multi-faceted strategy to improve the school environment is needed.

School Absenteeism Among Children Living With Smokers

PubMed Central

Winickoff, Jonathan P.; Rigotti, Nancy A.

2011-01-01

OBJECTIVE: Involuntary tobacco smoke exposure causes substantial morbidity in children. We hypothesized that children exposed to tobacco smoke in the home would have increased school absenteeism with associated costs due to lost caregiver wages/time. METHODS: We analyzed data on health and absenteeism among schoolchildren aged 6 to 11 years identified in the 2005 National Health Interview Survey (NHIS). We used multivariate models to assess the relationships between adult-reported household smoking and child health and school absenteeism. Analyses were adjusted for children's and parents' demographic and socioeconomic characteristics. The value of lost caregiver time was estimated by using self-reported employment and earnings data in the NHIS and publicly available time-use data. RESULTS: Children living with 1 or ≥2 adults who smoked in the home had 1.06 (95% confidence interval [CI]: 0.54–1.55) and 1.54 (95% CI: 0.95–2.12) more days absent from school per year, respectively, than children living with 0 smokers in the home. Living with ≥2 adults who smoked in the home was associated with increased reports of having ≥3 ear infections in the previous 12 months (adjusted odds ratio [aOR]: 2.65 [95% CI: 1.36–5.16]) and having a chest cold in the 2 weeks before interview (aOR: 1.77 [95% CI: 1.03–3.03]) but not with having vomiting/diarrhea in the previous 2 weeks (aOR: 0.93 [95% CI: 0.45–1.89]). Caregivers' time tending children absent from school was valued at $227 million per year. CONCLUSIONS: Tobacco smoke exposure has significant consequences for children and families above and beyond child morbidity, including academic disadvantage and financial burden. PMID:21890826

Home Schooling Goes Mainstream

ERIC Educational Resources Information Center

Gaither, Milton

2009-01-01

This article reports that while home schooling may have particular appeal to celebrities, over the last decade families of all kinds have embraced the practice for widely varying reasons: no longer is home schooling exclusive to Christian fundamentalism and the countercultural Left. Along with growing acceptance of home schooling nationally has…

In-Home Child Care Providers, Training, and Social-Emotional Development of Young Children

ERIC Educational Resources Information Center

Hudson, Kelly P.

2010-01-01

Approximately 214,000 licensed child care homes operate in the United States servicing over 3 million children, while 5,300 homes are in Washington State servicing 175,000 children. Research suggests that children who acquire social-emotional skills between birth and age 5 are equipped for greater success in school and later adulthood. However,…

EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial.

PubMed

Westrupp, Elizabeth M; Bennett, Clair; Cullinane, Meabh; Hackworth, Naomi J; Berthelsen, Donna; Reilly, Sheena; Mensah, Fiona K; Gold, Lisa; Bennetts, Shannon K; Levickis, Penny; Nicholson, Jan M

2018-05-02

Targeted interventions during early childhood can assist families in providing strong foundations that promote children's health and wellbeing across the life course. There is growing recognition that longer follow-up times are necessary to assess intervention outcomes, as effects may change as children develop. The Early Home Learning Study, or 'EHLS', comprised two cluster randomized controlled superiority trials of a brief parenting intervention, smalltalk, aimed at supporting parents to strengthen the early childhood home learning environment of infants (6-12 months) or toddlers (12-36 months). Results showed sustained improvements in parent-child interactions and the home environment at the 32 week follow-up for the toddler but not the infant trial. The current study will therefore follow up the EHLS toddler cohort to primary school age, with the aim of addressing a gap in literature concerning long-term effects of early childhood interventions focused on improving school readiness and later developmental outcomes. 'EHLS at School' is a school-aged follow-up study of the toddler cluster randomized controlled trial (n = 1226). Data will be collected by parent-, child- and teacher-report questionnaires, recorded observations of parent-child interactions, and direct child assessment when children are aged 7.5 years old. Data linkage will provide additional data on child health and academic functioning at ages 5, 8 and 10 years. Child outcomes will be compared for families allocated to standard/usual care (control) versus those allocated to the smalltalk program (group program only or group program with additional home coaching). Findings from The Early Home Learning Study provided evidence of the benefits of the smalltalk intervention delivered via facilitated playgroups for parents of toddlers. The EHLS at School Study aims to examine the long-term outcomes of this initiative to determine whether improvements in the quality of the parent

Motivations, Sacrifices, and Challenges: Black Parents' Decisions to Home School

ERIC Educational Resources Information Center

Fields-Smith, Cheryl; Williams, Meca

2009-01-01

This study examines home schooling among Black parents by providing insight to Black families' beliefs, concerns, and desires for their children's education. To date, the literature remains void of empirical work related to home education among African American families. However, the present study directly addresses this void. Findings…

A community-wide school health project for the promotion of smoke-free homes.

PubMed

Loke, Alice Yuen; Mak, Y W

2015-11-26

A community-wide school health project for the promotion of smoke-free homes was launched in June 2010 with the aim of promoting the benefits of smoke-free homes to all school-aged children (aged 6-18), and indirectly to their parents and family members. The 1-year project included health talks on a smoke-free life; the distribution of educational leaflets; slogan and visual art competitions; and a health fair held in June 2011. Two sets of questionnaires were developed to solicit a resolution and action from the participants regarding the establishment of a smoke-free home, and their decision to stay smoke-free. This is a paper to report on the activities of this project, the attempts to reach out to school-aged children, and their indications of agreement with, support for, and commitment to promoting smoke-free homes. The project reached an estimated 12,800 school-aged children in Hong Kong. A large proportion of those received educational leaflets (69.6-88.2 %). Of those who participated in the health fair, 69.7-87.6 % agreed to promote the concept of smoke-free homes to friends and family. More primary than secondary students pledged to not take up smoking (90.8 vs 85.8 %). About 82 % of those who had experimented with smoking pledged to stop. A small proportion of them reported already having established a smoke-free policy at home (14.9 %), placed a 'No Smoking' sign at home (16.4 %), informed visitors of their smoke-free policy at home (12.9 %), and asked visitors to dispose of lit cigarettes before entering their home (15.9 %). This community-wide school health project on the benefits of smoke-free homes reached a large number of students, and indirectly to family members, and home visitors. Public health efforts of this kind should be continued to reach younger generations and the general public.

Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

ERIC Educational Resources Information Center

Vera, Elizabeth M.; Heineke, Amy; Carr, Andrea L.; Camacho, Daniel; Israel, Marla Susman; Goldberger, Nancy; Clawson, Angela; Hill, Martin

2017-01-01

This study sought to expand the field's understanding of the educational involvement of Latino parents whose children were English Learners and attended Catholic schools. Specifically, we attempted to identify factors that facilitate as well as prohibit involvement in two home-based types of educational involvement and two specific school-based…

The Threshold Distance Associated with Walking from Home to School

ERIC Educational Resources Information Center

Rodríguez-López, Carlos; Salas-Fariña, Zeus M.; Villa-González, Emilio; Borges-Cosic, Milkana; Herrador-Colmenero, Manuel; Medina-Casaubón, Jesús; Ortega, Francisco B.; Chillón, Palma

2017-01-01

Active commuting to school has health implications among young people. We aimed to (a) examine the patterns of commuting to school in children and adolescents regarding gender and area of residence, (b) study the association between distance from home to school and mode of commuting, and (c) identify the threshold distance below which young people…

Home environment, brain injury, & school performance in LBW survivors.

PubMed

Mahoney, Ashley Darcy; Pinto-Martin, Jennifer; Hanlon, Alexandra

2014-01-01

There has been substantial research on low birthweight (LBW) as a predictor of adverse educational and cognitive outcomes. LBW infants perform worse on cognitive battery tests compared to children born at normal birthweight; however, children exposed to similar risks do not all share the same experiences. The complex, interrelated factors responsible for poor cognitive and achievement performance vary for different populations, but researchers hypothesize that the home environment may influence the infants' long-term health outcomes. Examine the home environment as a moderator in the causal pathway from neonatal brain injury to school performance in a secondary analysis of a prospectively studied, geographically defined cohort from the Neonatal Brain Hemorrhage Study. The secondary analysis sample included 543 infants with birthweights of 501 to 2,000 g who were born consecutively in three community hospitals in New Jersey between 1984 and 1986. School performance at age 9 was measured by the Woodcock-Johnson Tests of Achievement. The home environment variables were tested and analyzed using multistep hierarchical regression modeling. A moderating effect between the variable neighborhood observations and brain injury was demonstrated for the outcome math score. The moderating relationship was found in the category of children without brain injury (β = 1.76, p = .005). There were statistically significant and potentially clinical meaningful models when looking at the home environmental variables as they relate to reading and math scores. The findings suggest that at least one variable within a LBW child's socio-environmental milieu can moderate the effects of perinatal brain injury on school performance outcomes.

Resolution on Creating Family-Style Children's Homes, August 1988.

PubMed

1988-01-01

This Resolution approves a proposal of the V.I. Lenin Soviet Children's Fund for setting up "family-style" children's homes in the Soviet Union. Children's homes are to consist of a) children's towns--single-family, multiroom homes occupied by families raising at least ten orphaned children and children left without parental care; and b) premises of individual families raising at least five such children while occupying separate multiroom units in regular apartment buildings, specialized buildings, or groups of buildings. In addition to residential buildings, children's towns are to contain a secondary school, a sports and fitness center, preschool facilities, housekeeping and preventative health care buildings, auxiliary farming plots, and other land where children and adults can work together. Thirty homes are to be built in the period 1988-1991. The Resolution also approves proposals establishing an All-Union Wardship Council; charging public health officials with providing permanent, qualified health care, consultation, mental health care, and diagnostics to every family assuming the responsibility of raising children; setting the task of organizing expanded research on children's health and treatment; recommending that enterprises, organizations, and institutions provide transportation service to family-style children's homes and families of employees raising these children and give them passes to sanatoriums, preventoriums, recreation centers and vacation complexes; and pledging the Council of Ministers' participation in the financing, construction, outfitting, and equipping of these homes and in providing material assistance to families raising orphaned children and children left without parental care. The Council of Ministers also decided that the time foster parents spend in raising five or more such children will be added to their overall continuous work record for the purposes of pensions and benefits and to their length of service in their specialty

Perceptions of Elementary School Children's Parents Regarding Sexuality Education

ERIC Educational Resources Information Center

Fisher, Christine M.; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Glassman, Tavis

2015-01-01

This study examined the preferences of parents of elementary school-aged children regarding when sexuality topics should be discussed in school and at home. The survey was mailed to a national random sample of parents of elementary school age children. Overall, 92% of parents believed that sexuality education should be taught in schools.…

Parental School Involvement in Relation to Children's Grades and Adaptation to School

ERIC Educational Resources Information Center

Tan, Edwin T.; Goldberg, Wendy A.

2008-01-01

From an ecological perspective, it is important to examine linkages among key settings in the child's life. The current study focuses on parents' involvement in children's education both at school and at home. Ninety-one families with school-aged children (91 fathers and 91 mothers) participated in a survey study assessing the levels of parental…

Building Bridges between the School and the Home: Understanding the Literacy Practices of Children Living in Residential Care

ERIC Educational Resources Information Center

Tan, Jennifer Poh Sim

2015-01-01

Research has consistently shown that children in residential care fall behind at school. This proves a great challenge for educators who have to cater to the students' needs to ensure no one is left behind. Studies investigating family literacy practices of different social classes show a positive implication if the home literacy practices are…

Children's Use of Electronic Technologies in the Home (Based on Discussions with 190 K-6 Children in Three Sydney Metropolitan Schools). October 1995.

ERIC Educational Resources Information Center

Downes, Toni; Reddacliff, Cathy; Moont, Sue

This study examined how children, drawn from K-6 grades in 3 primary schools in southwest Sydney, use computers in their homes and the physical and social environments within which they use them. Key issues explored were diversity of access, range of uses, and factors which influence use, including gender, age, and parental and sibling role…

Consumption of low-nutrient, energy-dense foods and beverages at school, home, and other locations among school lunch participants and nonparticipants.

PubMed

Briefel, Ronette R; Wilson, Ander; Gleason, Philip M

2009-02-01

Access to foods and beverages on school campuses, at home, and other locations affects children's diet quality, energy intake, and risk of obesity. To describe patterns of consumption of "empty calories"--low-nutrient, energy-dense foods, including sugar-sweetened beverages--by eating location among National School Lunch Program (NSLP) participants and nonparticipants. Cross-sectional study using 24-hour dietary recall data from the 2004-2005 third School Nutrition Dietary Assessment Study. A nationally representative sample of 2,314 children in grades one through 12, including 1,386 NSLP participants. Comparisons, using t tests, of the proportion of children consuming low-nutrient, energy-dense foods and beverages, mean daily energy and energy from low-nutrient, energy-dense foods, and energy density by NSLP participation status. On a typical school day, children consumed 527 "empty calories" during a 24-hour period. Eating at home provided the highest mean amount of energy from low-nutrient, energy-dense foods (276 kcal vs 174 kcal at school and 78 kcal at other locations). NSLP participants consumed less energy from sugar-sweetened beverages at school than nonparticipants (11 kcal vs 39 kcal in elementary schools and 45 kcal vs 61 kcal in secondary schools, P<0.01), but more energy from low-nutrient, energy-dense solid foods such as french fries and higher-fat baked goods in secondary schools (157 kcal vs 127 kcal, P<0.01). Participants were not more likely to consume sugar-sweetened beverages or low-nutrient, energy-dense foods at home or other locations. School lunch participants' consumption at school was less energy-dense than nonparticipants' consumption at school (P<0.01). Energy density was highest for consumption at locations away from home and school. Improving home eating behaviors, where the largest proportion of total daily and energy from low-nutrient, energy-dense foods are consumed (especially from sugar-sweetened beverages, chips, and baked goods

The Identification of Financial Disincentives to Educating Children and Youth with Moderate to Severe and Multiple Developmental Disabilities in Their Home Schools. Final Report.

ERIC Educational Resources Information Center

Kane, Douglas N.; And Others

This study examined the flow of all special education funds to Illinois school districts, in order to identify the financial incentives which influence school districts to educate children with disabilities away from their home schools. Background information on inclusive education precedes the study report. The study involved a review of federal…

Cultural Congruence and Unbalanced Power between Home and School in Rural Ghana and the Impact on School Children

ERIC Educational Resources Information Center

Masko, Amy L.; Bosiwah, Lawrence

2016-01-01

This ethnographic inquiry examines the cultural congruence between home and school in rural Ghana, exploring the cultural norms of child-rearing practices within families and the institution of schooling. The data illustrate both the agreement between home and school in regard to discipline practices and instruction in morality, while…

Home-School Differences: What It Means for Kindergarten Readiness. NCRECE In Focus. Volume 1, Issue 4

ERIC Educational Resources Information Center

Goffin, Stacie G.

2010-01-01

Differences between home and school environments are a topic of longstanding interest and often of concern. The "match" between home and school in terms of child-rearing beliefs and socialization practices can affect the ease with which children adapt to school and ultimately their success in meeting school expectations. With growing numbers of…

Supporting School-Home Connections through Photo Journaling: Capturing Everyday Experiences of Nutrition Concepts

ERIC Educational Resources Information Center

Land, Susan M.; Smith, Brian K.; Park, Sunghyun; Beabout, Brian; Kim, KyoungNa

2009-01-01

Bransford, Brown, and Cocking (2000) note that students spend only 14% of their time in school but roughly 53% of their time in the home and community. The context of children's home and community life is largely untapped by schools, partially due to the logistics of organizing and capturing these experiences for study in the classroom. The use of…

Combined Home and School Obesity Prevention Interventions for Children: What Behavior Change Strategies and Intervention Characteristics Are Associated with Effectiveness?

ERIC Educational Resources Information Center

Hendrie, Gilly A.; Brindal, Emily; Corsini, Nadia; Gardner, Claire; Baird, Danielle; Golley, Rebecca K.

2012-01-01

This review identifies studies describing interventions delivered across both the home and school/community setting, which target obesity and weight-related nutrition and physical activity behaviors in children. Fifteen studies, published between 1998 and 2010, were included and evaluated for effectiveness, study quality, nutrition/activity…

Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children.

PubMed

Bierman, Karen L; Heinrichs, Brenda S; Welsh, Janet A; Nix, Robert L; Gest, Scott D

2017-02-01

Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal research suggests that the gains low-income children make during preschool interventions often fade at school entry and disappear by early elementary school. In an effort to improve the benefits for low-income children, the REDI program enriched Head Start preschool classrooms (study one) and home visits (study two) with evidence-based programming, documenting positive intervention effects in two randomized trials. In this study, REDI participants were followed longitudinally, to evaluate the sustained impact of the classroom and home-visiting enrichments 3 years later, when children were in second grade. The combined sample included 556 children (55% European American, 25% African American, 19% Latino; 49% male): 288 children received the classroom intervention, 105 children received the classroom intervention plus the home-visiting intervention, and 173 children received usual practice Head Start. The classroom intervention led to sustained benefits in social-emotional skills, improving second grade classroom participation, student-teacher relationships, social competence, and peer relations. The coordinated home-visiting intervention produced additional benefits in child mental health (perceived social competence and peer relations) and cognitive skills (reading skills, academic performance). Significant effects ranged from 25% to 48% of a standard deviation, representing important effects of small to moderate magnitude relative to usual practice Head Start. Preschool classroom and home-visiting programs for low-income children can be improved with the use

The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools.

PubMed

Wells, Nancy M; Meyers, Beth M; Todd, Lauren E; Henderson, Charles R; Barale, Karen; Gaolach, Brad; Ferenz, Gretchen; Aitken, Martha; Tse, Caroline C; Pattison, Karen Ostlie; Hendrix, Laura; Carson, Janet B; Taylor, Cayla; Franz, Nancy K

2018-07-01

This group-randomized controlled trial examines the effects of a school garden intervention on availability of fruits and vegetables (FV) in elementary school children's homes. Within each region, low income U.S. schools in Arkansas, Iowa, New York, and Washington State were randomly assigned to intervention group (n = 24) or waitlist control group (n = 22). Children were in grades 2, 4, and 5 at baseline (n = 2768). The garden intervention consisted of both raised-bed garden kits and a series of grade-appropriate lessons. FV availability at home was measured with a modified version of the GEMS FJV Availability Questionnaire. The instrument was administered at baseline (Fall 2011) and throughout the intervention (Spring 2012, Fall 2012, Spring 2013). Analyses were completed using general linear mixed models. The garden intervention led to an overall increase in availability of low-fat vegetables at home. Among younger children (2nd grade at baseline), the garden intervention led to greater home availability of vegetables, especially, low-fat vegetables. Moreover, for the younger group, garden intervention fidelity (GIF) or robustness predicted home availability of fruit, vegetables, and low-fat vegetables. School gardens have potential to affect FV availability in the home environment. Copyright © 2018 Elsevier Inc. All rights reserved.

Maternal Involvement in the Home Literacy Environment: Supporting Literacy Skills in Children with Cochlear Implants

ERIC Educational Resources Information Center

DesJardin, Jean L.; Ambrose, Sophie E.; Eisenberg, Laurie S.

2011-01-01

This study examines the home literacy environment in a group of mothers and their early-school-age children with cochlear implants (N = 16). The goals of this investigation are to (a) describe the characteristics of the home literacy environment and (b) study the relationships between home literacy factors and children's reading skills. Mothers…

Parent involvement with children's health promotion: the Minnesota Home Team.

PubMed Central

Perry, C L; Luepker, R V; Murray, D M; Kurth, C; Mullis, R; Crockett, S; Jacobs, D R

1988-01-01

This study compares the efficacy of a school-based program to an equivalent home-based program with 2,250 third grade students in 31 urban schools in Minnesota in order to detect changes in dietary fat and sodium consumption. The school-based program, Hearty Heart and Friends, involved 15 sessions over five weeks in the third grade classrooms. The home-based program, the Home Team, involved a five-week correspondence course with the third graders, where parental involvement was necessary in order to complete the activities. Outcome measures included anthropometric, psychosocial and behavioral assessments at school, and dietary recall, food shelf inventories, and urinary sodium data collected in the students' homes. Participation rates for all aspects of the study were notably high. Eighty-six per cent of the parents participated in the Home Team and 71 per cent (nearly 1,000 families) completed the five-week course. Students in the school-based program had gained more knowledge at posttest than students in the home-based program or controls. Students in the home-based program, however, reported more behavior change, had reduced the total fat, saturated fat, and monounsaturated fat in their diets, and had more of the encouraged foods on their food shelves. The data converge to suggest the feasibility and importance of parental involvement for health behavior changes with children of this age. PMID:3407811

Linking the Medical and Educational Home to Support Children With Autism Spectrum Disorder: Practice Recommendations.

PubMed

Shahidullah, Jeffrey D; Azad, Gazi; Mezher, Katherine R; McClain, Maryellen Brunson; McIntyre, Laura Lee

2018-05-01

Children with autism spectrum disorder (ASD) present with complex medical problems that are often exacerbated by a range of other intellectual and psychiatric comorbidities. These children receive care for their physical and mental health from a range of providers within numerous child-serving systems, including their primary care clinic, school, and the home and community. Given the longitudinal nature in which care is provided for this chronic disorder, it is particularly necessary for services and providers to coordinate their care to ensure optimal efficiency and effectiveness. There are 2 primary venues that serve as a "home" for coordination of service provision for children with ASD and their families-the "medical home" and the "educational home." Unfortunately, these venues often function independently from the other. Furthermore, there are limited guidelines demonstrating methods through which pediatricians and other primary care providers (PCPs) can coordinate care with schools and school-based providers. The purpose of this article is 2-fold: (1) we highlight the provision of evidence-based care within the medical home and educational home and (2) we offer practice recommendations for PCPs in integrating these systems to optimally address the complex medical, intellectual, and psychiatric symptomology affected by autism.

Negative Home Influence and Pupil School Success.

ERIC Educational Resources Information Center

Soar, Robert S.; Soar, Ruth M.

The study was devised to examine the empirical relations between selected home influences and a number of aspects of pupil growth in school, both academic and personal-social. Data was compiled on 559 children, in grades 3 through 6, from a metropolitan area in South Carolina. Data from a concurrent project noted that these were atypical…

The influence of age, gender and other information technology use on young people's computer use at school and home.

PubMed

Harris, C; Straker, L; Pollock, C

2013-01-01

Young people are exposed to a range of information technologies (IT) in different environments, including home and school, however the factors influencing IT use at home and school are poorly understood. The aim of this study was to investigate young people's computer exposure patterns at home and school, and related factors such as age, gender and the types of IT used. 1351 children in Years 1, 6, 9 and 11 from 10 schools in metropolitan Western Australia were surveyed. Most children had access to computers at home and school, with computer exposures comparable to TV, reading and writing. Total computer exposure was greater at home than school, and increased with age. Computer activities varied with age and gender and became more social with increased age, at the same time parental involvement reduced. Bedroom computer use was found to result in higher exposure patterns. High use of home and school computers were associated with each other. Associations varied depending on the type of IT exposure measure (frequency, mean weekly hours, usual and longest duration). The frequency and duration of children's computer exposure were associated with a complex interplay of the environment of use, the participant's age and gender and other IT activities.

Psychosocial profile of institutionalised street children in Alexandria, Egypt: a comparative study with school children.

PubMed

Attia, Medhat S; Tayel, Kholoud Y; Shata, Zeinab N; Othman, Sally S

2017-09-01

The phenomenon of street children in Egypt constitutes a public health concern. This study aimed to investigate the characteristics of institutionalised street children in Alexandria, to compare the prevalence of substance abuse and conduct disorder between street children and school children, and to identify predictors of these mental health outcomes among street children. Institutionalised street children (n = 102) participated in a cross-sectional comparative study with a matched group of school children (n = 156). An interviewing questionnaire was used to assess demographic characteristics and substance use. Conduct disorder was measured using the Revised Ontario Child Health study scale. Poverty, family breakdown, and domestic violence were the main reasons for street children having left home. Street children recorded significantly higher rates of substance use (9.8%) and conduct disorder (35.3%) compared to school children. In street children, smoking was a significant predictor of substance use and conduct disorder. Other predictors of conduct disorder included physical illness and having 5 to 7 siblings. Substance abuse and conduct disorder were present among institutionalised street children at higher rates than school children. Absence of basic life needs and disrupted families constituted the main reasons for leaving home. Interventions at the governmental and non-governmental levels are needed.

Neighborhood, route, and school environments and children's active commuting.

PubMed

Panter, Jenna R; Jones, Andrew P; Van Sluijs, Esther M F; Griffin, Simon J

2010-03-01

Walking and cycling to school represent an opportunity for children to achieve regular physical activity. These behaviors may be influenced by characteristics of the environment around homes and schools, yet few studies have quantified the potential associations between these two sets of factors. This study aims to assess whether objectively measured characteristics of the neighborhood, route, and school environments are associated with active commuting to school among children, and it explores whether distance acts as a moderator in this association. A cross-sectional study was conducted of 2012 children (899 boys and 1113 girls) aged 9-10 years attending 92 schools in the county of Norfolk, United Kingdom. Questionnaires were completed by children and parents during Summer 2007. Attributes around the home and children's route to school were assessed using a GIS. School environments were assessed using a newly developed school audit and via questionnaires completed by head teachers. Data were analyzed in 2008. Almost half of the children usually walked or cycled to school. Children who lived in a more deprived area and whose route to school was direct were less likely to walk or cycle to school, whereas those who had a higher density of roads in their neighborhood were more likely to walk. Further, children whose routes had a high density of streetlights were less likely to cycle to school. Distance did not moderate the observed associations. Objectively measured neighborhood and route factors are associated with walking and cycling to school. However, distance did not moderate the associations found here. Creating safe environments by improving urban design may influence children's commuting behavior. Intervention studies are needed to confirm the findings from this observational cross-sectional study. Copyright (c) 2010 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Using the Child's Environment To Teach at Home and School. ERIC/CSMEE Digest.

ERIC Educational Resources Information Center

Heimlich, Joe E.

This digest details how global concepts of environmental education, the basic principles of ecology, and the importance of environmental responsibility can be made concrete for children at home and at school. Topics discussed are: basic principles of ecology, "What is the home?"--teaching environment through the home, and living and the…

The Presentation of Childhood Obsessive--Compulsive Disorder across Home and School Settings: A Preliminary Report

ERIC Educational Resources Information Center

Sabuncuoglu, Osman; Berkem, Meral

2006-01-01

This study aimed to determine the exact pattern of obsessive--compulsive disorder (OCD) symptoms in children displayed across school and home settings. Twenty-six school children (aged 7 through 17) with OCD were tested using the Children's Yale-Brown Obsessive Compulsive Scale (CY-BOCS), the Clinical Global Impression (CGI)--severity subscale and…

Home Schooling: The Facts.

ERIC Educational Resources Information Center

Menendez, Albert J.

Home schooling, practiced as an alternative to both public and private schooling, is on the increase. This booklet provides an overview of the home schooling movement's statistical and demographic background. It also describes the legal context in states across the United States; the advocacy groups that are involved; the reasons why parents home…

Death Education in the Home and at School.

ERIC Educational Resources Information Center

Wass, Hannelore

During the past 20 years, educators and psychologists have been concerned with death education for children. Considerable material is available on death education; however, research indicates that despite the wealth of resources, little death education occurs in the home or at school. Parents, teachers, and television are all sources of unintended…

Individual Perseverance: A Theory of Home Tutors' Management of Schooling in Isolated Settings

ERIC Educational Resources Information Center

Tynan, Belinda; O'Neill, Marnie

2007-01-01

This article reports a study of parents' management of the education of primary school-aged children in their care in remote and rural locations of Western Australia. It presents a theory of the ways in which these parents, in the role of home tutors, "manage" the schooling of their children in a distance education regime in isolated…

The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children's English Reading Development

ERIC Educational Resources Information Center

Howard, Elizabeth R.; Páez, Mariela M.; August, Diane L.; Barr, Christopher D.; Kenyon, Dorry; Malabonga, Valerie

2014-01-01

This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different…

Everyday Life in Distance Education: One Family's Home Schooling Experience

ERIC Educational Resources Information Center

Green, Nicole C.

2006-01-01

This article offers a narrative portrait of one family enrolled in a school of distance education in Queensland, Australia. Most of the families own or manage sheep and/or beef grazing properties, and their children receive their education by correspondence papers and daily UHF radio lessons. The students complete their school work at home with a…

Effectiveness of a Parent-Child Home Numeracy Intervention on Urban Catholic School First Grade Students

ERIC Educational Resources Information Center

Lore, Millicent D.; Wang, Aubrey H.; Buckley, M. Toni

2016-01-01

Catholic social teaching affirms the primary role of parents in their children's education, as well as the importance of forging a positive home-school partnership. The purpose of this article is to provide empirical evidence for further cultivating a collaborative, home-school relationship aimed at improving the mathematics performance of…

Oral English Language Proficiency and Reading Mastery: The Role of Home Language and School Supports

ERIC Educational Resources Information Center

Palacios, Natalia; Kibler, Amanda

2016-01-01

The analysis of 21,409 participants of the Early Childhood Longitudinal Study-Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of…

Case Study of Home-School Visits

ERIC Educational Resources Information Center

Aguerrebere, Yolanda

2009-01-01

This case study evaluated one site of a California teacher home visit program. Home visits have been an important means of connecting families and schooling. In 1999, California inaugurated a statewide home visit program to promote effective partnership between home and school for low-achieving schools. At this site, families in 3 kindergarten…

The Effects of the Home Instruction Program for Preschool Youngsters (HIPPY) on Children's School Performance at the End of the Program and One Year Later.

ERIC Educational Resources Information Center

Baker, Amy J. L.; Piotrkowski, Chaya S.; Brooks-Gunn, Jeanne

1998-01-01

Evaluated whether participation in HIPPY (Home Instruction Program for Preschool Youngsters) has a positive impact on young children's performance in school. Assessed 182 children at baseline, the program's end, and one year later. Interpreted findings as mixed support for the effectiveness of the HIPPY program. (JS)

Parenting influences on Latino children's social competence in the first grade: parental depression and parent involvement at home and school.

PubMed

Valdez, Carmen R; Shewakramani, Vansa; Goldberg, Simon; Padilla, Brian

2013-10-01

Although it is widely accepted that parental depression is associated with problems with children's socioemotional adjustment, the pathways by which parental depression influences children's adjustment, particularly in low-income Latino children are not fully understood. In our investigation of 1,462 low-income Latino children in the first grade and their Spanish- and English-dominant parents, a factor analysis revealed three main pathways of possible influence of parent involvement in children's social development: emotional involvement and educational involvement at home and at school. The findings from multigroup structural equation modeling revealed that whereas the first two pathways mediated the effect of parental depression on child social competence for Spanish-dominant parents, only emotional involvement explained parental depression effects for English-dominant parents. Parent educational involvement at school did not mediate parental depression effects for either Spanish- or English-dominant Latino parents. Discussion and implications of findings with respect to research, practice, and policy with Latinos follow.

Involvement in home meal preparation is associated with food preference and self-efficacy among Canadian children.

PubMed

Chu, Yen Li; Farmer, Anna; Fung, Christina; Kuhle, Stefan; Storey, Kate E; Veugelers, Paul J

2013-01-01

To examine the association between frequency of assisting with home meal preparation and fruit and vegetable preference and self-efficacy for making healthier food choices among grade 5 children in Alberta, Canada. A cross-sectional survey design was used. Children were asked how often they helped prepare food at home and rated their preference for twelve fruits and vegetables on a 3-point Likert-type scale. Self-efficacy was measured with six items on a 4-point Likert-type scale asking children their level of confidence in selecting and eating healthy foods at home and at school. Schools (n =151) located in Alberta, Canada. Grade 5 students (n = 3398). A large majority (83-93 %) of the study children reported helping in home meal preparation at least once monthly. Higher frequency of helping prepare and cook food at home was associated with higher fruit and vegetable preference and with higher self-efficacy for selecting and eating healthy foods. Encouraging children to be more involved in home meal preparation could be an effective health promotion strategy. These findings suggest that the incorporation of activities teaching children how to prepare simple and healthy meals in health promotion programmes could potentially lead to improvement in dietary habits.

Communication with Deaf Pre-School Children Using Cochlear Implants.

ERIC Educational Resources Information Center

Tvingstedt, A. L.; Preisler, G.; Ahlstrom, M.

This study evaluated the communicative, social, and emotional development of 22 deaf Swedish pre-school children with cochlear implants over a 2-year period. Video-recordings (every 3 months) and observations of the children in natural interactional settings at home and school as well as interviews with parents and teachers provided the study…

Getting to Know a Place: Built Environment Walkability and Children's Spatial Representation of Their Home-School (h-s) Route.

PubMed

Moran, Mika R; Eizenberg, Efrat; Plaut, Pnina

2017-06-06

The literature on environmental walkability to date has mainly focused on walking and related health outcomes. While previous studies suggest associations between walking and spatial knowledge, the associations between environmental walkability and spatial knowledge is yet to be explored. The current study addresses this lacuna in research by exploring children's mental representations of their home-school (h-s) route, vis.

Lunch-time food source is associated with school hour and school day diet quality among Canadian children.

PubMed

Tugault-Lafleur, C N; Black, J L; Barr, S I

2018-02-01

There is limited research on the dietary behaviours of Canadian children at school, including where students obtain food from during school hours or whether lunch-time food source influences diet quality. Nationally representative cross-sectional data from 24-h dietary recalls were analysed from the 2004 Canadian Community Health Survey (n = 4589). Dietary outcomes included school hour and school day dietary intakes and School Healthy Eating Index (S-HEI) scores. Survey-weighted covariate-adjusted linear regression models examined differences in dietary outcomes across lunch-time food source groups. The majority of children (72.8%) reported bringing lunch from home, whereas fewer students obtained lunch from off-campus locations (11.6%), schools (9.6%) or skipped lunch (5.9%). Compared to off-campus lunches, home-packed lunches were significantly higher in fibre, vitamins A, D and C, thiamin, magnesium, iron, grains, vegetables and fruit, but lower in total calories, fat and calories from minimally nutritious foods. Average school hour diet quality required improvement for all age groups, although S-HEI scores did not differ significantly by lunch-time food source among 6-8-year-old children. However, for children age 9-17 years, bringing a home-packed lunch was associated with significantly higher S-HEI scores compared to students obtaining lunch from off-campus locations. After adjusting for age and sex, lunch-time food source was also significantly associated with whole day dietary quality. Although the nutritional quality of off-campus lunches was lower than home-packed lunches, the quality of foods was suboptimal, regardless of food source. Strategies are needed to enhance access to nutritious foods on campus and improve the nutritional quality of packed lunches, which supply the majority of lunch-time foods consumed by Canadian children. © 2017 The British Dietetic Association Ltd.

The "Push and Pull" of Home Schooling in the Larger Society: Using an Epidemiological Lens To Study an Educational Phenomenon.

ERIC Educational Resources Information Center

McDowell, Susan A.

This paper analyzes whether certain events in society influence educational choice, in particular, the choice to home school children. Using an epidemiological approach, the article analyzes the perceptions of home-school leaders and others involved in the movement, focusing on the substantive influence of events on the home-schooling movement. It…

Associations between plasma concentrations of PCB 28 and possible indoor exposure sources in Danish school children and mothers.

PubMed

Egsmose, Emilie Lund; Bräuner, Elvira Vaclavik; Frederiksen, Marie; Mørck, Thit Aarøe; Siersma, Volkert Dirk; Hansen, Pernille Winton; Nielsen, Flemming; Grandjean, Philippe; Knudsen, Lisbeth E

2016-02-01

Polychlorinated biphenyls (PCBs) are ubiquitously present in the environment and are suspected of carcinogenic, neurotoxic and immunotoxic effects. Significantly higher plasma concentrations of the congener PCB 28 occur in children compared to adults. Exposure in schools may contribute to this difference. To determine whether increased blood plasma concentrations of PCB 28 in Danish school children and mothers are associated with living in homes or attending schools constructed in the PCB period (1959-1977). PCB 28 was analyzed in plasma samples from 116 children aged 6-11years and 143 mothers living in an urban and a rural area in Denmark and participating in the European pilot project DEMOCOPHES (Demonstration of a study to COordinate and Perform Human Biomonitoring on a European Scale). In Denmark, PCBs were used in construction in the period 1950-1977, and year of construction or renovation of the homes and schools was used as a proxy for indoor PCB exposure. Linear regression models were used to assess the association between potential PCB exposure from building materials and lipid adjusted concentrations of PCB 28 in plasma, with and without adjustment for potential confounders. Among the 116 children and 143 mothers, we were able to specify home construction period in all but 4 children and 5 mothers leaving 111 children and 138 mothers for our analyses. The median lipid adjusted plasma PCB 28 concentration was 3 (range: 1-28) ng/g lipid in the children and 2 (range: 1-8) ng/g lipid in the mothers. Children living in homes built in the PCB period had significantly higher lipid adjusted plasma PCB 28 concentrations compared to children living in homes built before or after the PCB period. Following adjustment for covariates, PCB 28 concentrations in children were 40 (95% CI: 13; 68) percent higher than concentrations of children living in homes constructed at other times. Furthermore, children attending schools built or substantially refurbished in the PCB

Adverse health effects of experiencing food insecurity among Greenlandic school children.

PubMed

Niclasen, Birgit; Petzold, Max; Schnohr, Christina W

2013-01-01

In vulnerable populations, food security in children has been found to be associated with negative health effects. Still, little is known about whether the negative health effects can be retrieved in children at the population level. To examine food insecurity reported by Greenlandic school children as a predictor for perceived health, physical symptoms and medicine use. The study is based on the Greenlandic part of the Health Behavior in School-aged Children survey. The 2010 survey included 2,254 students corresponding to 40% of all Greenlandic school children in Grade 5 through 10. The participation rate in the participating schools was 65%. Food insecurity was measured as going to bed or to school hungry because there was no food at home. Boys, the youngest children (11-12 year-olds), and children from low affluence homes were at increased risk for food insecurity. Poor or fair self-rated health, medicine use last month and physical symptoms during the last 6 months were all more frequent in children reporting food insecurity. Controlling for age, gender and family affluence odds ratio (OR) for self-rated health was 1.60 (95% confidence interval (CI 1.23-2.06) (p < 0.001), for reporting physical symptoms 1.34 (95% CI 1.06-1.68) (p = 0.01) and for medicine use 1.79 (95% CI 1.42-2.26) (p < 0.001). Stratification on age groups suggested that children in different age groups experience different health consequences of food insecurity. The oldest children reported food insecurity less often and experienced less negative health effects compared to the younger children. All 3 measures of health were negatively associated to the occurrence of food insecurity in Greenlandic school children aged 11-17. Food security must be seen as a public health issue of concern, and policies should be enforced to prevent food poverty particularly among boys, younger school children and children from low affluence homes.

Promoting Literacy Learning for Children of Abuse: Strategies for Elementary School Teachers

ERIC Educational Resources Information Center

Haeseler, Lisa Ann

2006-01-01

Elementary school teachers must clearly understand that many children of domestic violence abuse are struggling with abuse issues at home along with literacy learning at school. This article will demonstrate how a child from an adverse home environment may face additional literacy challenges in school. This article will also provide specific…

Homework particularities for small school children.

PubMed

Beiusanu, Corina; Vlaicu, Brigitha

2013-01-01

The present study was centered on the particularities of the duration of preparing homework, taking breaks during homework preparation, and the way the breaks should take place for small school children. The study has been done on a sample of 235 small school children from Oradea, 114 boys and 121 girls, between the ages 7 and 10 years old, using an anonymous questioner, with 41 items, which investigates the lifestyle of the small school children. The duration of homework preparation it is significantly more reduced for the school children in 1st grade in comparison with the ones in 3 grade (p < 0.001); for school children in 2nd grade compared to the ones in 3rd (p < 0.001) and for school children in 3rd grade compared to the ones in 4th grade. A percentage of 93% of children prepare their homework after lunch. Half of the children from grades I-IV prepare their homework with no break. A very small number of children spend their homework break time in a healthy manner, while the rest prefer to play computer games (46.95%) or to watch television (46.08%). More than half of the schoolchildren need 1-2 hours at home to prepare their homework. Most of the school children prepare their homework after lunch, in an optimal interval of time. Half of the questioned children prepare their homework with no break. Those who are taking breaks prefer activities which get the children even more tired, therefore being non-hygienic methods of spending homework breaks.

Childhood incident asthma and traffic-related air pollution at home and school.

PubMed

McConnell, Rob; Islam, Talat; Shankardass, Ketan; Jerrett, Michael; Lurmann, Fred; Gilliland, Frank; Gauderman, Jim; Avol, Ed; Künzli, Nino; Yao, Ling; Peters, John; Berhane, Kiros

2010-07-01

Traffic-related air pollution has been associated with adverse cardiorespiratory effects, including increased asthma prevalence. However, there has been little study of effects of traffic exposure at school on new-onset asthma. We evaluated the relationship of new-onset asthma with traffic-related pollution near homes and schools. Parent-reported physician diagnosis of new-onset asthma (n = 120) was identified during 3 years of follow-up of a cohort of 2,497 kindergarten and first-grade children who were asthma- and wheezing-free at study entry into the Southern California Children's Health Study. We assessed traffic-related pollution exposure based on a line source dispersion model of traffic volume, distance from home and school, and local meteorology. Regional ambient ozone, nitrogen dioxide (NO(2)), and particulate matter were measured continuously at one central site monitor in each of 13 study communities. Hazard ratios (HRs) for new-onset asthma were scaled to the range of ambient central site pollutants and to the residential interquartile range for each traffic exposure metric. Asthma risk increased with modeled traffic-related pollution exposure from roadways near homes [HR 1.51; 95% confidence interval (CI), 1.25-1.82] and near schools (HR 1.45; 95% CI, 1.06-1.98). Ambient NO(2) measured at a central site in each community was also associated with increased risk (HR 2.18; 95% CI, 1.18-4.01). In models with both NO(2) and modeled traffic exposures, there were independent associations of asthma with traffic-related pollution at school and home, whereas the estimate for NO(2) was attenuated (HR 1.37; 95% CI, 0.69-2.71). Traffic-related pollution exposure at school and homes may both contribute to the development of asthma.

Trends in Second-Hand Tobacco Smoke Exposure Levels at Home among Viet Nam School Children Aged 13-15 and Associated Factors.

PubMed

Lam, Nguyen Tuan; Nga, Pham Thi Quynh; Minh, Hoang Van; Giang, Kim Bao; Hai, Phan Thi; Huyen, Doan Thu; Linh, Nguyen Thuy; Van, Duong Khanh; Khue, Luong Ngoc

2016-01-01

Second-hand tobacco smoke (SHS) exposure at home, especially among children, is a serious issue in Viet Nam. During the past decade, much effort has been taken for tobacco control in the country, including various prgorammes aiming to reduce SHS exposure among adults and children. This article analysed trends and factors associated with SHS exposure at home among school children aged 13-15 in Viet Nam, using the Global Youth Tobacco Surveys conducted in 2007 and 2014. Descriptive and inferential statistical methods with logistic regression were applied. Overall, there was a significant reduction in the level of exposure, from 58.5% (95%CI: 57.6-59.3) in 2007 to 47.1% (95%CI: 45.4-48.8) in 2014. Of the associated factors, having one or both parents smoking was significantly associated with the highest odds of SHS exposure at home (OR=5.0; 95%CI: 4.2-6.1). Conversely, having a mother with a college or higher education level was found to be a protective factor (OR=0.5; 95%CI: 0.3-0.8).

Children's Uses and Gratifications of Home VCRs: Evolution or Revolution.

ERIC Educational Resources Information Center

Cohen, Akiba A.; And Others

1988-01-01

Examines gratifications associated with home video cassette recorder (VCR) use among Israeli school children. Finds that while the VCR is often used, it has not achieved any special priority in its perceived utility to gratify various needs. (MS)

Hanging Out: Community-Based After-School Programs for Children.

ERIC Educational Resources Information Center

Garner, Ruth, Ed.

Noting the major changes in mothers' work lives and the significance that out-of-home care arrangements take on in children's lives, this book is a collection of accounts of what children do after school, both outside and inside after-school centers. The centers described are in differing communities, with differing values and differing ways of…

"Because We Like To": Young Children's Experiences Hiding in Their Home Environment

ERIC Educational Resources Information Center

Green, Carie

2015-01-01

This qualitative study of 3-to-5-year-old children's hiding places and experiences is framed around the importance of recognizing children as active agents in creating their own culture and places in the world. Through the use of interactive data collection strategies collected at school and in children's homes, including book discussions,…

How Home Gets to School: Parental Control Strategies Predict Children's School Readiness

ERIC Educational Resources Information Center

Walker, Aimee Kleisner; MacPhee, David

2011-01-01

At-risk families' control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a…

Student, Home, and School Socio-Demographic Factors: Links to School, Home, and Community Arts Participation

ERIC Educational Resources Information Center

Mansour, Marianne; Martin, Andrew J.; Anderson, Michael; Gibson, Robyn; Liem, Gregory Arief D.; Sudmalis, David

2016-01-01

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students' school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver-child arts interaction), and community (e.g., arts attendance,…

Beyond Words: An Enquiry into Children's Home Visual Communication Practices

ERIC Educational Resources Information Center

Yamada-Rice, Dylan

2010-01-01

This research focuses on young children's experiences of the visual mode embedded in new multimodal literacy practices. An enquiry was undertaken into the role of visual and digital images in a group of 11 four-year-olds' out-of-school lives. The children photographed their use of a range of primarily visual-based media at home, to produce a book…

Effects of atomoxetine with and without behavior therapy on the school and home functioning of children with attention-deficit/hyperactivity disorder.

PubMed

Waxmonsky, James G; Waschbusch, Daniel A; Pelham, William E; Draganac-Cardona, Lillian; Rotella, Bryan; Ryan, Lynn

2010-11-01

To evaluate the effects of atomoxetine alone and in combination with behavior therapy on the school functioning of children with attention-deficit/hyperactivity disorder (ADHD). Most atomoxetine studies have not assessed school functioning other than by measuring the change in ADHD symptoms. Combining behavior therapy with atomoxetine may be particularly beneficial for the academic domain as medication has not been found to produce sustained benefits in this realm. However, there is little research examining the effects of combining atomoxetine and behavior therapy. In an 8-week open-label trial, 56 children aged 6-12 years with ADHD diagnosed according to DSM-IV-TR were randomly assigned to receive atomoxetine and behavior therapy or atomoxetine alone. Behavior therapy consisted of an 8-week parenting course, a child social skills course, and a teacher-implemented daily report card of classroom behavior. The primary outcome was direct observation of the subject's classroom behavior. Secondary outcomes included change in ADHD symptoms and functioning at home and school. All data were collected between March 2007 and May 2008. Classroom observations showed that atomoxetine decreased rule violations (P < .0001). Moreover, atomoxetine was associated with significant improvements in ADHD and oppositional defiant disorder symptoms at home and school and enhanced functioning in both domains (Impairment Rating Scale: all P < .001). Combined treatment led to greater improvements in parent-rated symptoms of inattention (P < .01), problem behaviors (P < .001), and academic impairment (P < .05). However, teachers did not report significant group differences. Atomoxetine improved ADHD symptoms and classroom functioning as measured by parents, teachers, and direct observation. The addition of behavior therapy led to further improvements at home but not at school. clinicaltrials.gov Identifier: NCT00918567. © Copyright 2010 Physicians Postgraduate Press, Inc.

Effect of School and Home Factors on Learning Outcomes at Elementary School Level: A Hierarchical Linear Model

ERIC Educational Resources Information Center

Singh, Jai

2016-01-01

India is a democratic, socialistic republic that is committed to providing high quality elementary education to all children. This research paper examines and analyses the effects of school, teacher and home factors on learning outcomes in elementary schools in the urban slum areas of Varanasi city and assesses the learning outcomes of students of…

Talking after school: Parents' conversational styles and children's memory for a science lesson.

PubMed

Leichtman, Michelle D; Camilleri, Kaitlin A; Pillemer, David B; Amato-Wierda, Carmela C; Hogan, Jennifer E; Dongo, Melissa D

2017-04-01

A scientist taught 40 4- to 6-year-old children an interactive science lesson at school. The same day, children talked about the lesson at home with a parent who was naive to the details of what had transpired at school. Six days later, a researcher interviewed children about objects, activities, and concepts that were part of the lesson. Aspects of parents' conversational style (e.g., open-ended memory questions, descriptive language) predicted how much information children provided in talking with them, which in turn predicted children's memory performance 6days later. The findings suggest that elaborative parent-child conversations at home could boost children's retention of academic information acquired at school even when parents have no specific knowledge of what children have experienced there. Copyright © 2016 Elsevier Inc. All rights reserved.

Revolving Doors: The Impact of Multiple School Transitions on Military Children

ERIC Educational Resources Information Center

Ruff, S. Beth; Keim, Michael A.

2014-01-01

There are 1.2 million school-age children with military parents in the United States, and approximately 90% attend public schools. On average, military children move three times more often than their civilian peers. Tensions at home, enrollment issues, adapting to new schools, and a lack of familiarity with military culture by public school…

The Number of Students Sent Home by School Nurses Compared to Unlicensed Personnel

ERIC Educational Resources Information Center

Pennington, Nicole; Delaney, Elizabeth

2008-01-01

Many schools across the United States do not have a full-time school nurse, resulting in care being provided by unlicensed school employees when children are sick or injured at school. The purpose of this study was to determine if there was a difference in the number of students sent home when ill or injured based on who assessed the student in…

The Home Literacy Environment of School-Aged Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Lucas, Rebecca; Norbury, Courtenay Frazier

2018-01-01

For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7-13 with ASD and their TD peers via a parental questionnaire and examined whether there were any…

Contribution of the Home Environment to Preschool Children's Emergent Literacy Skills

ERIC Educational Resources Information Center

Haynes, Rebekah Mina

2010-01-01

Recent and ongoing research has demonstrated the alarming likelihood of children from low-income homes and from ethnic minorities to read at much lower reading levels than their peers. Additionally, reading ability is related to the earliest of emergent literacy skills, which can be measured in young children before they enter formal schooling.…

Children's food choice process in the home environment. A qualitative descriptive study.

PubMed

Holsten, Joanna E; Deatrick, Janet A; Kumanyika, Shiriki; Pinto-Martin, Jennifer; Compher, Charlene W

2012-02-01

This qualitative descriptive study explored children's food choices in the home with particular attention to environmental influences. Semi-structured interviews were conducted with 11- to 14-year-old children (n=47) from one middle school. A data-driven content analysis using selected principles of grounded theory was performed. Children's food choices in the home emerged as a process that involved three interacting components, the child, the parent, and the food, embedded within the context of time. Children's structured activities throughout the day, week, and year provided an overall context for food choices. Parents affected children's food choices through their presence in the home, time pressure and activity prioritization, incorporation of family members' preferences, food preparation effort and skills, and financial and health concerns. Parents created food options through food purchasing and preparation and indirectly affected children's food choices by setting rules, providing information, and modeling behaviors. Children affected parents' decisions by communicating food preferences. For children, important aspects of the food itself included its availability at home and attributes related to taste, preparation, and cost. Children evaluated potential food options based on their hunger level, food preferences, time pressure and activity prioritization, food preparation effort and skills, and expected physical consequences of food. Copyright © 2011 Elsevier Ltd. All rights reserved.

Home educators and the law within Europe

NASA Astrophysics Data System (ADS)

Petrie, Amanda J.

1995-05-01

In education literature, there is often confusion between compulsory provision of education and compulsory schooling, falsely giving the impression that schooling is compulsory. This is not the case. Home education is permitted in some form or other in all the European countries studied except Germany. Where the alternative of home education is denied to children who are in difficulty, such as very young children of itinerant workers, or children who are school phobic, one has to question whether the good of the individual child is being considered, rather than the ideals or convenience of education administrators. Home education is a welcome alternative to those children who need it and benefit from it and there is no evidence in academic literature or general writing on education to suggest that home education does not usually offer a good alternative to the children involved, both academically and socially. Much research has been undertaken into home education in the US, there have been a few studies within the UK and a study in Switzerland of the laws which apply to home educators within each canton and an assessment of the numbers of home educated children in both Austria and Switzerland. In other European countries, there has been little or no research into the numbers of home educated children, the ways in which home educated children learn, efficient methods of monitoring home education, or whether home education is effective. Perhaps it is by looking more closely at these families that the effectiveness of schooling can be better assessed: fundamental questions can be asked about the added value of schooling. My preliminary investigations indicate that, with the exception of Denmark, where it is easy for parents to set up small schools with financial help from government, there are instances of home education in all the countries studied.

What Do They Do at Home? The Literacies of Children Living in Residential Care in Malaysia

ERIC Educational Resources Information Center

Tan, Jennifer

2015-01-01

This paper presents an ethnographic study of the out of school literacy practices of children living in residential care in Malaysia. Although residential homes generate much publicity, especially during the festive seasons, not much is known about the children living within the confines of these homes. Even more lacking is research on their…

Working Together in a Deficit Logic: Home-School Partnerships with Somali Diaspora Parents

ERIC Educational Resources Information Center

Matthiesen, Noomi Christine Linde

2017-01-01

Drawing on discursive psychology this article examines the understandings teachers and principals in Danish Public Schools have regarding Somali diaspora parenting practices. Furthermore, the article investigates what these understandings mean in interaction with children in the classrooms and with parents in home-school communication. It is…

Public School Center vs. Family Home Day Care: Single Parents' Reasons for Selection.

ERIC Educational Resources Information Center

Rothschild, Maria Stupp

This study investigates the reasons single parents in San Diego had for choosing either a public day care center or a licensed day care home for their children. A sample of 30 single parents with children in school district administered children's centers was drawn and matched by a similarly geographically distributed sample of 23 parents with…

Corporal punishment and children's externalizing problems: a cross-sectional study of Tanzanian primary school aged children.

PubMed

Hecker, Tobias; Hermenau, Katharin; Isele, Dorothea; Elbert, Thomas

2014-05-01

The adverse effect of harsh corporal punishment on mental health and psychosocial functioning in children has been repeatedly suggested by studies in industrialized countries. Nevertheless, corporal punishment has remained common practice not only in many homes, but is also regularly practiced in schools, particularly in low-income countries, as a measure to maintain discipline. Proponents of corporal punishment have argued that the differences in culture and industrial development might also be reflected in a positive relationship between the use of corporal punishment and improving behavioral problems in low-income nations. In the present study we assessed the occurrence of corporal punishment at home and in school in Tanzanian primary school students. We also examined the association between corporal punishment and externalizing problems. The 409 children (52% boys) from grade 2 to 7 had a mean age of 10.49 (SD=1.89) years. Nearly all children had experienced corporal punishment at some point during their lifetime both in family and school contexts. Half of the respondents reported having experienced corporal punishment within the last year from a family member. A multiple sequential regression analysis revealed that corporal punishment by parents or by caregivers was positively related to children's externalizing problems. The present study provides evidence that Tanzanian children of primary school age are frequently exposed to extreme levels of corporal punishment, with detrimental consequences for externalizing behavior. Our findings emphasize the need to inform parents, teachers and governmental organizations, especially in low-income countries, about the adverse consequences of using corporal punishment be it at home or at school. Copyright © 2013 Elsevier Ltd. All rights reserved.

Nutrition Education for School-Aged Children: A Review of Research.

ERIC Educational Resources Information Center

Lytle, Leslie A.

This review of research on nutrition education for school-aged children includes 17 articles published since 1980 and not included in two previous reviews (13 school-based and 4 outside of school). School-based studies included families and home environments, program institutionalization, using computer systems, knowledge-based studies, and…

The Use of Social Media Tools by School Principals to Communicate between Home and School

ERIC Educational Resources Information Center

Mazza, Joseph A., Jr.

2013-01-01

Research has documented numerous benefits of parent involvement in children's education including increased attendance, increased test scores and better behavior. Access to increased and meaningful communication between home and school enhances parent involvement. The utilization of technology through the use of the Internet and e-mail for school…

Home Literacy Environments and Children's Reading Performance: A Comparative Study of 25 Countries

ERIC Educational Resources Information Center

Park, Hyunjoon

2008-01-01

Using data for 4th graders in primary schools from the Progress in International Reading Literacy Study (PIRLS), I compare across 25 countries the ways in which home literacy environments influence children's reading performance. Examined are three indicators: early home literacy activities, parental attitudes toward reading, and number of books…

Teaching minority children hygiene: investigating hygiene education in kindergartens and homes of ethnic minority children in northern Vietnam.

PubMed

Rheinländer, Thilde; Samuelsen, Helle; Dalsgaard, Anders; Konradsen, Flemming

2015-01-01

Ethnic minority children in Vietnam experience high levels of hygiene- and sanitation-related diseases. Improving hygiene for minority children is therefore vital for improving child health. The study objective was to investigate how kindergarten and home environments influence the learning of hygiene of pre-school ethnic minority children in rural Vietnam. Eight months of ethnographic field studies were conducted among four ethnic minority groups living in highland and lowland communities in northern Vietnam. Data included participant observation in four kindergartens and 20 homes of pre-school children, together with 67 semi-structured interviews with caregivers and five kindergarten staff. Thematic analysis was applied and concepts of social learning provided inputs to the analysis. This study showed that poor living conditions with lack of basic sanitation infrastructures were important barriers for the implementation of safe home child hygiene. Furthermore, the everyday life of highland villages, with parents working away from the households resulted in little daily adult supervision of safe child hygiene practices. While kindergartens were identified as potentially important institutions for improving child hygiene education, essential and well-functioning hygiene infrastructures were lacking. Also, hygiene teaching relied on theoretical and non-practice-based learning styles, which did not facilitate hygiene behaviour change in small children. Minority children were further disadvantaged as teaching was only provided in non-minority language. Kindergartens can be important institutions for the promotion of safe hygiene practices among children, but they must invest in the maintenance of hygiene and sanitation infrastructures and adopt a strong practice-based teaching approach in daily work and in teacher's education. To support highland minority children in particular, teaching styles must take local living conditions and caregiver structures into account

Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

PubMed

Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R

2010-08-01

Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. Copyright 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Parents' Representations of their Children's Mathematics Learning in Multiethnic Primary Schools

ERIC Educational Resources Information Center

De Abreu, Guida; Cline, Tony

2005-01-01

There is a growing concern that governmental calls for parental involvement in children's school mathematics learning have not been underpinned by research. In this article the authors aim to offer a contribution to this debate. Links between children's home and school mathematical practices have been researched in sociocultural studies, but the…

Bacterial and fungal components in house dust of farm children, Rudolf Steiner school children and reference children--the PARSIFAL Study.

PubMed

Schram, D; Doekes, G; Boeve, M; Douwes, J; Riedler, J; Ublagger, E; von Mutius, E; Budde, J; Pershagen, G; Nyberg, F; Alm, J; Braun-Fahrländer, C; Waser, M; Brunekreef, B

2005-05-01

Growing up on a farm and an anthroposophic lifestyle are associated with a lower prevalence of allergic diseases in childhood. It has been suggested that the enhanced exposure to endotoxin is an important protective factor of farm environments. Little is known about exposure to other microbial components on farms and exposure in anthroposophic families. To assess the levels and determinants of bacterial endotoxin, mould beta(1,3)-glucans and fungal extracellular polysaccharides (EPS) in house dust of farm children, Steiner school children and reference children. Mattress and living room dust was collected in the homes of 229 farm children, 122 Steiner children and 60 and 67 of their respective reference children in five European countries. Stable dust was collected as well. All samples were analysed in one central laboratory. Determinants were assessed by questionnaire. Levels of endotoxin, EPS and glucans per gram of house dust in farm homes were 1.2- to 3.2-fold higher than levels in reference homes. For Steiner children, 1.1- to 1.6-fold higher levels were observed compared with their reference children. These differences were consistently found across countries, although mean levels varied considerably. Differences between groups and between countries were also significant after adjustment for home and family characteristics. Farm children are not only consistently exposed to higher levels of endotoxin, but also to higher levels of mould components. Steiner school children may also be exposed to higher levels of microbial agents, but differences with reference children are much less pronounced than for farm children. Further analyses are, however, required to assess the association between exposure to these various microbial agents and allergic and airway diseases in the PARSIFAL population.

Increased Classroom Consumption of Home-Provided Fruits and Vegetables for Normal and Overweight Children: Results of the Food Dudes Program in Italy.

PubMed

Presti, Giovambattista; Cau, Silvia; Oppo, Annalisa; Moderato, Paolo

2015-01-01

To increase classroom consumption of home-provided fruits (F) and vegetables (V) in obese, overweight, and normal weight children. Consumption evaluated within and across the baseline phase and the end of the intervention and maintenance phases. Three Italian primary schools. The study involved 672 children (321 male and 329 female) aged 5-11 years. Body mass index measures were available for 461 children. Intervention schools received the Food Dudes (FD) program: 16 days of repeated taste exposure (40 g of F and 40 g of V), video modeling, and rewards-based techniques. The comparison school was only repeatedly exposed to FV. Grams of FV brought from home and eaten. Chi-square, independent t test, repeated-measures ANOVA, and generalized estimating equation model. Intervention schools show a significant increase in home-provided F (P < .001) and V (P < .001) consumption both in overweight and non-overweight children. Approximately half of children in the intervention schools ate at least 1 portion of FV at the end of the intervention and maintenance phases. The increase in home-provided FV intake was similar in overweight and non-overweight children in the FD intervention schools compared with the comparison school. The effect of the FD program was higher at the end of the intervention phase than the end of the maintenance phase. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Orthographic Competence among Multilingual School Children: Writing Moroccan Arabic in France

ERIC Educational Resources Information Center

Weth, Constanze

2015-01-01

This paper presents children's writing in their vernacular family language, Moroccan Arabic. It first provides some background to the family and school literacies of nine-year-old children of Moroccan Arabic (MA) background growing up in France with French literacy practices at school and Written Arabic literacy practices in the home. The paper…

Qualities to Be Developed in Estonian Children at Home and at School

ERIC Educational Resources Information Center

Tulviste, Tiia; Kikas, Eve

2010-01-01

The study examined the views of 580 mothers, 333 fathers and 43 primary school teachers about qualities to be developed at home and at school in Estonia--a country in transition with reforms towards child-centered democratic education. The study found that mothers, fathers and teachers shared the dominant family socialization values. Mothers,…

Including Children with Selective Mutism in Mainstream Schools and Kindergartens: Problems and Possibilities

ERIC Educational Resources Information Center

Omdal, Heidi

2008-01-01

There is little research on inclusion of children with selective mutism in school/kindergarten. Moreover, few studies have tried to understand selectively mute children's interactions in the natural surroundings of their home and school/kindergarten. Five children meeting the DSM-IV criteria for selective mutism were video-observed in social…

Positive influences of home food environment on primary-school children's diet and weight status: a structural equation model approach.

PubMed

Ong, Jia Xin; Ullah, Shahid; Magarey, Anthea; Leslie, Eva

2016-10-01

The mechanism by which the home food environment (HFE) influences childhood obesity is unclear. The present study aimed to investigate the relationship between HFE and childhood obesity as mediated by diet in primary-school children. Cross-sectional data collected from parents and primary-school children participating in the Obesity Prevention and Lifestyle Evaluation Project. Only children aged 9-11 years participated in the study. Matched parent/child data (n 3323) were analysed. Exploratory factor analysis underlined components of twenty-one HFE items; these were linked to child diet (meeting guidelines for fruit, vegetable and non-core food intakes) and measured child BMI, in structural equation modelling, adjusting for confounders. Twenty geographically bounded metropolitan and regional South Australian communities. School children and their parents from primary schools in selected communities. In the initial exploratory factor analysis, nineteen items remaining extracted eight factors with eigenvalues >1·0 (72·4 % of total variance). A five-factor structure incorporating ten items described HFE. After adjusting for age, gender, socio-economic status and physical activity all associations in the model were significant (P<0·05), explaining 9·3 % and 4·5 % of the variance in child diet and BMI, respectively. A more positive HFE was directly and indirectly associated with a lower BMI in children through child diet. The robust statistical methodology used in the present study provides support for a model of direct and indirect dynamics between the HFE and childhood obesity. The model can be tested in future longitudinal and intervention studies to identify the most effective components of the HFE to target in childhood obesity prevention efforts.

Home, School, and the IEP. ESEA Title IV Part C Project Report, Final Evaluation Report, 1981-82.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

The "Home, School and the IEP (Individualized Education Program)" program was developed in order to provide counseling and training to the parents of autistic children in public schools in Brooklyn, New York, and to improve the behavior and achievement of the children themselves. This report briefly describes and evaluates the program in…

Quality of life in home-ventilated children and their families.

PubMed

González, Rafael; Bustinza, Amaya; Fernandez, Sarah N; García, Miriam; Rodriguez, Silvia; García-Teresa, Ma Ángeles; Gaboli, Mirella; García, Silvia; Sardón, Olaia; García, Diego; Salcedo, Antonio; Rodríguez, Antonio; Luna, Ma Carmen; Hernández, Arturo; González, Catalina; Medina, Alberto; Pérez, Estela; Callejón, Alicia; Toledo, Juan D; Herranz, Mercedes; López-Herce, Jesús

2017-10-01

HMV (home mechanical ventilation) in children has increased over the last years. The aim of the study was to assess perceived quality of life (QOL) of these children and their families as well as the problems they face in their daily life.We performed a multicentric cross-sectional study using a semi-structured interview about the impact of HMV on families and an evaluation questionnaire about perceived QOL by the patient and their families (pediatric quality of life questionnaire (PedsQL4.0)). We studied 41 subjects (mean age 8.2 years). Global scores in PedsQL questionnaire for subjects (median 61.4), and their parents (median 52.2) were below those of healthy children. 24.4% received medical follow-up at home and 71.8% attended school. Mothers were the main caregivers (75.6%), 48.8% of which were fully dedicated to the care of their child. 71.1% consider economic and healthcare resources insufficient. All families were satisfied with the care they provide to their children, even though it was considered emotionally overwhelming (65.9%). Marital conflict and neglect of siblings appeared in 42.1 and 36% of families, respectively. Perceived QOL by children with HMV and their families is lower than that of healthy children. Parents are happy to care for their children at home, even though it negatively affects family life. What is Known: • The use of home mechanical ventilation (HMV) in children has increased over the last years. • Normal family functioning is usually disrupted by HMV. What is New: • The aim of HMV is to provide a lifestyle similar to that of healthy children, but perceived quality of life by these patients and their parents is low. • Most of the families caring for children on HMV agree that support and resources provided by national health institutions is insufficient.

Connecting Schools and Families: Understanding the Influence of Home Literacy Practices

ERIC Educational Resources Information Center

Curry, Daphney L.; Reeves, Emily; Mcintyre, Christina J.

2016-01-01

Home literacy practices are extremely important in developing early language and literacy skills. Children from lower socioeconomic status (SES) backgrounds may be at risk, not because their family literacy practices are inferior, but because their culturally defined literacy practices may not be consistent with school literacy expectations. To…

A Comparison of Three Types of Day Care and Nursery School-Home Care.

ERIC Educational Resources Information Center

Prescott, Elizabeth

A study was conducted comparing young children's experiences in three types of day care--closed structure, open structure and family--with their experiences in home care supplemented by part-time nursery school. A total of 112 children, aged 2 to 5, were observed, each for 180-200 minutes. Eighty-four were selected from 15 day care centers, half…

Arkansas Department of Education Home School Report, 2005-2006

ERIC Educational Resources Information Center

Arkansas Department of Education, 2006

2006-01-01

This report presents data on home schooling in the state of Arkansas that covers: students withdrawn from home school; home school student count by county, district, and grade level; and home school enrollments by grade and gender. The report contains the texts of the Arkansas Code Annotated Section 6-15-501 through Section 6-15-508 Home School…

Arkansas Department of Education Home School Report, 2006-2007

ERIC Educational Resources Information Center

Arkansas Department of Education, 2007

2007-01-01

This report presents data on home schooling in the state of Arkansas that covers: students withdrawn from home school; home school student count by county, district, and grade level; and home school enrollments by grade and gender. The report contains the texts of the Arkansas Code Annotated Section 6-15-501 through Section 6-15-508 Home School…

Caring for Young Children in the Home.

ERIC Educational Resources Information Center

Birckmayer, Jennifer; And Others

Group leaders of 10- to 13-year-olds may use this program guide to help the preteens interact with young children through six discussion meetings and five visits with a preschool child at home. Discussion topics concern (1) the family environment of young children, (2) children's play; (3) children's play areas at home, (4) safety at home, (5)…

A Conceptual Framework for Understanding Children as Agents in the Transition from Home to Kindergarten

ERIC Educational Resources Information Center

Lam, Mei Seung; Pollard, Andrew

2006-01-01

The transition from home to kindergarten, for most children, is the first and major ecological transition in their educational life. Kindergarten is the first educational setting in which children make sense about "school" as a place to learn and about themselves as "pupils". In this transition, children cross a cultural…

Relations between Indian Children's Home Literacy Environment and Their English Oral Language and Literacy Skills

ERIC Educational Resources Information Center

Kalia, Vrinda; Reese, Elaine

2009-01-01

More than 90 million Indian children are becoming literate in English, yet the home literacy environment for Indian children learning English has not been explored. Preschool children (N = 50) from Bangalore, India, were assessed for vocabulary, phonological awareness, and print skills in English, their language of schooling. Parents reported on…

Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents

PubMed Central

Marschark, Marc; Bull, Rebecca; Sapere, Patricia; Nordmann, Emily; Skene, Wendy; Lukomski, Jennifer; Lumsden, Sarah

2013-01-01

Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children’s having deaf parents, attending a school for the deaf, and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings. PMID:23543959

The Behavior Education Support and Treatment (BEST) school intervention program: pilot project data examining schoolwide, targeted-school, and targeted-home approaches.

PubMed

Waschbusch, Daniel A; Pelham, William E; Massetti, Greta

2005-08-01

As part of a pilot project, four elementary schools were randomly assigned to receive one of four interventions: (a) a schoolwide intervention that incorporated universal and targeted treatment, (b) a targeted-school intervention delivered to individual students in regular and special education classrooms, (c) a targeted-home intervention delivered in home and regular classroom settings, and (d) a control condition that did not receive a designated intervention. Results showed that the behavior of disruptive children in all schools improved during the course of the year, with some evidence that interventions provided complementary effects. These findings support the continued use of behavioral interventions in elementary schools and argue for interventions that combine different methods of delivering interventions.

Out-of-Home Care and the Educational Achievement, Attendance, and Suspensions of Maltreated Children: A Propensity-Matched Study.

PubMed

Maclean, Miriam J; Taylor, Catherine L; O'Donnell, Melissa

2018-04-30

To estimate the influence of out-of-home care on reading scores, attendance, and suspensions by comparing a matched sample of maltreated children who entered out-of-home care and maltreated children who remained at home. Linked administrative data for all children born in Western Australia between 1990 and 2010 was used, focusing on those with substantiated maltreatment before year 9 achievement tests (n = 3297). Propensity score modelling was used to address differences in preexisting risk factors (child, family, neighborhood characteristics, maltreatment history, and reading scores) and compare outcomes for children placed in out-of-home care and those remaining in in-home care. Both groups of maltreated children had poor educational outcomes. After accounting for group differences in risk characteristics, there was no difference in year 9 reading achievement for the out-of-home care and in-home care groups. There was no difference in suspensions for the groups. The only significant difference was children in out-of-home care had fewer school absences than children in in-home care. Out-of-home care was not found to be a significant factor in the adverse educational outcomes of these children; however, there is a clear need for further educational support to address poor outcomes for children involved with child protection services. Copyright © 2018 Elsevier Inc. All rights reserved.

Promoting Family and School Success for Children with ADHD: Strengthening Relationships while Building Skills

ERIC Educational Resources Information Center

Mautone, Jennifer A.; Lefler, Elizabeth K.; Power, Thomas J.

2011-01-01

Children with ADHD typically experience significant impairment at home and school, and their relationships with parents, teachers, and peers often are strained. Psychosocial interventions for ADHD generally focus on behavior change in one environment at a time (i.e., either home or school); however, unisystemic interventions generally are not…

The contribution of at-home and away-from-home food to dietary intake among 2-13-year-old Mexican children.

PubMed

Taillie, Lindsey Smith; Afeiche, Myriam C; Eldridge, Alison L; Popkin, Barry M

2017-10-01

Away-from-home foods have been shown to have lower nutritional quality and larger portion sizes than many foods prepared at home. We aimed to describe energy and nutrient intakes among 2-13-year-old Mexican children by eating location (at home and away from home), overall, by socio-economic status (SES) and by urbanicity. Dietary intake was collected via one 24 h recall in the 2012 Mexican National Health and Nutrition Survey (ENSANUT). Location was reported for each food consumed. Results were adjusted for sex, day of recall, region, weight status, SES and urbanicity. Mexico (nationally representative). Children aged 2-5 years (n 1905) and 6-13 years (n 2868). Children consumed the majority of daily energy at home (89% of 2-5-year-olds; 82 % of 6-13-year-olds). The most common away-from-home eating location was school (22 % of 2-5-year-olds; 43 % of 6-13-year-olds), followed by the street (14 % of 2-5-year-olds; 13 % of 6-13-year-olds). The most common foods consumed away from home were wheat/rice and corn mixed dishes, sugar-sweetened beverages, pastries/candy/desserts, milk (2-5-year-olds only) and salty snacks (6-13-year-olds). Multivariate models showed that high-SES 2-5-year-olds consumed 14 % of daily energy away from home v. 8 % among low-SES 2-5-year-olds, and high-SES 6-13-year-olds consumed 21 % of daily energy away from home v. 14 % among low-SES 6-13 year-olds. There were no differences by urban residence. Among Mexican children, most foods and beverages were consumed at home. However, the percentage of foods consumed or purchased away from home increased with age and with SES.

The contribution of at-home and away-from-home food to dietary intake among 2–13y Mexican children

PubMed Central

Taillie, Lindsey Smith; Afeiche, Myriam C.; Eldridge, Alison L.; Popkin, Barry M.

2016-01-01

Objectives Away-from-home foods have been shown to have lower nutritional quality and larger portion sizes as compared to many foods prepared at home. The objective of this study was to describe calorie and nutrient intakes among 2–13y old Mexican children by eating location (at-home and away-from-home), overall, by socio-economic status (SES), and by urbanicity. Design Dietary intake was collected via one 24-hr recall in the 2012 Mexican National Health and Nutrition Survey (ENSANUT). Location was reported for each food consumed. Results were adjusted for age, sex, weight status, socio-economic status and urbanicity. Setting Mexico (nationally representative) Subjects 2–5y (n=1905) and 6–13y (n=2868) children Results Children consumed the majority of daily energy at home (89% and 82%, respectively). The most common away-from-home eating location was the school (22% 2–5y; 43% 6–13y old), followed by street (14% 2–5y; 13% 6–13y old). The most common foods consumed away-from-home were wheat, rice, and corn mixed dishes, and sugar-sweetened beverages (SSBs), pastries/ candy/desserts, milk (2–5y only) and salty snacks (6–13y). Multivariate models showed that high SES 2–5 year-olds consumed 14% of daily energy away-from-home relative to 8% among low SES 2–5 year-olds, and high SES 6–13 year-olds consumed 21% of daily energy away-from-home compared to 14% among low SES 6–13 year-olds. There were no differences by urban residence. Conclusions Among Mexican children, most foods and beverages were consumed at home. However, the percent of foods consumed or purchased away-from-home increased with age and with SES. PMID:27608532

The Relationship between Home Environment and Children's Dietary Behaviors, Lifestyle Factors, and Health: Super Food Education School Project by the Japanese Ministry of Education, Culture, Sports, Science and Technology.

PubMed

Nakahori, Nobue; Sekine, Michikazu; Yamada, Masaaki; Tatsuse, Takashi

2016-01-01

Objectives The numbers of nuclear families and working women have been increasing. Such changes in the home environment may affect children's dietary behaviors, lifestyle factors, and health. This study aims to clarify the associations between the home environment and children's dietary behaviors, lifestyle factors, and health.Methods In July 2014, we questioned the students and parents of five elementary schools that joined the Super Food Education School Project in Takaoka City, Toyama Prefecture. Of 2057 subjects, 1936 (94.1%) answered and 1719 of these subjects were analyzed. In this study, the phrase "home environment" describes such terms as "mother's employment status", "family structure", "subjective economic state", "communication between parents and children", "having breakfast or supper with family", "household chores by children", "parents' awareness of food education", "regard for balanced nutrition", and "teaching table manners". We performed logistic-regression analyses using children's dietary behaviors, lifestyle factors, and health as dependent variables; the items relating to home environment were independent variables.Results Children with parents who are employed, those who do not have breakfast or supper with family, those who do not help with household chores, and those with parents who are less conscious of food education were more likely to eat fewer vegetables, to have likes and dislikes of foods, to skip breakfast, and to have snacks. Children who have little communication with their parents, who do not help with household chores, and those with parents who are less conscious of food education were less likely to exercise, sleep well, spend less time with television, and spend less time on playing videogames. Children with less affluence, those who have little communication with their parents, those who do not help with household chores, and those with parents who are less conscious of food education were less likely to have high

Behavioral and Emotional Outcomes of an In-Home Parent Training Intervention for Young Children

ERIC Educational Resources Information Center

Hurley, Kristin Duppong; Griffith, Annette K.; Casey, Kathryn J.; Ingram, Stephanie; Simpson, Amy

2011-01-01

This study examined the effects of the Boys Town In-Home Family Program on improving child behavior and parenting skills. The three-month parenting intervention was delivered to parents in their homes. All children were referred to the program by school personnel. Of the 107 families that enrolled in the study, 79% completed the intervention.…

Home Schooling and Compulsory School Attendance.

ERIC Educational Resources Information Center

Wendel, Josef; And Others

1986-01-01

Parental rights and state compulsory school attendance requirements are limited by constitutional constraints, as shown in three benchmark cases. The article also cites cases to show the impact of compulsory education laws on home schooling, which is increasing. The state retains the power to impose minimum curriculum requirements. Cites…

Criterion distances and environmental correlates of active commuting to school in children

PubMed Central

2011-01-01

Background Active commuting to school can contribute to daily physical activity levels in children. Insight into the determinants of active commuting is needed, to promote such behavior in children living within a feasible commuting distance from school. This study determined feasible distances for walking and cycling to school (criterion distances) in 11- to 12-year-old Belgian children. For children living within these criterion distances from school, the correlation between parental perceptions of the environment, the number of motorized vehicles per family and the commuting mode (active/passive) to school was investigated. Methods Parents (n = 696) were contacted through 44 randomly selected classes of the final year (sixth grade) in elementary schools in East- and West-Flanders. Parental environmental perceptions were obtained using the parent version of Neighborhood Environment Walkability Scale for Youth (NEWS-Y). Information about active commuting to school was obtained using a self-reported questionnaire for parents. Distances from the children's home to school were objectively measured with Routenet online route planner. Criterion distances were set at the distance in which at least 85% of the active commuters lived. After the determination of these criterion distances, multilevel analyses were conducted to determine correlates of active commuting to school within these distances. Results Almost sixty percent (59.3%) of the total sample commuted actively to school. Criterion distances were set at 1.5 kilometers for walking and 3.0 kilometers for cycling. In the range of 2.01 - 2.50 kilometers household distance from school, the number of passive commuters exceeded the number of active commuters. For children who were living less than 3.0 kilometers away from school, only perceived accessibility by the parents was positively associated with active commuting to school. Within the group of active commuters, a longer distance to school was associated with

Home-School Relationships: A School Management Perspective

ERIC Educational Resources Information Center

Stringer, Patricia; Hourani, Rida Blaik

2013-01-01

Abu Dhabi, United Arab Emirates (UAE) is in the process of initiating major education reform designed to improve schools. Parental involvement in support of student learning ranks high on the reform agenda. This study explores managerial aspects of implementing home-school relationships in seven primary Public Private Partnership (PPP) schools in…

Inner-city African American parental involvement in children's schooling: racial socialization and social support from the parent community.

PubMed

McKay, Mary McKernan; Atkins, Marc S; Hawkins, Tracie; Brown, Catherine; Lynn, Cynthia J

2003-09-01

Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at-home involvement and at-school involvement. Parent reports of social support from the parent community were significantly related to at-home involvement only. Relative to teacher reports, parents reported more formal contacts with school staff, and higher levels of racism awareness, religiosity, and African American cultural pride. Teachers and parents agreed on school climate and parental levels of at-home and at-school involvement. The results suggest that racial socialization processes are related to parent involvement in children's schooling and that increased efforts are needed to bridge a cultural gap between parents and teachers in inner-city communities.

Dental Homes for Children With Autism

PubMed Central

Chi, Donald L.; Momany, Elizabeth T.; Mancl, Lloyd A.; Lindgren, Scott D.; Zinner, Samuel H.; Steinman, Kyle J.

2015-01-01

Introduction Medicaid-enrolled children with autism spectrum disorder (ASD) encounter significant barriers to dental care. Iowa’s I-Smile Program was implemented in 2006 to improve dental use for all children in Medicaid. This study compared dental home and preventive dental utilization rates for Medicaid-enrolled children by ASD status and within three time periods (pre-implementation, initial implementation, maturation) and determined I-Smile’s longitudinal influence on ASD-related dental use disparities. Methods Data from 2002–2011 were analyzed for newly Medicaid-enrolled children aged 3–17 years (N=30,059), identified each child’s ASD status, and assessed whether the child had a dental home or utilized preventive dental care. Log-linear regression models were used to generate rate ratios. Analyses were conducted in 2015. Results In 2003–2011, 9.8% of children with ASD had dental homes compared with 8% of children without ASD; 36.3% of children with ASD utilized preventive care compared to 45.7% of children without ASD. There were no significant differences in dental home rates by ASD status during pre-implementation, initial implementation, or maturation. There were no significant differences in preventive dental utilization by ASD status during pre-implementation or initial implementation, but children with ASD were significantly less likely to utilize preventive care during maturation (rate ratio=0.79, p<0.001). Longitudinal trends in dental home and preventive dental utilization rates were not significant (p=0.54 and p=0.71, respectively). Conclusions Among newly Medicaid-enrolled children in Iowa’s I-Smile Program, those with ASDs were not less likely than those without ASD to have dental homes but were significantly less likely to utilize preventive dental care. PMID:26514624

Participation in siblings׳ birth at home from children׳s viewpoint.

PubMed

Jouhki, Maija-Riitta; Suominen, Tarja; Peltonen, Kirsi; Åstedt-Kurki, Päivi

2016-03-01

partners often participate in childbirth, and the effects on both partners have been intensively investigated, but children׳s participation is rare in western countries and less studied. Thus, the aim of this study was to explore and construct a comprehensive structure of meaning of Finnish children׳s experiences of participating in birth of a sibling at home. a phenomenological study based on analysis of open-interview transcripts by Colaizzi׳s approach and drawings. seven children aged five to 17 years who participated in birth of a sibling at home. the children׳s experience of participating in a sibling׳s birth was multifaceted. Their feelings varied from joy to worry, they helped their mother and learned from the experience. They chose to participate. They experienced overwhelmingly strong and positive feelings, but were also worried about the well-being of other family members during the birth. Further, younger children were frustrated, especially if the birth took a long time and they were not allowed to do all they wanted, such as going to a birthing pool. It was important for the children to be able to help their mother and support younger siblings. They learned a lot about childbirth from their participation and information given by the adults. The children regarded home as safe, cosy and a better place to give birth than a hospital. The older children also regarded a home birth as a possible choice for them in the future. They celebrated the baby׳s arrival and remembered the birth day as being joyful and happy. Participation in the sibling׳s birth made relationships between the children closer and warmer. Children felt hurt when people outside the family were suspicious when told that the baby was born at home. the children׳s experience of participating in a sibling׳s birth at home included varying feelings, learning from their experience and helping mother. The findings could be utilised in parent education if they are going to have their

Great Taste, Less Waste: A cluster-randomized trial using a communications campaign to improve the quality of foods brought from home to school by elementary school children

PubMed Central

Goldberg, Jeanne P.; Folta, Sara C.; Eliasziw, Misha; Koch-Weser, Susan; Economos, Christina D.; Hubbard, Kristie L.; Peterson, Lindsay A.; Wright, Catherine M.; Must, Aviva

2015-01-01

Objective Great Taste, Less Waste (GTLW), a communications campaign, capitalized on the synergy between healthy eating and eco-friendly behaviors to motivate children to bring more fruits and vegetables and fewer sugar-sweetened beverages (SSBs) to school. Methods A cluster-randomized trial in Eastern Massachusetts elementary schools in 2011–2012 tested the hypothesis that GTLW would improve the quality of foods from home more than a nutrition-only campaign – Foods 2 Choose (F2C) – or control. Lunch and snack items from home were measured at baseline and 7 months later using digital photography. Mixed linear models compared change in mean servings of fruits, vegetables, and SSBs among groups, and change in mean prevalence of packaging type. Change in prevalence of food items of interest was compared among groups using generalized linear models. Results 582 third and fourth graders from 82 classrooms in 12 schools participated. At follow-up, no significant differences were observed between groups in change in mean servings or change in prevalence of items of interest. No packaging differences were observed. Conclusion GTLW was well-received but no significant changes were observed in the quality of food brought to school. Whether classrooms are an effective environment for change remains to be explored. PMID:25735605

Nutritional status among adolescent girls in children's homes: Anthropometry and dietary patterns.

PubMed

Berg, Tone; Magala-Nyago, Christine; Iversen, Per Ole

2018-06-01

Malnutrition is widespread among disadvantaged people in low-income countries like Uganda. Children and adolescents living in children's homes are considered an especially vulnerable group, and malnutrition among girls is of particular concern since it has intergenerational consequences. Virtually no information exists about the nutritional status of adolescent girls living in children's homes in Uganda. We therefore conducted a cross-sectional study to assess the nutritional status by evaluating anthropometric indicators, body composition and dietary patterns. Forty-four girls aged 10-19 years living in five children's homes participated in addition to a reference group of 27 adolescent girls from three boarding schools; both in the Ugandan capital Kampala. Height and weight were measured to assess anthropometry. Body composition data was obtained by bioelectrical impedance analysis. Dietary intake was evaluated with a food frequency questionnaire, calculation of dietary diversity score, and a 24-h dietary recall. The adolescent girls living in children's homes suffered from stunting (18.6%), overweight or obesity (18.6%), and were at risk of insufficient intakes of multiple micronutrients, especially of vitamins A, B 12 , C, D, E and calcium. They also had a low intake of essential fatty acids. Dietary diversity was low with a median score of 3 out of 9 food groups. Animal products were rarely consumed. The majority of girls in children's homes consumed a less adequate diet compared to the reference group, thus being at risk of nutrient deficiency-related disorders. Copyright © 2017 Elsevier Ltd and European Society for Clinical Nutrition and Metabolism. All rights reserved.

The Relationship of Student and Home Variables to Language Proficiency and Reading Achievement of Bilingual Children.

ERIC Educational Resources Information Center

Rodriguez-Brown, Flora V.; Junker, Linda K.

This study explores the relationship between different home and school variables and reading achievement in bilingual children. The subjects of the study are 130 first- and third-grade children attending bilingual programs. Language proficiency and dominance tests were administered to the children and a questionnaire was sent to their parents. The…

Perspectives from a Home-Schooling Educator.

ERIC Educational Resources Information Center

Riemer, Joel

1995-01-01

Religious conservatives and political libertarians share a family-centered vision of home schooling. Conservatives' home-schooling plans are usually based on Christian ethics and feature a core group of subjects--reading, writing, mathematics, science, religious studies, and history. The author and his wife, both certified teachers and…

The relationship between children's home food environment and dietary patterns in childhood and adolescence.

PubMed

Vereecken, Carine; Haerens, Leen; De Bourdeaudhuij, Ilse; Maes, Lea

2010-10-01

To identify the correlates of the home food environment (parents' intake, availability and food-related parenting practices) at the age of 10 years with dietary patterns during childhood and in adolescence. Primary-school children of fifty-nine Flemish elementary schools completed a questionnaire at school in 2002. Four years later they completed a questionnaire by e-mail or mail at home. Their parents completed a questionnaire on food-related parenting practices at baseline. Longitudinal study. The analyses included 609 matched questionnaires. Multi-level regression analyses were used to identify baseline parenting practices (pressure, reward, negotiation, catering on demand, permissiveness, verbal praise, avoiding negative modelling, availability of healthy/unhealthy food items and mothers' fruit and vegetable (F&V) and excess scores) associated with children's dietary patterns (F&V and excess scores). Mother's F&V score was a significant positive independent predictor for children's F&V score at baseline and follow-up, whereas availability of unhealthy foods was significantly negatively associated with both scores. Negotiation was positively associated with children's follow-up score of F&V, while permissiveness was positively associated with children's follow-up excess score. Availability of unhealthy foods and mother's excess score were positively related to children's excess score at baseline and follow-up. Parental intake and restricting the availability of unhealthy foods not only appeared to have a consistent impact on children's and adolescents' diets, but also negotiating and less permissive food-related parenting practices may improve adolescents' diets.

Household Wealth and Neurocognitive Development Disparities among School-aged Children in Nepal

PubMed Central

Patel, Shivani A; Murray-Kolb, Laura E; LeClerq, Steven C; Khatry, Subarna K; Tielsch, James M; Katz, Joanne; Christian, Parul

2013-01-01

Background Wealth disparities in child developmental outcomes are well documented in developed countries. We sought to (1) describe the extent of wealth-based neurocognitive development disparities and (2) examine potential mediating factors of disparities among a population-based cohort of children in rural Nepal. Methods We investigated household wealth-based differences in intellectual, executive and motor function of n = 1692 children aged between 7 and 9 years in Nepal. Using linear mixed models, wealth-based differences were estimated before and after controlling for child and household demographic characteristics. We further examined wealth-based differences adjusted for three sets of mediators: child nutritional status, home environment, and schooling pattern. Results We observed a positive gradient in child neurocognitive performance by household wealth. After adjusting for child and household control factors, disparities between children in the highest and lowest wealth quintiles persisted in intellectual and motor function, but not executive function. No statistically significant wealth-based differentials in outcomes remained after accounting for nutritional status, home environment, and schooling patterns. The largest differences in neurocognitive development were associated with schooling pattern. Conclusions Household wealth patterns child neurocognitive development in rural Nepal, likely through its influence on nutritional status, the home environment, and schooling. In the current context, improving early and regular schooling in this setting is critical to addressing wealth-based disparities in outcomes. PMID:24118003

Community partnership to promote home fire safety in children with special needs.

PubMed

Lehna, Carlee; Janes, Erika G; Rengers, Sharon; Graviss, Jackie; Scrivener, Drane; Knabel, Tom; Carver, Elizabeth; Myers, John

2014-09-01

Parents of children with special needs are vigilant as their child may have difficulty independently escaping a burning home. The purpose of this study was to evaluate if providing home fire safety information via a digital video disc (DVD) increases families' knowledge, behavior and ability regarding home fire safety. A school based classroom intervention (using a home fire safety DVD) was provided to parents (n=40) of children with and without special needs to improve home fire safety knowledge, behavior and ability. In addition, parents seen at the Kentucky Commission for Children with Special Health Care Needs clinics (n=47) received the same intervention in cohorts of 1-2 children. For both groups, knowledge, and behavior were measured before and after intervention. Repeated measures ANOVA were used to test for differences between groups and over time. Significance was set at p<0.05. No difference in scores between pre- and post-test scores existed between groups (with special needs vs. without special needs, or classroom vs. individualized instruction). However, some differences were noted for some individual survey questions during post-hoc comparisons. Having a smoke alarm in the home (90% vs. 95%, p=0.029) and having a smoke alarm outside of where everyone sleeps (75% vs. 95%, p=0.005) increased over time and was retained. Having a fire escape plan increased at post intervention (58% vs. 79%, p=0.033), but returned to pre levels at follow-up (58%). Perceived knowledge (7.7 vs. 9.3, p<0.001) and ability (8.7 vs. 9.1, p=0.069) increased over time. Parents of children with special needs had a significant increase in knowledge and behavior over those parents of children without special needs. They also perceived having a high fire safety ability. Many of the post-test questions/behaviors (e.g., capable of exiting home during a fire, etc.) were reported at 100%. The intervention was well received, but may not necessarily be needed. Focus for home fire safety

Predicting Parental Home and School Involvement in High School African American Adolescents

ERIC Educational Resources Information Center

Hayes, DeMarquis

2011-01-01

Predictors of parental home and school involvement for high school adolescents were examined within two groups of urban African American parents from various socioeconomic levels. Home involvement was defined as parent-adolescent communication about school and learning, while school involvement was defined in terms of parent attendance and…

The Wiley Handbook of Home Education

ERIC Educational Resources Information Center

Gaither, Milton, Ed.

2016-01-01

"The Wiley Handbook of Home Education" is a comprehensive collection of the latest scholarship in all aspects of home education in the United States and abroad. This book presents the latest findings on academic achievement of home-schooled children, issues of socialization, and legal argumentation about home-schooling and government…

Chinese Graduate Students' Perspectives on Home Schooling

ERIC Educational Resources Information Center

Romanowski, Michael H.

2007-01-01

Although an established alternative form of American education, the concept of home schooling is just beginning to surface in China. Few Chinese have knowledge of home schooling yet alone consider this form of education. However, graduate students studying in the field of education are aware of this unusual alternative to traditional schooling,…

The association of mothers' and fathers' insomnia symptoms with school-aged children's sleep assessed by parent report and in-home sleep-electroencephalography.

PubMed

Urfer-Maurer, Natalie; Weidmann, Rebekka; Brand, Serge; Holsboer-Trachsler, Edith; Grob, Alexander; Weber, Peter; Lemola, Sakari

2017-10-01

Sleep plays an essential role for children's well-being. Because children's sleep is associated with parental sleep patterns, it must be considered in the family context. As a first aim of the present study, we test whether parental insomnia symptoms are related to children's in-home sleep-electroencephalography (EEG). Second, we examine the association between parental insomnia symptoms and maternal and paternal perception of children's sleep using actor-partner interdependence models. A total of 191 healthy children enrolled in public school and aged 7-12 years took part in the study. Ninety-six were formerly very preterm born children. Children underwent in-home sleep-EEG, and parents reported children's sleep-related behavior by using the German version of the Children's Sleep Habits Questionnaire. Further, parents completed the Insomnia Severity Index to report their own insomnia symptoms. Maternal but not paternal insomnia symptoms were related to less children's EEG-derived total sleep time, more stage 2 sleep, less slow wave sleep, later sleep onset time, and later awakening time. Mothers' and fathers' own insomnia symptoms were related to their reports of children's bedtime resistance, sleep duration, sleep anxiety, night wakings, and/or daytime sleepiness. Moreover, maternal insomnia symptoms were associated with paternal reports of children's bedtime resistance, sleep anxiety, and sleep-disordered breathing. The associations between parental insomnia symptoms and parents' perception of children's sleep could not be explained by children's objectively measured sleep. Mothers' insomnia symptoms and children's objective sleep patterns are associated. Moreover, the parents' own insomnia symptoms might bias their perception of children's sleep-related behavior problems. Copyright © 2017 Elsevier B.V. All rights reserved.

Modifiable environmental obesity risk factors among elementary school children in a Mexico-us border city.

PubMed

López-Barrón, Rita Gabriela; Jiménez-Cruz, Arturo; Bacardí-Gascón, Montserrat

2015-05-01

The increasing overweight (OW) and obesity (OB) prevalence in Mexican children warrant the assessment of the environmental risk factors. To assess whether there is an association between food availability in children's environments and their food consumption with BMI z-score and waist circumference (WC). Six hundred and eighty four children, 264 parents, 22 teachers and cafeteria staff in the schools and street vendors participated in the study. Weight, height, and WC of 5(th) grade children were assessed. Food frequency, physical activity (PA) and eating habits questionnaires were applied to parents, children and teachers. A food inventory questionnaire was applied to parents, cafeteria staff in the schools, street vendors and stores near the schools. The children's mean age was 10.5. Twenty eight per cent of the children were overweight, 26% obese and 25% had abdominal obesity. A positive correlation was found between energy-dense foods (EDF), fruit and vegetable availability at home and their weekly consumption. Also a correlation between consumption of soft drinks and other EDF was found. The largest contributors to food consumption were the availability at home and at school (R2 = 0.11, p = 0.0001). Children's TV viewing was positively correlated with parents TV viewing time. For each hour of increase (from cero to seven) in daily TV viewing children were more likely to be overweight or obese (OR=1.22 95% CI 1.02-1.45, p=0.026). EDF, fruit and vegetable availability in and near home and school along with hours of TV viewing were positively associated with obesity. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

When Daddy Comes to School: Father-School Involvement and Children's Academic and Social-Emotional Skills

ERIC Educational Resources Information Center

Baker, Claire E.

2018-01-01

The present study used a large sample of mostly non-resident fathers (74%) to determine whether father-school involvement (e.g. attending parent-teacher conferences) predicted better academic and social emotional skills after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and…

The awesome Asthma School Days Program: educating children, inspiring a community.

PubMed

Meurer, J R; McKenzie, S; Mischler, E; Subichin, S; Malloy, M; George, V

1999-02-01

Program planners developed an educational program to improve the health of children with asthma in grades three to five in Milwaukee (Wis.) Public Schools. During 1997-1998, 1,400 students from 74 elementary schools participated in the Awesome Asthma School Days education program. In a cross-sectional survey, about 40% of children reported play interrupted and sleep disturbed by asthma, more than 50% of children reported exposure to smoke in their home, most children lacked asthma self-care tools, and most children with persistent symptoms did not use an anti-inflammatory inhaler. The educational program improved students' expectations about normal play and sleep and improved their understanding of asthma. Leaders in Milwaukee used the survey results to develop a community action plan. The educational program, surveys, community partnerships, and strategic plans can be replicated in other schools.

Home Schooling and Students with Disabilities. Quick Turn Around (QTA).

ERIC Educational Resources Information Center

National Association of State Directors of Special Education, Alexandria, VA.

This report, based on a survey of State Directors of Special Education, describes current state policies on home schooling with particular attention to state requirements on home schooling for students with disabilities. Background information notes that home schooling is an exemption from compulsory school attendance and does not include home or…

[Prevalence of asthma in Tepehuano and Mestizo school children from Durango, Mexico].

PubMed

Esquivel, Cosme Alvarado; Pérez, Vicente Cisneros; Arredondo, Domingo Moreno; Iturbide, María Sandoval; Hernández, Albertino de la Rosa; Arellano, Andrés González

2008-01-01

There is a lack of information concerning the prevalence of asthma among ethnic groups of Mexico. Therefore, we sought to determine the prevalence of asthma in school children of two ethnic groups (Tepehuanos and Mestizos) of Durango state, Mexico. To determine the prevalence of asthma in school children from two ethnic groups of Durango, Mexico. Four hundred and eight school children of Mestizo ethnicity and all 327 school children of Tepehuano ethnicity of the whole Tepehuano region of Durango state participated in the study. All children or their parents submitted the ISAAC questionnaire. For Tepehuano population a translator helped in submitting the questionnaires. Confirmation of asthma was performed by clinical examination, skin prick tests, and spirometry. Thirty two (7.8%; 95% CI: 5.5-10.8) Mestizo children and twelve (3.7%; 95% CI 2.0-6.2) Tepehuano children were found as suggestive of suffering from asthma (wheeze ever) by using the ISAAC questionnaire and were further evaluated by clinical examination, skin prick test, and in some cases by spirometry. Asthma was confirmed in 30 (7.4%; 95% CI 5.1-10.2) of the Mestizo children but in none of the Tepehuano children (p < 0.001). Asthma in Mestizo children was associated with a mother or tutor who smokes at home (OR = 3.35; 95% CI: 1.48-7.59; p = 0.002). There was an absence of asthma cases among the Tepehuano school children population of Durango state, Mexico. The prevalence of asthma in our Mestizo children population is low compared to those reported in other Latin American countries. A mother or tutor who smokes at home might be a contributing factor of asthma in our Mestizo children.

Factors Associated with Complete Home Smoking Ban among Chinese Parents of Young Children

PubMed Central

Huang, Kaiyong; Chen, Hailian; Liao, Jing; Nong, Guangmin; Yang, Li; Winickoff, Jonathan P.; Zhang, Zhiyong; Abdullah, Abu S.

2016-01-01

(1) Background: The home environment is a major source of Environmental Tobacco Smoke (ETS) exposure among children especially in early childhood. ETS exposure is an important health risk among children and can cause severe and chronic diseases, such as asthma, bronchitis, and premature death. However, ETS exposure at home has often been neglected in the Chinese families. Identification of factors that facilitate or otherwise hamper the adoption of home smoking ban will help in the design and implementation of evidence-based intervention programs. This study identifies factors correlated with home smoking bans in Chinese families with children. (2) Methods: A cross-sectional survey of parents living in Nanning city, Guangxi Province, China with at least one smoker and a child in the household was conducted between September, 2013 and January, 2014. A Chi-square test was used to compare categorical variables differences between the parents who had home smoking bans and those with no home smoking ban. Multiple logistic regression analyses were used to identify factors correlated with home smoking bans. (3) Results: 969 completed questionnaires were collected with a response rate of 92.29% (969/1050). Of the respondents (n = 969), 14.34% had complete home smoking bans. Factors that were associated with home smoking bans were: having no other smokers in the family (OR = 2.173), attaining education up to high school (OR = 2.471), believing that paternal smoking would increase the risk of lower respiratory tract illnesses (OR = 2.755), perceiving the fact that smoking cigarettes in the presence of the child will hurt the child’s health (OR = 1.547), believing that adopting a no smoking policy at home is very important (OR = 2.816), and being confident to prevent others to smoke at home (OR = 1.950). Additionally, parents who perceived difficulty in adopting a no smoking policy at home would not have a home smoking ban (OR = 0.523). (4) Conclusions: A home smoking ban

Factors Associated with Complete Home Smoking Ban among Chinese Parents of Young Children.

PubMed

Huang, Kaiyong; Chen, Hailian; Liao, Jing; Nong, Guangmin; Yang, Li; Winickoff, Jonathan P; Zhang, Zhiyong; Abdullah, Abu S

2016-01-26

(1) BACKGROUND: The home environment is a major source of Environmental Tobacco Smoke (ETS) exposure among children especially in early childhood. ETS exposure is an important health risk among children and can cause severe and chronic diseases, such as asthma, bronchitis, and premature death. However, ETS exposure at home has often been neglected in the Chinese families. Identification of factors that facilitate or otherwise hamper the adoption of home smoking ban will help in the design and implementation of evidence-based intervention programs. This study identifies factors correlated with home smoking bans in Chinese families with children. (2) METHODS: A cross-sectional survey of parents living in Nanning city, Guangxi Province, China with at least one smoker and a child in the household was conducted between September, 2013 and January, 2014. A Chi-square test was used to compare categorical variables differences between the parents who had home smoking bans and those with no home smoking ban. Multiple logistic regression analyses were used to identify factors correlated with home smoking bans. (3) RESULTS: 969 completed questionnaires were collected with a response rate of 92.29% (969/1050). Of the respondents (n = 969), 14.34% had complete home smoking bans. Factors that were associated with home smoking bans were: having no other smokers in the family (OR = 2.173), attaining education up to high school (OR = 2.471), believing that paternal smoking would increase the risk of lower respiratory tract illnesses (OR = 2.755), perceiving the fact that smoking cigarettes in the presence of the child will hurt the child's health (OR = 1.547), believing that adopting a no smoking policy at home is very important (OR = 2.816), and being confident to prevent others to smoke at home (OR = 1.950). Additionally, parents who perceived difficulty in adopting a no smoking policy at home would not have a home smoking ban (OR = 0.523). (4) CONCLUSIONS: A home smoking ban is

AGGREGATE EXPOSURES OF NINE PRESCHOOL CHILDREN TO PERSISTENT ORGANIC POLLUTANTS AT DAY CARE AND AT HOME

EPA Science Inventory

In the summer of 1997, we measured the aggregate exposures of nine preschool children, ages two to five years, to a suite of organic pesticides and other persistent organic pollutants that are commonly found in the home and school environment. The children attended either of t...

Children's early child care and their mothers' later involvement with schools.

PubMed

Crosnoe, Robert; Augustine, Jennifer March; Huston, Aletha C

2012-01-01

Theory and policy highlight the role of child care in preparing children for the transition into school. Approaching this issue in a different way, this study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the cultivation of children's social and academic skills. Analyses of 1,352 children (1 month-6 years) and parents in the NICHD Study of Early Child Care and Youth Development revealed that mothers were more involved at their children's schools when children had prior histories of high-quality nonparental care. This pattern, which was fairly stable across levels of maternal education and employment, was mediated by children's academic skills and home environments. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

The Impact of Early Intervention on the School Readiness of Children Born to Teenage Mothers

ERIC Educational Resources Information Center

Brown, Amber L.

2015-01-01

This study examined the effect of participation in the Home Instruction for Parents of Preschool Youngsters program on the school readiness of children born to teenage mothers versus children born to traditional-age mothers participating in the Home Instruction for Parents of Preschool Youngsters program. A 45-item survey was collected from the…

Teacher and Child Talk in Active Learning and Whole-Class Contexts: Some Implications for Children from Economically Less Advantaged Home Backgrounds

ERIC Educational Resources Information Center

Martlew, Joan; Ellis, Sue; Stephen, Christine; Ellis, Jennifer

2010-01-01

This paper reports the experiences of 150 children and six primary teachers when active learning pedagogies were introduced into the first year of primary schools. Although active learning increased the amount of talk between children, those from socio-economically advantaged homes talked more than those from less advantaged homes. Also,…

Prevalence and risk factors of violence among elementary school children in Cairo.

PubMed

Ez-Elarab, Hanan S; Sabbour, Sahar M; Gadallah, Mohsen A; Asaad, Tarek A

2007-01-01

School violence is a growing problem that has received widespread attention. Violent behavior for elementary school children is primarily expressed as physical or verbal aggression. Various factors contribute to violent and aggression by children at homes, schools or individual risk factors. The aim of the present study is to measure the prevalence of violence, risk factors, and different forms among elementary school children, to identify consequence of violent exposure and children with abnormal behavior score. A cross-sectional study was done enrolling a total of 500 elementary students from two mixed schools (private and public) 250 from each in North Cairo Educational Zone. Data collected from students, parents and teachers were: violence behavior, home and family atmosphere, peer relation, exposure to violence at school; being victimized, witness, or initiator, and other risk factors. Standardized questionnaires were used as Achenback Child Behavior checklist, parent and teacher forms of Strength and Difficulty questionnaires (SDQ), and developmental history of child. Monthly grades of students, IQ assessment, physical examination of students were recorded. Prevalence of different forms of violence was higher in public school than private; physical violence 76%, 62% respectively. All forms of violence were higher among boys. Living with a single parent (OR = 2.3), absence of an attachment figure (OR = 13.6), instrumental delivery or cesarean section (OR = 1.9), corporal punishment (OR = 3), violent video games preference (OR = 2.5), exposure to verbal aggression (OR = 3), relations with aggressive peers (OR = 3) were risk factors for violence. Teacher's report of SDQ revealed abnormal score of student's behavior in (32.4%) and (22%) students of public and private schools respectively. The most frequent problems revealed by SDQ among victimized students of both schools was conduct problems (64.7%) in teacher's report and peer relation problems 93.6% in parent

Impact of sleep on executive functioning in school-age children with Down syndrome.

PubMed

Esbensen, A J; Hoffman, E K

2018-06-01

Sleep problems have an impact on executive functioning in the general population. While children with Down syndrome (DS) are at high risk for sleep problems, the impact of these sleep problems on executive functioning in school-age children with DS is less well documented. Our study examined the relationship between parent-reported and actigraphy-measured sleep duration and sleep quality with parent and teacher reports and neuropsychology assessments of executive functioning among school-age children with DS. Thirty school-age children with DS wore an actigraph watch for a week at home at night. Their parent completed ratings of the child's sleep during that same week. Children completed a neuropsychology assessment of their inhibitory control, ability to shift and working memory. Their parents and teachers completed rating scales to assess these same constructs of executive functioning. Parent reports of restless sleep behaviours on the Children's Sleep Habits Questionnaire (CSHQ), but not actigraph-measured sleep period or efficiency, were predictive of parent reports of concerns with inhibitory control, shifting and working memory, and of teacher reports of inhibitory control. No measure of sleep was predictive of executive functioning as measured by the neuropsychology assessment. The study findings corroborate the preliminary literature that parent-reported sleep problems are related to executive functioning in school-age children with DS, particularly in the area of inhibitory control across home and school. These findings have implications for understanding contributing factors to academic performance and school behaviour in school-age children with DS. © 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Secure telemonitoring system for delivering telerehabilitation therapy to enhance children's communication function to home.

PubMed

Parmanto, Bambang; Saptono, Andi; Murthi, Raymond; Safos, Charlotte; Lathan, Corinna E

2008-11-01

A secure telemonitoring system was developed to transform CosmoBot system, a stand-alone speech-language therapy software, into a telerehabilitation system. The CosmoBot system is a motivating, computer-based play character designed to enhance children's communication skills and stimulate verbal interaction during the remediation of speech and language disorders. The CosmoBot system consists of the Mission Control human interface device and Cosmo's Play and Learn software featuring a robot character named Cosmo that targets educational goals for children aged 3-5 years. The secure telemonitoring infrastructure links a distant speech-language therapist and child/parents at home or school settings. The result is a telerehabilitation system that allows a speech-language therapist to monitor children's activities at home while providing feedback and therapy materials remotely. We have developed the means for telerehabilitation of communication skills that can be implemented in children's home settings. The architecture allows the therapist to remotely monitor the children after completion of the therapy session and to provide feedback for the following session.

Impact of Nigerian Home Video/Movie Industry on the Moral Behaviours of Secondary School Students in Ebonyi State of Nigeria

ERIC Educational Resources Information Center

Njoku, Nkechi C.

2016-01-01

Impact of home video/movie industry on the moral behaviour of secondary school students is a search for the impact of home video in moral upbringing of school children. The study adopted a survey design approach of investigation: The area of study is Ebonyi State and the population comprised all the 322 CRS teachers in the state. 200 teachers were…

Bookmobile Provides Home-Schoolers with Regular Library Period.

ERIC Educational Resources Information Center

Lockwood, Annette

1996-01-01

The bookmobile of Lancaster County Library (Pennsylvania) provides library services to the home schooled children of isolated, rural communities. Home schooling and bookmobile usage have increased proportionally, and bookmobiles act as "library periods" for the home schooled, provide materials to support curricula, and supply…

Children's food store, restaurant, and home food environments and their relationship with body mass index: a pilot study.

PubMed

Holsten, Joanna E; Compher, Charlene W

2012-01-01

This pilot research assessed the feasibility and utility of a study designed to examine the relationship between children's BMI and food store, restaurant, and home food environments. Home visits were conducted with sixth-grade children (N = 12). BMI z-scores were calculated with weight and height measurements. Nutrition Environment Measures Surveys evaluated children's food environments. The study protocol involved a feasible time duration, minimal missing data for primary variables, and participant satisfaction. Potential design problems included the homogeneous store environments and low restaurant exposure of the sample recruited from one school, and the adequacy of a single cross-sectional measure of the home environment.

Household wealth and neurocognitive development disparities among school-aged children in Nepal.

PubMed

Patel, Shivani A; Murray-Kolb, Laura E; LeClerq, Steven C; Khatry, Subarna K; Tielsch, James M; Katz, Joanne; Christian, Parul

2013-11-01

Wealth disparities in child developmental outcomes are well documented in developed countries. We sought to (1) describe the extent of wealth-based neurocognitive development disparities and (2) examine potential mediating factors of disparities among a population-based cohort of children in rural Nepal. We investigated household wealth-based differences in intellectual, executive and motor function of n = 1692 children aged between 7 and 9 years in Nepal. Using linear mixed models, wealth-based differences were estimated before and after controlling for child and household demographic characteristics. We further examined wealth-based differences adjusted for three sets of mediators: child nutritional status, home environment, and schooling pattern. We observed a positive gradient in child neurocognitive performance by household wealth. After adjusting for child and household control factors, disparities between children in the highest and lowest wealth quintiles persisted in intellectual and motor function, but not executive function. No statistically significant wealth-based differentials in outcomes remained after accounting for nutritional status, home environment, and schooling patterns. The largest differences in neurocognitive development were associated with schooling pattern. Household wealth patterns child neurocognitive development in rural Nepal, likely through its influence on nutritional status, the home environment, and schooling. In the current context, improving early and regular schooling in this setting is critical to addressing wealth-based disparities in outcomes. © 2013 The Authors. Paediatric and Perinatal Epidemiology published by John Wiley & Sons Ltd.

Cyberbullying among primary school students in Turkey: self-reported prevalence and associations with home and school life.

PubMed

Arslan, Sevda; Savaser, Sevim; Hallett, Victoria; Balci, Serap

2012-10-01

The current study examined the self-reported prevalence and nature of cyberbullying and victimization among second, third, and fourth grade students (N=372) and explored associated features of home and school life. Of the children in the current sample, 27 percent had been victims of cyberbullying, 18 percent had been aggressors, and 15 percent had been both cyberbullies and victims. Boys were significantly more likely to carry out cyberbullying than girls. Cyberbullying exposure (as both a bully and a victim) was significantly associated with low levels of self-reported school satisfaction (bullies odds ratio [OR]: 2.45; victims OR: 2.10; p<0.05) and achievement (bullies OR: 3.85; victims OR: 3.47, p<0.05). Paternal unemployment was also associated with a three-fold increase in the likelihood of being a cyberbully. Increased awareness and regulation is now required within schools and within the home to tackle this escalating problem.

The impact of home computer use on children's activities and development.

PubMed

Subrahmanyam, K; Kraut, R E; Greenfield, P M; Gross, E F

2000-01-01

The increasing amount of time children are spending on computers at home and school has raised questions about how the use of computer technology may make a difference in their lives--from helping with homework to causing depression to encouraging violent behavior. This article provides an overview of the limited research on the effects of home computer use on children's physical, cognitive, and social development. Initial research suggests, for example, that access to computers increases the total amount of time children spend in front of a television or computer screen at the expense of other activities, thereby putting them at risk for obesity. At the same time, cognitive research suggests that playing computer games can be an important building block to computer literacy because it enhances children's ability to read and visualize images in three-dimensional space and track multiple images simultaneously. The limited evidence available also indicates that home computer use is linked to slightly better academic performance. The research findings are more mixed, however, regarding the effects on children's social development. Although little evidence indicates that the moderate use of computers to play games has a negative impact on children's friendships and family relationships, recent survey data show that increased use of the Internet may be linked to increases in loneliness and depression. Of most concern are the findings that playing violent computer games may increase aggressiveness and desensitize a child to suffering, and that the use of computers may blur a child's ability to distinguish real life from simulation. The authors conclude that more systematic research is needed in these areas to help parents and policymakers maximize the positive effects and to minimize the negative effects of home computers in children's lives.

Children's sugar-sweetened beverages consumption: associations with family and home-related factors, differences within ethnic groups explored.

PubMed

van de Gaar, V M; van Grieken, A; Jansen, W; Raat, H

2017-02-14

The consumption of sugar-sweetened beverages (SSB) may contribute to the development of overweight among children. The present study aimed to evaluate associations between family and home-related factors and children's SSB consumption. We explored associations within ethnic background of the child. Cross-sectional data from the population-based 'Water Campaign' study were used. Parents (n = 644) of primary school children (6-13 years) completed a questionnaire on socio-demographic characteristics, family and home-related factors and child's SSB intake. The family and home-related factors under study were: cognitive variables (e.g. parental attitude, subjective norm), environmental variables (e.g. availability of SSB, parenting practices), and habitual variables (e.g. habit strength, taste preference). Regression analyses were used to evaluate the associations between family and home-related factors and child's SSB intake (p < 0.05). Mean age of the children was 9.4 years (SD: 1.8) and 54.1% were girls. The child's average SSB intake was 0.9 litres (SD: 0.6) per day. Child's age, parents' subjective norm, parenting practices, and parental modelling were positively associated with the child's SSB intake. The availability of SSB at home and school and parental attitude were negatively associated with the child's SSB intake. The associations under study differed according to the child's ethnic background, with the explained variance of the full models ranging from 8.7% for children from Moroccan or Turkish ethnic background to 44.4% for children with Dutch ethnic background. Our results provide support for interventions targeting children's SSB intake focussing on the identified family and home-related factors, with active participation of parents. Also, the relationships between these factors and the child's SSB intake differed for children with distinct ethnic backgrounds. Therefore, we would recommend to tailor interventions taking into account the ethnic

Home Schooling: Answers to Questions Parents Most Often Ask.

ERIC Educational Resources Information Center

McIntire, Deborah; Windham, Robert

This resource for parents draws upon research findings and the experience of home schooling parents to answer common questions about home schooling in the United States and Canada. Included is information on home schooling instructional approaches and curricula, record keeping, organizational tools, and practical tips. Chapter 1, "Initial…

A Third Reason to Home School: Leadership Development

ERIC Educational Resources Information Center

Seago, Johnnie

2012-01-01

This article responds to Poutiatine's (2009) "What is Transformational?: Nine Principles Toward an Understanding Transformational Process for Transformational Leadership" by relating home schooling environments as lab schools for developing transformational leaders. Although many families select home schooling for improved academic progress or…

Day care for pre-school children.

PubMed

Zoritch, B; Roberts, I; Oakley, A

2000-01-01

The debate about how, where and by whom young children should be looked after is one which has occupied much social policy and media attention in recent years. Mothers undertake most of the care of young children. Internationally, out-of-home day-care provision ranges widely. These different levels of provision are not simply a response to different levels of demand for day-care, but reflect cultural and economic interests concerning the welfare of children, the need to promote mothers' participation in paid work, and the importance of socialising children into society's values. At a time when a decline in family values is held responsible for a range of social problems, the day-care debate has a special prominence. To quantify the effects of out-of-home day-care for preschool children on educational, health and welfare outcomes for children and their families. Randomised controlled trials of day-care for pre-school children were identified using electronic databases, hand searches of relevant literature, and contact with authors. Studies were included in the review if the intervention involved the provision of non-parental day care for children under 5 years of age, and the evaluation design was that of a randomised or quasi-randomised controlled trial. A total of eight trials were identified after examining 920 abstracts and 19 books. The trials were assessed for methodological quality. Day-care increases children's IQ, and has beneficial effects on behavioural development and school achievement. Long-term follow up demonstrates increased employment, lower teenage pregnancy rates, higher socio-economic status and decreased criminal behaviour. There are positive effects on mothers' education, employment and interaction with children. Effects on fathers have not been examined. Few studies look at a range of outcomes spanning the health, education and welfare domains. Most of the trials combined non-parental day-care with some element of parent training or education

The Combined Influence of Air Pollution and Home Learning Environment on Early Cognitive Skills in Children.

PubMed

Lett, Lanair A; Stingone, Jeanette A; Claudio, Luz

2017-10-26

Cognitive skills are one component of school readiness that reflect a child's neurodevelopment and are influenced by environmental and social factors. Most studies assess the impact of these factors individually, without taking into consideration the complex interactions of multiple factors. The objective of this study was to examine the joint association of markers of environmental pollution and of social factors on early cognitive skills in an urban cohort of children. For this, we chose isophorone in ambient air as a marker of industrial air pollution. Low quality home learning environments was chosen as a marker of the social factors contributing to cognitive development. Using a subpopulation from the Early Childhood Longitudinal Study, Birth Cohort (N = 4050), isophorone exposure was assigned using the 2002 National Air Toxics Assessment. Home learning environment was assessed with a modified version of the Home Observation for Measurement of the Environment (HOME) Inventory, and standardized math assessment scores were used as a measure of early cognitive skills. Multiple linear regression was used to estimate the effect of both exposures on math scores. After adjustment for confounders, children living in areas with ambient isophorone in the upper quintile of exposure (>0.49 ng/m³) had math scores that were 1.63 points lower than their less exposed peers [95% CI: -2.91, -0.34], and children with lower HOME scores (at or below 9 out of 12) had math scores that were 1.20 points lower than children with better HOME scores [95% CI: -2.30, -0.10]. In adjusted models accounting for identified confounders and both exposures of interest, both high isophorone exposure and low HOME score remained independently associated with math scores [-1.48, 95% CI: -2.79, -0.18; -1.05, 95% CI: -2.15, 0.05, respectively]. There was no statistical evidence of interaction between the two exposures, although children with both higher isophorone exposure and a low HOME score had a

Library links on medical school home pages.

PubMed

Thomas, Sheila L

2011-01-01

The purpose of this study was to assess the websites of American Association of Medical Colleges (AAMC)-member medical schools for the presence of library links. Sixty-one percent (n = 92) of home pages of the 150 member schools of the AAMC contain library links. For the 58 home pages not offering such links, 50 provided a pathway of two or three clicks to a library link. The absence of library links on 39% of AAMC medical school home pages indicates that the designers of those pages did not consider the library to be a primary destination for their visitors.

Associations among food insecurity, acculturation, demographic factors, and fruit and vegetable intake at home in Hispanic children.

PubMed

Dave, Jayna M; Evans, Alexandra E; Saunders, Ruth P; Watkins, Ken W; Pfeiffer, Karin A

2009-04-01

The purpose of this cross-sectional pilot study was to examine associations between food insecurity, acculturation, demographic factors, and children's fruit and vegetable intake among a sample of Hispanic children ages 5 to 12 years. A convenience sample of 184 parents of low socioeconomic status completed one-time, self-administered questionnaires assessing demographic information, acculturation, and food insecurity in the spring of 2006. In addition, children's fruit and vegetable intake at home was measured using a validated seven-item index. Parents were recruited through local elementary schools in San Antonio, TX. Pearson and Spearman correlations were used to examine the associations between the variables. t tests were used to explore the differences in means of children's fruit and vegetable intake at home for acculturation and food insecurity levels. Statistical significance was set at P<0.05. Significant correlations were found between demographic variables, acculturation, food insecurity, and children's fruit and vegetable intake at home. The overall mean fruit and vegetable intake at home was 1.04+/-0.63 (mean+/-standard deviation) servings per day. Higher rates of acculturation and higher rates of food insecurity were associated with lower fruit and vegetable intake at home. The findings reported in this study suggest a need for culturally tailored interventions targeting Hispanic children because fruit and vegetable intake at home among Hispanic children was low, regardless of the level of acculturation or food insecurity.

Children's peer violence perpetration and victimization: Prevalence and associated factors among school children in Afghanistan.

PubMed

Corboz, Julienne; Hemat, Osman; Siddiq, Wahid; Jewkes, Rachel

2018-01-01

Child peer violence is a global problem and seriously impacts children's physical and psychological health, and their education outcomes. There are few research studies on children's peer violence available in South Asian countries, particularly in Afghanistan. This paper describes the prevalence of children's peer violence perpetration and victimization and associated factors among school children in Afghanistan. A total of 770 children were recruited into a baseline study conducted as part of an intervention evaluation in 11 schools (seven girls' and four boys' schools). All children were interviewed with a questionnaire developed for the study. The main outcome is a three-level peer violence variable consisting of (a) no violence, (b) victimization only, or (c) perpetration (with or without victimization). Peer violence victimization was measured through the Multidimensional Peer-Victimization Scale, and peer violence perpetration was measured through an adjusted version of the same scale with wording changed to measure perpetration. 49.7% of boys and 43.3% of girls reported having experienced more than one instance of violence victimization in the past month, and 31.7% of boys and 17.6% of girls disclosed perpetration of more than one instance of violence in the past month, with considerable overlap found between experience of victimization and perpetration, particularly among boys. Multinomial models of factors associated with peer violence show that for boys, food insecurity was associated with perpetration of peer violence but not with victimization, and experiencing corporal punishment at school in the last month was significantly associated with both peer victimization and perpetration. For girls, food insecurity, more depressive symptoms and experiencing any beating at home were associated with both violence victimization and perpetration. Having a disability was associated with victimization only, and having witnessed their father fighting and

Children's Literature, the Home, and the Debate on Public versus Private Education, c.1760-1845

ERIC Educational Resources Information Center

Grenby, M. O.

2015-01-01

In Britain in the period 1760-1845 the debate on the relative merits of public (school) versus private (home) education remained unresolved and was vigorously debated in many media. It was in this same period that children's literature began to flourish: a much wider variety of books were published in much greater numbers. The new children's…

Print-Related Practices in Low-Income Latino Homes and Preschoolers' School-Readiness Outcomes

ERIC Educational Resources Information Center

Schick, Adina R.; Melzi, Gigliana

2016-01-01

This study examined literacy practices in the homes of 127 low-income Latino preschoolers enrolled in bilingual preschool classrooms. Specifically, we investigated the print-related practices that Latino primary caregivers engaged in with their preschool-aged children at the start of the school year and explored the relation between these…

Association between traffic-related air pollution in schools and cognitive development in primary school children: a prospective cohort study.

PubMed

Sunyer, Jordi; Esnaola, Mikel; Alvarez-Pedrerol, Mar; Forns, Joan; Rivas, Ioar; López-Vicente, Mònica; Suades-González, Elisabet; Foraster, Maria; Garcia-Esteban, Raquel; Basagaña, Xavier; Viana, Mar; Cirach, Marta; Moreno, Teresa; Alastuey, Andrés; Sebastian-Galles, Núria; Nieuwenhuijsen, Mark; Querol, Xavier

2015-03-01

Air pollution is a suspected developmental neurotoxicant. Many schools are located in close proximity to busy roads, and traffic air pollution peaks when children are at school. We aimed to assess whether exposure of children in primary school to traffic-related air pollutants is associated with impaired cognitive development. We conducted a prospective study of children (n = 2,715, aged 7 to 10 y) from 39 schools in Barcelona (Catalonia, Spain) exposed to high and low traffic-related air pollution, paired by school socioeconomic index; children were tested four times (i.e., to assess the 12-mo developmental trajectories) via computerized tests (n = 10,112). Chronic traffic air pollution (elemental carbon [EC], nitrogen dioxide [NO2], and ultrafine particle number [UFP; 10-700 nm]) was measured twice during 1-wk campaigns both in the courtyard (outdoor) and inside the classroom (indoor) simultaneously in each school pair. Cognitive development was assessed with the n-back and the attentional network tests, in particular, working memory (two-back detectability), superior working memory (three-back detectability), and inattentiveness (hit reaction time standard error). Linear mixed effects models were adjusted for age, sex, maternal education, socioeconomic status, and air pollution exposure at home. Children from highly polluted schools had a smaller growth in cognitive development than children from the paired lowly polluted schools, both in crude and adjusted models (e.g., 7.4% [95% CI 5.6%-8.8%] versus 11.5% [95% CI 8.9%-12.5%] improvement in working memory, p = 0.0024). Cogently, children attending schools with higher levels of EC, NO2, and UFP both indoors and outdoors experienced substantially smaller growth in all the cognitive measurements; for example, a change from the first to the fourth quartile in indoor EC reduced the gain in working memory by 13.0% (95% CI 4.2%-23.1%). Residual confounding for social class could not be discarded completely; however

Characterisation of allergens and airborne fungi in low and middle-income homes of primary school children in Durban, South Africa

PubMed Central

Jafta, Nkosana; Batterman, Stuart A.; Gqaleni, Nceba; Naidoo, Rajen N.; Robins, Thomas G.

2012-01-01

The South Durban Health Study is a population-based study that examined the relationship between exposure to ambient air pollutants and respiratory disease among school children with high prevalence of asthma who resided in two purposely-selected communities in north and south Durban, KwaZulu-Natal, South Africa. From these participants, a subgroup of 135 families was selected for investigation of household characteristics potentially related to respiratory health. In these households, a walkthrough investigation was conducted, and settled dust and air samples were collected for allergen and fungal measurements using standardised techniques. Asp f1 allergen was detected in all homes, and Bla g1 allergen was detected in half of the homes. House dust allergens, Der f1 and Der p1 exceeded concentrations associated with risk of sensitization and exacerbation of asthma in 3 and 13%, respectively, of the sampled homes, while Bla g1 exceeded guidance values in 13% of the homes. Although airborne fungal concentrations in sleep areas and indoors were lower than outdoor concentrations, they exceeded 1000 CFU/m3 in 29% of the homes. Multivariate analyses identified several home characteristics that were predictors of airborne fungal concentrations, including moisture, ventilation, floor type and bedding type. Airborne fungal concentrations were similar indoors and outdoors, which likely reduced the significance of housing and indoor factors as determinants of indoor concentrations. Conclusion Allergen concentrations were highly variable in homes, and a portion of the variability can be attributed to easily-recognised conditions. PMID:22674665

Parental smoking, exposure to secondhand smoke at home, and smoking initiation among young children.

PubMed

Wang, Man Ping; Ho, Sai Yin; Lam, Tai Hing

2011-09-01

To investigate the associations of parental smoking and secondhand smoke (SHS) exposure at home with smoking initiation among young children in Hong Kong. A prospective school-based survey of Hong Kong primary 2-4 students was conducted at baseline in 2006 and followed up in 2008. Self-administered anonymous questionnaires were used to collect information about smoking, SHS exposure at home, parental smoking, and sociodemographic characteristics. Cross-sectional and prospective associations of SHS exposure at home and parental smoking with student smoking were analyzed using logistic regression adjusting for potential confounders. Cross-sectional association between parental smoking and ever smoking was significant with adjustment of sociodemographic characteristics but became insignificant after adjusting for home SHS exposure. Home SHS exposure mediated the association between parental smoking and students smoking (p = .03). Prospectively, parental smoking was not associated with smoking initiation after adjusting for home SHS exposure. Each day increase in home SHS exposure significantly predicted 16% excess risk of smoking initiation after adjusting for parental smoking. The prospective effect of parental smoking on smoking initiation was significantly mediated by baseline home SHS exposure (p < .01). Higher exposure to SHS at home predicted smoking initiation of young Chinese children in Hong Kong independent of parental smoking status. On the other hand, the effect of parental smoking on smoking initiation was mediated through SHS exposure at home. To prevent children from smoking as well as the harm of SHS exposure, parents and other family members should quit smoking or at least reduce smoking at home.

[A prospective cohort study on injuries among school-age children with and without behavior problems].

PubMed

Peng, Ying-chun; Ni, Jin-fa; Tao, Fang-biao; Wu, Xi-ke

2003-08-01

To study the annual incidence of injuries and the relationship between behavior problems and injuries among school-age children. A prospective cohort study on injuries for 1-year follow-up period was conducted among 2 005 school-age children selected by cluster sampling from three primary schools in Maanshan city. They subjects were divided into two groups with or without exposure according to behavior problems rated by the Rutter Child Behavior Questionnaire at the beginning of the study. Nonparametric test was performed to analyze the differences in injuries between the two groups of children, and the influential factors for injuries were analyzed with multi-classification ordinal response variable logistic regression model. The overall incidence rate for injuries in school-age children was 42.51%, while among children with and without behavior problems were 64.87% and 38.85%, respectively. There were significant differences between the two groups (u = -6.054, P = 0.000). However, the incidence rates of injuries in school-age children with antisocial (A) behavior, neurotic (N) behavior and mixed (M) behavior were 66.99%, 67.41% and 61.40%, respectively. No significant differences were found among them (u(A,N) = -0.052, P = 0.958; u(A,M) = -0.400, P = 0.689; u(N,M) = -0.364, P = 0.716). Multivariate analysis indicated that injuries in school-age children were associated with children behavior problems, maternal age at childbirth, bad conditions during mother pregnancy, education background of mother, prevention measures for safety at home and the child accompanied to travel between school and home by adults. Behavior problems of children seemed to be the major risk factors for injuries. Children with behavior problems represented a significant risk group for injuries among school-age children. When planning intervention strategies on injuries, behavior problems should be emphasized to ensure optimal effectiveness of intervention.

"It's the Way They Do It": Expressions of Agency in Child-Adult Relations at Home and School

ERIC Educational Resources Information Center

Bjerke, Havard

2011-01-01

This article examines children's (8-9 years) and young people's (14-15 years) views about their own participation in decision-making processes with adults, within the context of home and school in Norway. A difference-centred theoretical perspective is used to identify children's participation as expressions of agency embedded in intricate…

Maternal Attitudes toward Mother-Child Separation: Working and Nonworking Mothers of School-Age Children.

ERIC Educational Resources Information Center

Koplik, Elissa K.; Fisher, Celia B.

Exploring possible similarities and differences between mothers who work outside the home and mothers who do not, this study provides a preliminary investigation of maternal reactions to mother-child separation when children have reached school age. A total of 41 women working outside the home and 48 mothers staying at home responded to a…

The Effects of Home-School Dissonance on African American Male High School Students

ERIC Educational Resources Information Center

Brown-Wright, Lynda; Tyler, Kenneth Maurice

2010-01-01

The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating,…

Strengthening the Linkages between Schools and Families of Children with Disabilities.

ERIC Educational Resources Information Center

Ferguson, Philip M.; Squires, Jane

1998-01-01

This monograph reviews the research in linkages between schools and families of children with disabilities. An introductory section offers vignettes showing a typical school/home relationship of a family with a Down syndrome child in either 1958, 1978, or 1998. Part 1 considers what research has found about family functioning in terms of the…

The Relationship between Peer-Play Interactions in the Family Context and Dimensions of School Readiness for Low-Income Preschool Children.

ERIC Educational Resources Information Center

Fantuzzo, John; McWayne, Christy

2002-01-01

Relationships between parental report of children's peer play at home and indicators of children's school readiness were examined. Behavior ratings and observational data were collected for preschool children from an urban Head Start program. Play competencies exhibited in the home environment were significantly associated with prosocial behavior…

With a Little Help: Improving Kindergarten Children's Vocabulary by Enhancing the Home Literacy Environment

ERIC Educational Resources Information Center

Niklas, Frank; Schneider, Wolfgang

2015-01-01

Early linguistic competencies are necessary prerequisites for later reading and writing abilities and thus for a successful school career. Various child and family characteristics have been identified as important predictors of children's linguistic abilities, such as intelligence or the "home literacy environment" (HLE). Therefore, one…

Illumination PV systems for 122 Indian school-homes under Mexican technology

DOE Office of Scientific and Technical Information (OSTI.GOV)

del Valle, J.L.; Flores, C.; Tikasing, G.

1982-09-01

One hundred twenty-two PV systems, each of 65 pk watts, were installed for electrical lighting in school-homes for Indian children under one of the national educational programs. This project has benefitted at least 5000 children in nine Mexican States. The main characteristic of the systems is that they were designed, contructed and installed using Mexican Technology. Special attention was given to the didactic and anthropological aspects involved in the use of the systems in the Indian communities. The project was completed within the specified period of 12 months, at a cost of 0.5 million U.S. Dlls.

Child care subsidies and the school readiness of children of immigrants.

PubMed

Johnson, Anna D; Han, Wen-Jui; Ruhm, Christopher J; Waldfogel, Jane

2014-01-01

This study is the first to test whether receipt of a federal child care subsidy is associated with children of immigrants' school readiness skills. Using nationally representative data (n ≈ 2,900), this study estimates the associations between subsidy receipt at age 4 and kindergarten cognitive and social outcomes, for children of immigrant versus native-born parents. Among children of immigrants, subsidized center-based care (vs. subsidized and unsubsidized home-based care) was positively linked with reading. Among children of native-born parents, those in subsidized center care displayed poorer math skills than those in unsubsidized centers, and more externalizing problems than those in unsubsidized home-based care. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Involving Parents through School Letters: Mothers, Fathers and Teachers Negotiating Children's Education and Rearing

ERIC Educational Resources Information Center

Forsberg, Lucas

2007-01-01

The present article explores home-school relations by analyzing how Swedish teachers and parents negotiate responsibility for children's education and rearing through school letters. It draws on participant observations using a video camera in families, interviews with parents, and analysis of school letters written by teachers to parents. The…

Number of children's books in the home: an indicator of parent health literacy.

PubMed

Sanders, Lee M; Zacur, George; Haecker, Trude; Klass, Perri

2004-01-01

One in 4 US adults have poor health literacy, unable to read and understand written medical information. Current tools that assess health literacy skills are too lengthy to be useful in routine clinical encounters. To determine which of 7 screening questions is most useful for identifying parents with adequate health literacy. A cross-sectional study of an ethnically diverse sample of 163 parents of children aged 12 to 24 months presenting for routine care at 1 of 6 inner-city clinics. Literacy was measured by performance on the Short Test of Functional Health Literacy for Adults, which was categorized as "adequate" or "inadequate or marginal." The 7 screening questions concerned parents' educational achievement, educational expectations for the child, and home literacy environment. Eighty-three percent of respondents had adequate health literacy, which was highest among those who were African American, were born outside the United States, spoke English primarily at home, and had completed high school. Only 2 factors, however, were independently associated with adequate health literacy: more than 10 adults' books or more than 10 children's books in the home. "More than 10 children's books" had a positive predictive value of 91%. Having more than 10 children's books in the home is a useful, independent indicator of adequate parent health literacy. More research is needed, however, to find a better screening tool for identifying parents with increased health literacy needs.

Writing Begins at Home: Preparing Children for Writing before They Go to School.

ERIC Educational Resources Information Center

Clay, Marie

Intended for parents of preschoolers, this book offers samples of children's "writing" (defined as the funny signs and symbols that pencils make) and attempts to show how parents can support and expand children's discovery of printed language before children begin school. Each of the eight chapters contains numerous examples of young…

Shame Solutions: How Shame Impacts School-Aged Children and What Teachers Can Do to Help

ERIC Educational Resources Information Center

Monroe, Ann

2009-01-01

Though many psychologists and researchers argue over the age at which humans first experience shame, all agree that by age two children have the capacity to be shamed (Lansky and Morrison 1997). School-aged children have invariably been exposed to shame at home and receive an extra dose of it in our current school system. This essay investigates…

The Home Literacy Environment: Exploring How Media and Parent-Child Interactions Are Associated with Children's Language Production

ERIC Educational Resources Information Center

Liebeskind, Kara G.; Piotrowski, Jessica T.; Lapierre, Matthew A.; Linebarger, Deborah L.

2014-01-01

Children who start school with strong language skills initiate a trajectory of academic success, while children with weaker skills are likely to struggle. Research has demonstrated that media and parent-child interactions, both characteristics of the home literacy environment, influence children's language skills. Using a national sample of…

Expressive Vocabulary Development in Children from Bilingual and Monolingual Homes: A Longitudinal Study from Two to Four Years

PubMed Central

Hoff, Erika; Rumiche, Rosario; Burridge, Andrea; Ribot, Krystal M.; Welsh, Stephanie N.

2014-01-01

The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home. PMID:25089074

Expressive Vocabulary Development in Children from Bilingual and Monolingual Homes: A Longitudinal Study from Two to Four Years.

PubMed

Hoff, Erika; Rumiche, Rosario; Burridge, Andrea; Ribot, Krystal M; Welsh, Stephanie N

2014-10-01

The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ n s = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes ( n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.

Impact of home remediation and household education on indoor air quality, respiratory visits and symptoms in Alaska Native children.

PubMed

Singleton, Rosalyn; Salkoski, Aaron J; Bulkow, Lisa; Fish, Chris; Dobson, Jennifer; Albertson, Leif; Skarada, Jennifer; Ritter, Troy; Kovesi, Thomas; Hennessy, Thomas W

2018-12-01

Alaska Native children experience high rates of lower respiratory tract infections (LRTIs) and lung conditions, which are associated with substandard indoor air quality (IAQ). We conducted an intervention of home remediation and education to assess the impact on IAQ, respiratory symptoms and LRTI visits. We enrolled households of children 1-12 years of age with lung conditions. Home remediation included improving ventilation and replacing leaky woodstoves. We provided education about IAQ and respiratory health. We monitored indoor airborne particles (PM2.5), CO 2 , relative humidity and volatile organic compounds (VOCs), and interviewed caregivers about children's symptoms before, and for 1 year after intervention. We evaluated the association between children's respiratory visits, symptoms and IAQ indicators using multiple logistic regression. A total of 60 of 63 homes completed the study. VOCs decreased (coefficient = -0.20; p < 0.001); however, PM2.5 (coeff. = -0.010; p = 0.89) did not decrease. Burning wood for heat, VOCs and PM2.5 were associated with respiratory symptoms. After remediation, parents reported decreases in runny nose, cough between colds, wet cough, wheezing with colds, wheezing between colds and school absences. Children had an age-adjusted decrease in LRTI visits (coefficient = -0.33; p = 0.028). Home remediation and education reduced respiratory symptoms, LRTI visits and school absenteeism in children with lung conditions.

"Cos Um It like Put a Picture in My Mind of What I Should Write": An Exploration of How Home-School Partnership Might Support the Writing of Lower-Achieving Boys

ERIC Educational Resources Information Center

Scanlan, Mary

2012-01-01

This article outlines how home and school working together supported the writing of lower-achieving boys. It describes an activity in which parents and children selected artefacts at home to inspire writing in school. This model of home-school partnership permitted different levels of parental involvement and also allowed the child to take a key…

Eating at food outlets and leisure places and "on the go" is associated with less-healthy food choices than eating at home and in school in children: cross-sectional data from the UK National Diet and Nutrition Survey Rolling Program (2008-2014).

PubMed

Ziauddeen, Nida; Page, Polly; Penney, Tarra L; Nicholson, Sonja; Kirk, Sara Fl; Almiron-Roig, Eva

2018-06-01

Where children eat has been linked to variations in diet quality, including the consumption of low-nutrient, energy-dense food, a recognized risk factor for obesity. The aim of this study was to provide a comprehensive analysis of consumption patterns and nutritional intake by eating location in British children with the use of a nationally representative survey. Cross-sectional data from 4636 children (80,075 eating occasions) aged 1.5-18 y from the UK National Diet and Nutrition Survey Rolling Program (2008-2014) were analyzed. Eating locations were categorized as home, school, work, leisure places, food outlets, and "on the go." Foods were classified into core (considered important or acceptable within a healthy diet) and noncore (all other foods). Other variables included the percentage of meals eaten at home, sex, ethnicity, body mass index, income, frequency of eating out, takeaway meal consumption, alcohol consumption, and smoking. The main eating location across all age groups was at home (69-79% of eating occasions), with the highest energy intakes. One-third of children from the least-affluent families consumed ≤25% of meals at home. Eating more at home was associated with less sugar and takeaway food consumption. Eating occasions in leisure places, food outlets, and "on the go" combined increased with age, from 5% (1.5-3 y) to 7% (11-18 y), with higher energy intakes from noncore foods in these locations. The school environment was associated with higher intakes of core foods and reduced intakes of noncore foods in children aged 4-10 y who ate school-sourced foods. Home and school eating are associated with better food choices, whereas other locations are associated with poor food choices. Effective, sustained initiatives targeted at behaviors and improving access to healthy foods in leisure centers and food outlets, including food sold to eat "on the go," may improve food choices. Home remains an important target for intervention through family and

Linking Home-Based Child Care and State-Funded Preschool: The Community Connections Preschool Program (Illinois Action for Children). Evaluation Phase 1-Implementation Study

ERIC Educational Resources Information Center

Forry, Nicole; Anderson, Rachel; Zaslow, Martha; Chrisler, Alison; Banghart, Patti; Kreader, J. Lee

2011-01-01

The Community Connections preschool program (herein referred to as Community Connections) was developed to help prepare children in home-based child care for success in school and in life. It has three goals: (1) to make state prekindergarten classroom experiences available to children in home-based care, (2) to extend classroom learning…

Functional performance of school children diagnosed with developmental delay up to two years of age

PubMed Central

Dornelas, Lílian de Fátima; Magalhães, Lívia de Castro

2016-01-01

Abstract Objective: To compare the functional performance of students diagnosed with developmental delay (DD) up to two years of age with peers exhibiting typical development. Methods: Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. Results: The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Conclusions: Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems. PMID:26553573

Rodent allergen in Los Angeles inner city homes of children with asthma.

PubMed

Berg, Jill; McConnell, Rob; Milam, Joel; Galvan, Judith; Kotlerman, Jenny; Thorne, Peter; Jones, Craig; Ferdman, Ronald; Eggleston, Peyton; Rand, Cynthia; Lewis, Mary Ann; Peters, John; Richardson, Jean

2008-01-01

Recent studies have examined the presence of mouse allergen in inner city children with asthma. Researchers have found high levels of rodent allergen in homes sampled in the northeast and midwest United States, but there has been considerable variation between cities, and there have been few studies conducted in western states. We evaluated the frequency of rodent sightings and detectable mouse allergen and the housing conditions associated with these outcomes in inner city homes in Los Angeles. Two hundred and two families of school children, ages 6-16 living in inner city neighborhoods, participated in the study. Families were predominantly Latino (94%), and Spanish speaking (92%). At study entry, parents completed a home assessment questionnaire, and staff conducted a home evaluation and collected kitchen dust, which was analyzed for the presence of mouse allergen. Fifty-one percent of homes had detectable allergen in kitchen dust. All 33 families who reported the presence of rodents had detectable allergen in the home and were also more likely to have increased levels of allergen compared to those who did not report rodents. Unwashed dishes or food crumbs, lack of a working vacuum, and a caretaker report of a smoker in the home were all significantly associated with a greater risk of rodent sightings or detectable allergen (P<0.05). Detached homes were significantly more likely to have detectable allergen. The prevalence of allergen is common enough that it may have public health implications for asthmatic children, and detectable allergen was not routinely identified based on rodent sightings. Many of the predictors of rodent allergen are amenable to low-cost interventions that can be integrated with other measures to reduce exposure to indoor allergens.

How do children travel to school in urban India? A cross-sectional study of 5,842 children in Hyderabad.

PubMed

Tetali, Shailaja; Edwards, P; Roberts, G V S Murthy I

2016-10-19

Millions of children travel to school every day in India, yet little is known about this journey. We examined the distribution and determinants of school travel in Hyderabad, India. We conducted a cross-sectional survey using a two-stage stratified cluster sampling design. School travel questionnaires were used to collect data from children aged 11-14 years, attending private, semi-private and government funded schools in Hyderabad. We used Google Earth to estimate the distance from home to school for each child and modelled the relationship between distance to school and mode of travel, adjusting for confounders. Forty five of the 48 eligible schools that were selected agreed to participate, providing a total sample of 5842 children. The response rate was 99 %. Most children walked (57 %) or cycled (6 %) to school but 36 % used motorised transport (mostly bus). The proportion using motorised transport was higher in children attending private schools (41 %) than in those attending government schools (24 %). Most (90 %) children lived within 5km of school and 36 % lived within 1km. Greater distance to school was strongly associated with the use of motorised transport. Children living close to school were much more likely to walk or cycle. Most children in Hyderabad walk (57 %) or cycle (6 %) to school. If these levels are to be maintained, there is an urgent need to ensure that walking and cycling are safe and pleasant. Social policies that decrease distances to school could have a large impact on road traffic injuries, air pollution, and physical activity levels.

Relations among Neighborhood Social Networks, Home Literacy Environments, and Children's Expressive Vocabulary in Suburban At-Risk Families

ERIC Educational Resources Information Center

Froiland, John Mark; Powell, Douglas R.; Diamond, Karen E.

2014-01-01

In response to increasing research and policy interest in the neighborhood context of early school success, this study examined relations among neighborhood social networks, home literacy practices/resources, and children's expressive vocabulary in a suburban at-risk sample in the USA at the beginning of the school year. In a Structural Equation…

The Combined Influence of Air Pollution and Home Learning Environment on Early Cognitive Skills in Children

PubMed Central

Stingone, Jeanette A.

2017-01-01

Cognitive skills are one component of school readiness that reflect a child’s neurodevelopment and are influenced by environmental and social factors. Most studies assess the impact of these factors individually, without taking into consideration the complex interactions of multiple factors. The objective of this study was to examine the joint association of markers of environmental pollution and of social factors on early cognitive skills in an urban cohort of children. For this, we chose isophorone in ambient air as a marker of industrial air pollution. Low quality home learning environments was chosen as a marker of the social factors contributing to cognitive development. Using a subpopulation from the Early Childhood Longitudinal Study, Birth Cohort (N = 4050), isophorone exposure was assigned using the 2002 National Air Toxics Assessment. Home learning environment was assessed with a modified version of the Home Observation for Measurement of the Environment (HOME) Inventory, and standardized math assessment scores were used as a measure of early cognitive skills. Multiple linear regression was used to estimate the effect of both exposures on math scores. After adjustment for confounders, children living in areas with ambient isophorone in the upper quintile of exposure (>0.49 ng/m3) had math scores that were 1.63 points lower than their less exposed peers [95% CI: −2.91, −0.34], and children with lower HOME scores (at or below 9 out of 12) had math scores that were 1.20 points lower than children with better HOME scores [95% CI: −2.30, −0.10]. In adjusted models accounting for identified confounders and both exposures of interest, both high isophorone exposure and low HOME score remained independently associated with math scores [−1.48, 95% CI: −2.79, −0.18; −1.05, 95% CI: −2.15, 0.05, respectively]. There was no statistical evidence of interaction between the two exposures, although children with both higher isophorone exposure and a low

WITHDRAWN: Day care for pre-school children.

PubMed

Zoritch, Bozhena; Roberts, Ian; Oakley, Ann

2016-10-11

The debate about how, where and by whom young children should be looked after is one which has occupied much social policy and media attention in recent years. Mothers undertake most of the care of young children. Internationally, out-of-home day-care provision ranges widely. These different levels of provision are not simply a response to different levels of demand for day-care, but reflect cultural and economic interests concerning the welfare of children, the need to promote mothers' participation in paid work, and the importance of socialising children into society's values. At a time when a decline in family values is held responsible for a range of social problems, the day-care debate has a special prominence. To quantify the effects of out-of-home day-care for preschool children on educational, health and welfare outcomes for children and their families. Randomised controlled trials of day-care for pre-school children were identified using electronic databases, hand searches of relevant literature, and contact with authors. Studies were included in the review if the intervention involved the provision of non-parental day care for children under 5 years of age, and the evaluation design was that of a randomised or quasi-randomised controlled trial. A total of eight trials were identified after examining 920 abstracts and 19 books. The trials were assessed for methodological quality. Day-care increases children's IQ, and has beneficial effects on behavioural development and school achievement. Long-term follow up demonstrates increased employment, lower teenage pregnancy rates, higher socio-economic status and decreased criminal behaviour. There are positive effects on mothers' education, employment and interaction with children. Effects on fathers have not been examined. Few studies look at a range of outcomes spanning the health, education and welfare domains. Most of the trials combined non-parental day-care with some element of parent training or education

The nature and impact of changes in home learning environment on development of language and academic skills in preschool children.

PubMed

Son, Seung-Hee; Morrison, Frederick J

2010-09-01

In this study, we examined changes in the early home learning environment as children approached school entry and whether these changes predicted the development of children's language and academic skills. Findings from a national sample of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,018) revealed an overall improvement in the home learning environment from 36 to 54 months of children's age, with 30.6% of parents of preschoolers displaying significant improvement in the home environment (i.e., changes greater than 1 SD) and with only 0.6% showing a decrease. More important, the degree of change uniquely contributed to the children's language but not to their academic skills. Home changes were more likely to be observed from mothers with more education and work hours and with fewer symptoms of depression.

School travel plans: preliminary evidence for changing school-related travel patterns in elementary school children.

PubMed

Hinckson, Erica A; Badland, Hannah M

2011-01-01

In New Zealand, the School Travel Plan (STP) program was developed to increase school-related active travel rates and decrease traffic congestion. The plan was developed through collaboration among the school, community, and local council. The STP was tailored to each school's specific needs and incorporated educational initiatives, physical infrastructural changes in the vicinity of schools, and policy development. The purpose of this study was to determine the effectiveness of the STP program in changing school travel modes in children. Effectiveness was assessed by determining the difference between pre-STP and follow-up travel mode data in schools. The differences were assessed using multilinear regression analysis, including decile (measure of socioeconomic status), school roll at baseline, and STP year of implementation as predictors. Thirty-three elementary schools from the Auckland region participated in the study. School size ranged from 130 to 688 students. The final 2006 sample consisted of 13,631 students. On a set day (pre- and post-STP), students indicated their mode of transport to school and intended mode for returning home that day. Differences are reported as percentage points: there was an increase in active transport by 5.9% ± 6.8% when compared to baseline travel modes. School roll, STP year of implementation, and baseline values predicted engagement with active transport. Preliminary findings suggest that the STP program may be successful in creating mode shift changes to favor school-related active travel in elementary-school children.

School Readiness of Children from Immigrant Families: Contributions of Region of Origin, Home, and Childcare

ERIC Educational Resources Information Center

Koury, Amanda S.; Votruba-Drzal, Elizabeth

2014-01-01

Children from immigrant families make up a growing proportion of young children in the United States. This study highlights the heterogeneity in early academic skills related to parental region of origin. It also considers the contributions of early home and nonparental care settings to the diversity in early academic performance. Using nationally…

Living Away from Home Facilities for Isolated Children. Document 78. A Look at Recent Documents of Educational Significance.

ERIC Educational Resources Information Center

Queensland Dept. of Education, Brisbane (Australia).

The first national study of facilities for isolated Australian children living away from home was undertaken by the Commonwealth Schools Commission in 1981 and released in 1983. This document contains the conclusions, findings, and recommendations of the Commonwealth Schools Commission Working Party report. The results prompted the Commission to…

Home Alone Children

MedlinePlus

... use Friends and visitors coming to the house Responsibilities for siblings It is not possible to make a general statement about when a child can be left home. Many states have laws that hold parents responsible for the supervision of their children. Older ...

Evaluation of Raising Adolescent Families Together Program: A Medical Home for Adolescent Mothers and Their Children

PubMed Central

Buman, Matthew P.; Woods, Elizabeth R.; Famakinwa, Olatokunbo; Harris, Sion Kim

2012-01-01

Objectives. This study described a medical home model for adolescent mothers and their children, and their 1- and 2-year preventive care, repeat pregnancy, and psychosocial outcomes. Methods. In this prospective, single cohort demonstration project, adolescent mothers (14–18 years old) and their children received care in a medical home. Demographic, medical and social processes, and outcomes data were collected at enrollment through 24 months. Change over time and predictors of repeat pregnancy were analyzed. Results. A total of 181 adolescents enrolled, with 79.6% participating for 2 years. At 2 years, 90.2% of children were completely immunized. Children and adolescent mothers met standards for health care visits, and adolescent condom use improved. Rates of cumulative repeat pregnancy were 14.7% and 24.6%, school attendance 77.6% and 68.7%, and employment 21.2% and 32.3% at 1 and 2 years, respectively. Conclusions. A medical home model with comprehensive and integrated medical care and social services can effectively address the complex needs of adolescent parents and their children. PMID:22897537

Health of School Children - II: Contributions from American Medical Journals, July 1914 to July 1915. Bulletin, 1915, No. 50

ERIC Educational Resources Information Center

Heck, W. H., Comp.

1915-01-01

Children spend more time in school than anywhere else with the exception of home. This bulletin provides information to help support healthy and productive school environments for our nation's school children. It contains contributions from American Medical Journals, compiled from the year July, 1914 through July 1915. The following contents are…

A Comparison between Homeschooled and Formally Schooled Kindergartners: Children's Early Literacy, Mothers' Beliefs, and Writing Mediation

ERIC Educational Resources Information Center

Aram, Dorit; Meidan, Inbal Cohen; Deitcher, Deborah Bergman

2016-01-01

The study characterized children's literacy, mothers' beliefs, and writing mediation of homeschooled compared to formally schooled kindergartners. Participants were 60 children (ages 4-6) and their mothers (30 in homeschooling). At the children's home, we assessed children's literacy, maternal beliefs, and video-recorded mother-child joint writing…

Association between Traffic-Related Air Pollution in Schools and Cognitive Development in Primary School Children: A Prospective Cohort Study

PubMed Central

Sunyer, Jordi; Esnaola, Mikel; Alvarez-Pedrerol, Mar; Forns, Joan; Rivas, Ioar; López-Vicente, Mònica; Suades-González, Elisabet; Foraster, Maria; Garcia-Esteban, Raquel; Basagaña, Xavier; Viana, Mar; Cirach, Marta; Moreno, Teresa; Alastuey, Andrés; Sebastian-Galles, Núria; Nieuwenhuijsen, Mark; Querol, Xavier

2015-01-01

Background Air pollution is a suspected developmental neurotoxicant. Many schools are located in close proximity to busy roads, and traffic air pollution peaks when children are at school. We aimed to assess whether exposure of children in primary school to traffic-related air pollutants is associated with impaired cognitive development. Methods and Findings We conducted a prospective study of children (n = 2,715, aged 7 to 10 y) from 39 schools in Barcelona (Catalonia, Spain) exposed to high and low traffic-related air pollution, paired by school socioeconomic index; children were tested four times (i.e., to assess the 12-mo developmental trajectories) via computerized tests (n = 10,112). Chronic traffic air pollution (elemental carbon [EC], nitrogen dioxide [NO2], and ultrafine particle number [UFP; 10–700 nm]) was measured twice during 1-wk campaigns both in the courtyard (outdoor) and inside the classroom (indoor) simultaneously in each school pair. Cognitive development was assessed with the n-back and the attentional network tests, in particular, working memory (two-back detectability), superior working memory (three-back detectability), and inattentiveness (hit reaction time standard error). Linear mixed effects models were adjusted for age, sex, maternal education, socioeconomic status, and air pollution exposure at home. Children from highly polluted schools had a smaller growth in cognitive development than children from the paired lowly polluted schools, both in crude and adjusted models (e.g., 7.4% [95% CI 5.6%–8.8%] versus 11.5% [95% CI 8.9%–12.5%] improvement in working memory, p = 0.0024). Cogently, children attending schools with higher levels of EC, NO2, and UFP both indoors and outdoors experienced substantially smaller growth in all the cognitive measurements; for example, a change from the first to the fourth quartile in indoor EC reduced the gain in working memory by 13.0% (95% CI 4.2%–23.1%). Residual confounding for social class could

Legal Aspects of Home Instruction.

ERIC Educational Resources Information Center

Carrere, Thomas A.

The nationwide phenomenon of home instruction is meeting resistance from state compulsory school attendance laws, resulting in many court cases in recent years. Parents who choose to teach their children at home may do so on moral or religious grounds, or because they consider public schools too conservative or traditional. State compulsory…

Fruit and Vegetable Exposure in Children is Linked to the Selection of a Wider Variety of Healthy Foods at School

PubMed Central

Korinek, Elizabeth V.; Bartholomew, John B.; Jowers, Esbelle M.; Latimer, Lara A.

2013-01-01

Schools often offer healthy fruits and vegetables (FV) and healthy entrées. However, children may resist these efforts due to a lack of familiarity with the offerings. While numerous exposures with a food increase its liking, it may be that an exposure to a variety of FV at home leads to greater willingness to select other foods – even those that are unrelated to those eaten at home. As an initial test of this possibility, this study was designed to examine how self-reports of exposure and consumption of various FV were associated with the selection of FV and lunch entrées at school. Participants (N=59) were a convenience sample of elementary children. A median-split was used to place students into high and low exposure groups for self-reports of both exposure and consumption at home. The primary dependent variables were: self-reports of selecting FV at school; the children’s absolute and relative ratings of eight “healthier” lunch entrées; and self-reports of selecting these entrées. These entrées were recently added to the school menu and, therefore, tended to be less familiar to children. Food ratings were collected through taste exposures conducted at school. Results indicate that children who reported more frequent exposure to FV at home consumed a wider variety of FV at school and were more likely to report selecting “healthier” entrées at school lunch. These data suggest that exposure to and the consumption of a variety of FV may make children more willing to select a wider range of FV and other, healthy entrées. PMID:23557428

Family Life and School Life: A Necessary Partnership for Children. Spotlight: Montessori Potpourri.

ERIC Educational Resources Information Center

Loeffler, Margaret Howard

2001-01-01

Discusses five Montessori insights about children's development as they relate to family and school life: independence and autonomy, community and socialization, interest in culture and morality, preadolescents' apprenticeship for adulthood, and adult acceptance of the evidence of change. Notes that underlying dynamics of home and school are alike…

Qualitative study of eating habits in Bruneian primary school children.

PubMed

Talip, Tajidah; Serudin, Rajiah; Noor, Salmah; Tuah, Nik

2017-01-01

Childhood obesity is a serious public health issue globally and poor eating habits are an important contributing factor. This study aimed to explore the perceptions, practices and attitudes towards healthy eating in Bruneian primary school children. A qualitative study was conducted among 40 subjects involving 18 children (aged 9-10 years old), 12 parents and 10 teachers, who were recruited from two primary schools using convenience sampling. Five focus group discussion sessions were conducted, and recorded discussions were translated. The transcripts were entered into NVivo10 and thematic analysis was conducted. All participants had differing perceptions of the term 'healthy eating'. Children reported 'healthy eating' by identifying foods or food groups they perceived as healthy and unhealthy. Only a few mentioned fruits and vegetables as essential to a healthy diet. Parents mainly perceived 'healthy eating' as consuming 'any quality food' that contains 'vitamins and minerals'. Teachers described a healthy diet as including balanced and varied dietary practices, having breakfast and eating regularly at the right, set times. They also associated eating healthily with traditional, home-grown and home-cooked food. All participants had positive attitudes towards healthy eating, however most children demonstrated unhealthy eating habits and frequently consumed unhealthy foods. The Bruneian primary school children reported favourable knowledge despite having poor healthy eating habits. The factors influencing participants eating behavior included food preferences, familial factors (parental style and parenting knowledge), food accessibility and availability, time constraints, as well as convenience. These factors hindered them from adopting healthy eating practices.

Cross-sectional associations between high-deprivation home and neighbourhood environments, and health-related variables among Liverpool children

PubMed Central

Noonan, Robert J; Boddy, Lynne M; Knowles, Zoe R; Fairclough, Stuart J

2016-01-01

Objectives (1) To investigate differences in health-related, home and neighbourhood environmental variables between Liverpool children living in areas of high deprivation (HD) and medium-to-high deprivation (MD) and (2) to assess associations between these perceived home and neighbourhood environments and health-related variables stratified by deprivation group. Design Cross-sectional study. Setting 10 Liverpool primary schools in 2014. Participants 194 children aged 9–10 years. Main outcome measures Health-related variables (self-reported physical activity (PA) (Physical Activity Questionnaire for Older Children, PAQ-C), cardiorespiratory fitness, body mass index (BMI) z-scores, waist circumference), home environment variables: (garden/backyard access, independent mobility, screen-based media restrictions, bedroom media) and neighbourhood walkability (Neighbourhood Environment Walkability Scale for Youth, NEWS-Y). Explanatory measures Area deprivation. Results There were significant differences between HD and MD children's BMI z-scores (p<0.01), waist circumference (p<0.001) and cardiorespiratory fitness (p<0.01). HD children had significantly higher bedroom media availability (p<0.05) and independent mobility scores than MD children (p<0.05). MD children had significantly higher residential density and neighbourhood aesthetics scores, and lower crime safety, pedestrian and road traffic safety scores than HD children, all of which indicated higher walkability (p<0.01). HD children's BMI z-scores (β=−0.29, p<0.01) and waist circumferences (β=−0.27, p<0.01) were inversely associated with neighbourhood aesthetics. HD children's PA was negatively associated with bedroom media (β=−0.24, p<0.01), and MD children's PA was positively associated with independent mobility (β=0.25, p<0.01). MD children's independent mobility was inversely associated with crime safety (β=−0.28, p<0.01) and neighbourhood aesthetics (β=−0.24, p<0.05). Conclusions Children

Parental safety concerns and active school commute: correlates across multiple domains in the home-to-school journey

PubMed Central

2014-01-01

Background Empirical evidence of the relationship between safety concerns and walking to school (WTS) is growing. However, current research offers limited understanding of the multiple domains of parental safety concerns and the specific mechanisms through which parents articulate safety concerns about WTS. A more detailed understanding is needed to inform environmental and policy interventions. This study examined the relationships between both traffic safety and personal safety concerns and WTS in the U.S. Methods This cross-sectional analysis examined data from the Texas Childhood Obesity Prevention Policy Evaluation (T-COPPE) project, an evaluation of state-wide obesity prevention policy interventions. All study data were from the survey (n = 830) of parents with 4th grade students attending 81 elementary schools across Texas, and living within two miles from their children's schools. Traffic safety and personal safety concerns were captured for the home neighborhood, en-route to school, and school environments. Binary logistic regression analysis was used to assess the odds of WTS controlling for significant covariates. Results Overall, 18% of parents reported that their child walked to school on most days of the week. For traffic safety, students were more likely to walk to school if their parent reported favorable perceptions about the following items in the home neighborhood environment: higher sidewalk availability, well maintained sidewalks and safe road crossings. For the route to school, the odds of WTS were higher for those who reported "no problem" with each one of the following: traffic speed, amount of traffic, sidewalks/pathways, intersection/crossing safety, and crossing guards, when compared to those that reported "always a problem". For personal safety in the en-route to school environment, the odds of WTS were lower when parents reported concerns about: stray or dangerous animals and availability of others with whom to walk. Conclusions

Public, Private, and Home School Children's Views of Forgiveness and Retribution in "Cinderella."

ERIC Educational Resources Information Center

Knafle, June D.; Wescott, Alice Legenza

Fifth Graders (N=626) from public, Catholic, Christian, and home schools reacted to values of forgiveness versus retribution in the two main versions of "Cinderella" by choosing which ending they preferred for themselves, for a 4-year old sister, and for a 4-year old brother. Girls preferred the forgiveness ending for themselves…

Redesigning community mental health services for urban children: Supporting schooling to promote mental health.

PubMed

Atkins, Marc S; Shernoff, Elisa S; Frazier, Stacy L; Schoenwald, Sonja K; Cappella, Elise; Marinez-Lora, Ane; Mehta, Tara G; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal

2015-10-01

This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on evidence-based practices to enhance children's learning. Teacher key opinion leaders and mental health providers cofacilitated professional development sessions for classroom teachers to disseminate 2 universal (Good Behavior Game, peer-assisted learning) and 2 targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by mental health providers and parent advocates for children in kindergarten through 4th grade diagnosed with 1 or more disruptive behavior disorders. Services were Medicaid-funded through 4 social service agencies (N = 17 providers) in 7 schools (N = 136 teachers, 171 children) in a 2 (Links to Learning vs. services as usual) × 6 (pre- and posttests for 3 years) longitudinal design with random assignment of schools to conditions. Services as usual consisted of supported referral to a nearby social service agency. Mixed effects regression models indicated significant positive effects of Links to Learning on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-groups effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum-based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high-poverty urban communities. (c) 2015 APA, all rights reserved).

Sluggish cognitive tempo and attention-deficit/hyperactivity disorder (ADHD) inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity.

PubMed

Burns, G Leonard; Becker, Stephen P; Servera, Mateu; Bernad, Maria Del Mar; García-Banda, Gloria

2017-02-01

This study examined whether sluggish cognitive tempo (SCT) and attention-deficit/hyperactivity disorder (ADHD) inattention (IN) symptoms demonstrated cross-setting invariance and unique associations with symptom and impairment dimensions across settings (i.e., home SCT and ADHD-IN uniquely predicting school symptom and impairment dimensions, and vice versa). Mothers, fathers, primary teachers, and secondary teachers rated SCT, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, social impairment, and peer rejection dimensions for 585 Spanish 3rd-grade children (53% boys). Within-setting (i.e., mothers, fathers; primary, secondary teachers) and cross-settings (i.e., home, school) invariance was found for both SCT and ADHD-IN. From home to school, higher levels of home SCT predicted lower levels of school ADHD-HI and higher levels of school academic impairment after controlling for home ADHD-IN, whereas higher levels of home ADHD-IN predicted higher levels of school ADHD-HI, ODD, anxiety, depression, academic impairment, and peer rejection after controlling for home SCT. From school to home, higher levels of school SCT predicted lower levels of home ADHD-HI and ODD and higher levels of home anxiety, depression, academic impairment, and social impairment after controlling for school ADHD-IN, whereas higher levels of school ADHD-IN predicted higher levels of home ADHD-HI, ODD, and academic impairment after controlling for school SCT. Although SCT at home and school was able to uniquely predict symptom and impairment dimensions in the other setting, SCT at school was a better predictor than ADHD-IN at school of psychopathology and impairment at home. Findings provide additional support for SCT's validity relative to ADHD-IN. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

[Functional performance of school children diagnosed with developmental delay up to two years of age].

PubMed

Dornelas, Lílian de Fátima; Magalhães, Lívia de Castro

2016-01-01

To compare the functional performance of students diagnosed with developmental delay (DD) up to two years of age with peers exhibiting typical development. Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems. Copyright © 2015 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

Language Development in the Years before School: A Comparison of Developmental Assets in Home and Child Care Settings

ERIC Educational Resources Information Center

Weigel, Daniel J.; Lowman, Jennifer L.; Martin, Sally S.

2007-01-01

In this paper, we examine the influences of two settings--home and child care--on the development of children's speaking and listening skills before they begin formal schooling. We propose that a developmental assets approach, one that focuses on strengths of these settings, can help our understanding of the development of young children's…

Directory of Accredited Private Home Study Schools, 1971.

ERIC Educational Resources Information Center

National Home Study Council, Washington, DC.

This directory of accredited private home study schools lists 152 schools which have met the following standards set by the National Home Study Council: competent faculty; educationally sound and up-to-date courses; careful screening of students for admission; satisfactory educational services; demonstration of ample student success and…

Directory of Accredited Private Home Study Schools, 1970.

ERIC Educational Resources Information Center

National Home Study Council, Washington, DC.

This directory of accredited private home study schools lists 137 schools which have met the following standards set by the National Home Study Council: competent faculty; educationally sound and up-to-date courses; careful screening of students for admission; satisfactory educational services; demonstration of ample student success and…

Community-Based Summer Learning Programs for School- Age Children: Research-to-Policy Resources

ERIC Educational Resources Information Center

Stephens, Samuel A.

2016-01-01

Summer learning experiences for school-age children can be provided in a variety of ways and settings, including summer school programs (often remedial), community-based programs (often a continuation of afterschool programs), and home-based programs (in which families are provided with information and resources to encourage reading, often run by…

Parents' barriers and strategies to promote healthy eating among school-age children.

PubMed

Nepper, Martha J; Chai, Weiwen

2016-08-01

The home environment is considered one of the most important settings in regards to the development of healthy eating habits among children. The primary purpose of this study was to explore parents' barriers and strategies in promoting healthy eating in the home. The secondary objective was to determine whether the barriers and strategies parents had were different between healthy weight and overweight/obese school-age children. Semi-structured individual interviews with 14 parents of healthy weight and 11 parents of overweight/obese children (6-12 years) were conducted in family homes from August 2014 to March 2015. Transcripts were recorded and codes and themes were verified by the research team and one qualitative expert. Themes emerging from both parents of healthy weight and overweight/obese children were: 1) Parents are busy and strapped for time; 2) Cost is a barrier in providing healthy food, but parents are resourceful; 3) Children ask for junk food regularly, but parents have strategies to manage; 4) Picky eaters are a challenge but parents know they have to overcome this barrier; and 5) Early exposure to unhealthy eating influences children's food choices but strategies can help. However, parents of overweight/obese children felt a lack of support from their spouses/partners for healthy eating in the home, which was not expressed among parents of healthy weight children. Additionally, barriers and strategies were similar among parents of children from different age groups [6-9 years vs. 10-12 years (pre-adolescents)]. Our results suggest while parents faced some challenges in promoting healthy eating in the home, they utilized several strategies to overcome these barriers, which are valuable for direct intervention to improve home food environment and manage children's weight. Copyright © 2016 Elsevier Ltd. All rights reserved.

Home Renovation, Family History of Atopy, and Respiratory Symptoms and Asthma Among Children Living in China

PubMed Central

Dong, Guang-Hui; Wang, Jing; Trevathan, Edwin; Liu, Miao-Miao; Wang, Da; Ren, Wan-Hui; Chen, Weiqing; Simckes, Maayan; Zelicoff, Alan

2014-01-01

Objectives. To investigate the association of indoor air pollution with the respiratory health of children, we evaluated the associations of children’s respiratory symptoms with asthma and recent home renovation. Methods. We conducted a cross-sectional survey in a school recruitment sample of 31 049 children aged 2 to 14 years in 25 districts of 7 cities of northeast China in 2008–2009. The children’s parents completed standardized questionnaires characterizing the children’s histories of respiratory symptoms and illness, recent home renovation information, and other associated risk factors. Results. The effects of home renovation in the past 2 years were significantly associated with cough, phlegm, current wheeze, doctor-diagnosed asthma, and current asthma. The associations we computed when combining the status of home renovation and family history of atopy were higher than were those predicted from the combination of the separate effects. However, the interactions between home renovation and family history of atopy on a multiplicative scale were not statistically significant (P > .05). Conclusions. Home renovation is associated with increases in the prevalence of respiratory symptoms and asthma in children. The effects of different renovation materials on child respiratory health should be studied further. PMID:24228648

Home-Schooled Students Rise in Supply and Demand

ERIC Educational Resources Information Center

Wasley, Paula

2007-01-01

The home-school movement, a once-marginalized segment of the educational community, is all grown up and going off to college. As colleges across the nation report increasing numbers of applications from home-schooled students, policies have been developed to evaluate these candidates. Translating years of independent study into something that…

Schooling for Knowledge and Cultural Survival: Tibetan Community Schools in Nomadic Herding Areas

ERIC Educational Resources Information Center

Bangsbo, Ellen

2008-01-01

For children of Tibetan nomadic ("drokpa") families, it is often a struggle to attend school. The long distance from home to school, irrelevance of school learning to daily life and available jobs after graduation contribute to the choice by some parents to keep their children at home for domestic work. Although some parents consider…

Home drowning among preschool age Mexican children.

PubMed Central

Celis, A.

1997-01-01

OBJECTIVES: To estimate the risk of drowning by different bodies of water in and near the home for children aged 1 to 4 years. SETTING: The Metropolitan Area of Guadalajara, Mexico. METHODS: A population case-control study. Cases (n=33) were children 1 to 4 years old who drowned at their home; controls (n=200) were a random sample of the general population. RESULTS: The risk of drowning for children whose parents reported having a water well at home was almost seven times that of children in homes without a water well (adjusted odds ratio (OR)=6.8, 95% confidence interval (CI)=2.2 to 20.5). Risk ratio estimates for other bodies of water were: swimming pools (OR=5.8, 95% CI=0.9 to 37.5), water barrel (OR=2.4, 95% CI=1.0 to 5.6), underground cistern (OR=2.1, 95% CI=0.8 to 5.2), and a basin front (courtyard pool to store water) of 35 or more litres (OR=1.8, 95% CI=0.8 to 4.4). CONCLUSION: Drowning at home is frequent in the Metropolitan Area of Guadalajara, but the causes are different from those reported in developed countries. Accordingly, the preventive strategies must also be different. Images PMID:9493619

Parental Involvement in Children's Schooling: Different Meanings in Different Cultures

ERIC Educational Resources Information Center

Huntsinger, Carol S.; Jose, Paul E.

2009-01-01

Three types of parent involvement--communicating, volunteering at school, and learning at home--were explored in two cultures within the United States. Immigrant Chinese parents and European American parents of young children reflect their different traditions in the ways they involve themselves in their child's academic life. European American…

A Randomized, Controlled Trial of Integrated Home-School Behavioral Treatment for ADHD, Predominantly Inattentive Type

ERIC Educational Resources Information Center

Pfiffner, Linda J.; Mikami, Amori Yee; Huang-Pollock, Cynthia; Easterlin, Barbara; Zalecki, Christine; McBurnett, Keith

2007-01-01

Objective: To evaluate the efficacy of a behavioral psychosocial treatment integrated across home and school (Child Life and Attention Skills Program) with attention-deficit/hyperactivity disorder (ADHD) predominantly inattentive type (ADHD-I). Method: Sixty-nine children ages 7 to 11 years were randomized to the Child Life and Attention Skills…

Home and School Technology: Wired versus Wireless.

ERIC Educational Resources Information Center

Van Horn, Royal

2001-01-01

Presents results of informal research on smart homes and appliances, structured home wiring, whole-house audio/video distribution, hybrid cable, and wireless networks. Computer network wiring is tricky to install unless all-in-one jacketed cable is used. Wireless phones help installers avoid pre-wiring problems in homes and schools. (MLH)

Investigating the Link between Home-School Dissonance and Academic Cheating among High School Students

ERIC Educational Resources Information Center

Brown-Wright, Lynda; Tyler, Kenneth M.; Stevens-Watkins, Danelle; Thomas, Deneia; Mulder, Shambra; Hughes, Travonia; Stevens-Morgan, Ruby; Roan-Belle, Clarissa; Gadson, Nadia; Smith, La Toya

2013-01-01

The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school…

Reliability of the School Food Checklist for in-school audits and photograph analysis of children's packed lunches.

PubMed

Mitchell, S A; Miles, C L; Brennan, L; Matthews, J

2010-02-01

Assessment of children's diets is problematic, typically relying on error-prone parent or child recall or reporting, or resource intensive direct observation. The School Food Checklist (SFC) is an objective instrument comprising of 20 food and beverage categories designed to measure the foods contained in children's packed lunches. The present study aimed to assess intra-rater and inter-rater reliability of each of the food and beverage categories of the SFC for both in-school audits and photograph analysis of children's school lunches. Participants comprised 176 children aged 5-8 years from five primary schools in Northern Metropolitan Melbourne. The SFC was used to measure the foods contained in children's packed lunches in the school setting and using photographs. Photograph analysis was conducted by the auditors 2-3 months after completion of in-school audits. Both intra-rater [intra-class correlation coefficient (ICC) = 0.78-1] and inter-rater (ICC = 0.50-0.95) reliability analysis indicated strong agreement for in-school auditing. With the exception of the food category titled 'leftovers', there was strong intra-rater reliability for auditors' live audits and their analysis of photographs [ICC = 0.57-0.98 (Auditor 1); ICC = 0.72-0.90 (Auditor 2)], and strong inter-rater reliability for photograph analysis (ICC = 0.68-0.92). The SFC is a reliable method of measuring the foods and beverages contained in children's packed lunches when used in the school setting or for photograph analysis. This finding has broad implications, particularly for the use of photograph analysis, because this approach offers a convenient and cost effective method of measuring what food and beverages children bring to school in home packed lunches.

Children's perceptions of their home and neighborhood environments, and their association with objectively measured physical activity: a qualitative and quantitative study.

PubMed

Hume, C; Salmon, J; Ball, K

2005-02-01

Environmental factors may have an important influence on children's physical activity, yet children's perspectives of their home and neighborhood environments have not been widely assessed. The aim of this study was to investigate children's perceptions of their environments, and to examine associations between these perceptions and objectively measured physical activity. The sample consisted of 147, 10-year-old Australian children, who drew maps of their home and neighborhood environments. A subsample of children photographed places and things in these environments that were important to them. The maps were analyzed for themes, and for the frequency with which particular objects and locations appeared. Physical activity was objectively measured using accelerometers. Six themes emerged from the qualitative analysis of the maps and photographs: the family home; opportunities for physical activity and sedentary pursuits; food items and locations; green space and outside areas; the school and opportunities for social interaction. Of the 11 variables established from these themes, one home and two neighborhood factors were associated with children's physical activity. These findings contribute to a broader understanding of children's perceptions of their environment, and highlight the potential importance of the home and neighborhood environments for promoting physical activity behavior.

Home and the social worlds beyond: exploring influences in the lives of children of mothers with intellectual disability.

PubMed

Collings, S; Llewellyn, G; Grace, R

2017-09-01

Mothers with intellectual disability are likely to raise their children in socially disadvantaged circumstances, and many face social isolation; however, the impact of a potentially restricted home context on children's social worlds has not been examined. This study was conducted to explore influences in the social worlds of children of mothers with intellectual disability from a child's perspective. Seven children aged 7 to 11 years took part in at least two semi-structured interviews over a year. Narrative accounts of each child's social interactions were analysed to ascertain if a pattern was present across the group. Home was found to influence the children's social interactions elsewhere by providing (or not) predictable routines and rules, and support from a significant adult other than a mother. Home environments were found to influence other social worlds by establishing a foundation for children's expectations about social interactions. The social worlds of school-aged children of mothers with intellectual disability are shaped by influences in the home that cannot be attributed exclusively to having a parent with intellectual disability. Significant adults provide an important support role and can be fulfilled by social service workers when a family-centred approach is applied. © 2017 John Wiley & Sons Ltd.

Home Education, School, Travellers and Educational Inclusion

ERIC Educational Resources Information Center

D'Arcy, Kate

2014-01-01

The difficulties Traveller pupils experience in school are well documented. Yet those in home educating go unreported. Monk suggests this is because some groups are overlooked; that gypsies and Travellers are often not perceived as home educators. This article highlights how the move to home education is seldom a free choice for Traveller…

Child Conduct Problems across Home and School Contexts: A Person-Centered Approach

PubMed Central

Sulik, Michael J.; Blair, Clancy; Greenberg, Mark

2018-01-01

To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers' and teachers' ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (R. Goodman, 1997) in the Family Life Project (N = 1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at five and seven years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes. PMID:29720784

Historical and Contemporary Developments in Home School Education

ERIC Educational Resources Information Center

Wilhelm, Gretchen M.; Firmin, Michael W.

2009-01-01

Home school education has a rich history. It is embedded in America's most early form of education practice, with character education being a central component. By the 1960s, however, home school education developed mostly into adoption by extreme groups. First, the Left adopted the protocol as a means of implementing their non-traditional…

Home Education: Characteristics of Its Families and Schools.

ERIC Educational Resources Information Center

Gladin, Earl Wade

This study of the characteristics of home schooling is based on returned questionnaires of 37 questions each, mailed to a random sample of 416 drawn from 6,850 families listed in the Bob Jones University Press home school mailing list. The 253 returned questionnaires, representing a 62% reponse, provided data on the characteristics of these…

At Home in Your Schools.

ERIC Educational Resources Information Center

Black, Susan

1994-01-01

Young mothers with children are fastest growing subgroup of homeless people in the United States. Frequently moving or "transient" children are prime homeless candidates. School officials can help by tending to kids' basic needs (food, rest, clothing, and school supplies) before expecting reasonable behavior or learning effort.…

Secondhand smoke exposure of children at home and prevalence of parental smoking following implementation of the new tobacco control law in Macao.

PubMed

Zheng, Z L; Deng, H Y; Wu, C P; Lam, W L; Kuok, W S; Liang, W J; Wang, H L

2017-03-01

To investigate secondhand smoke exposure (SHS) of children at home and the prevalence of parental smoking after implementation of the new tobacco control law in Macao. This study explored whether the smoking ban in public places in Macao has decreased the prevalence of smoking or led to increased SHS exposure of children at home. As smokers cannot smoke in public places any more, they may smoke at home more frequently; a displacement effect of smoke-free legislation. Cross-sectional survey. This study surveyed 337 fathers and 538 mothers. Questions from a subset of key questions from the Global Adult Tobacco Survey (2nd edition) were applied to assess the SHS exposure of children and the prevalence of parental smoking since the smoking ban. A classification tree analysis was used to analyse the factors increasing SHS exposure of children. The prevalence of SHS exposure in children at home was 41.3%. The prevalence rates of paternal and maternal smoking were 43.7% and 3.8%, respectively. Compared with data reported by the Health Bureau of Macao SAR in 2011, the prevalence of parental smoking and the prevalence of SHS exposure of children at home have not decreased since the smoking ban. Analysis of the factors increasing the prevalence of SHS exposure of children indicated that fathers with an education level below high school were more likely to contribute to this increase, compared with fathers with a high school education or more (48.2% vs 32.4%, respectively). In addition, fathers represented the majority of smokers at home, accounting for 92.0% of 415 smoking parents. The prevalence of paternal smoking (82.0%) in the group of children with SHS exposure was much higher than that in the unexposed group (16.7%, Chi-squared test = 367.199, P = 0.000). The SHS exposure of children increased consistently with the decrease in paternal education level. This was consistent with the increasing prevalence of paternal smoking as paternal education level decreased. SHS

Leaving A Legacy: Parental Migration and School Outcomes Among Young Children in the Philippines

PubMed Central

Asis, Maruja M.B.; Ruiz-Marave, Cecilia

2014-01-01

This article examines the link between parental migration and young children’s education using data from the Philippine country study of the Child Health and Migrant Parents in South-East Asia (CHAMPSEA) Project. The key research question probed here is: what difference does parental migration make to the school outcomes of young children? Specifically, it looks at factors that explain children’s school progression (school pacing) and academic performance (school achievement) using multiple regression analysis. These questions are explored using CHAMPSEA data gathered from a survey of children under 12 years of age and their households in Laguna and Batangas (n=487). The concern that parental absence due to migration can negatively affect the school performance of children is not supported by the study. If parental migration affects school outcomes, it is associated with positive outcomes, or with outcomes which show that children in transnational households are not doing worse than children living with both parents. Positive school outcomes are best associated with a migrant-carer arrangement where fathers work abroad and mothers stay home as carers –children in these households fare very well when it comes to school pacing and school achievement. The study concludes that families and households need to provide both economic and psychological support to enhance the chances that children are at pace with their schooling and are doing well at school. PMID:24954962

Children Who Won't Go to School (Separation Anxiety). Facts for Families. Number 7

ERIC Educational Resources Information Center

American Academy of Child & Adolescent Psychiatry (NJ1), 2011

2011-01-01

Going to school is usually an exciting and enjoyable event for young children. However, for some it can cause intense fear or panic. Parents should be concerned if their child regularly complains about feeling sick or often asks to stay home from school with minor physical complaints. Not wanting to go to school may occur at any time, but is most…

Effects of Parent Training on the Behavior Problems in the Home of Preschool Handicapped Children.

ERIC Educational Resources Information Center

Lantzy, Theresa J.; Gable, Robert A.

The effect of a combined teacher-parent behavior management program on inappropriate behaviors in the school and in the homes of five preschool handicapped children is evaluated. The teacher/trainer collaborated with the parents to select a target behavior (finger chewing, cup throwing, screaming, spitting, hand licking) for each child. Training…

Adverse Consequences of School Mobility for Children in Foster Care: A Prospective Longitudinal Study

PubMed Central

Pears, Katherine C.; Kim, Hyoun K.; Buchanan, Rohanna; Fisher, Philip A.

2015-01-01

Few prospective studies have examined school mobility in children in foster care. This study described the school moves of 86 such children and 55 community comparison children (primarily Caucasian), living in a medium-sized metropolitan area in the Pacific Northwest who were approximately 3-6-years-old at the study start. Additionally, the effects of moves from kindergarten through Grade 2 on academic and social emotional competence in Grades 3 through 5 were examined. A greater number of early school moves was associated with poorer later social emotional competence and partially mediated the effects of maltreatment and out-of-home placement on social emotional competence. This was only the case for children with poorer early learning skills in kindergarten. Implications for preventive intervention are discussed. PMID:25906815

The Impact of Childhood Foster Care and Other Out-Of-Home Placement on Homeless Women and Their Children.

ERIC Educational Resources Information Center

Zlotnick, Cheryl; Robertson, Marjorie J.; Wright, Marguerite A.

1999-01-01

A study of 179 homeless women found that the variables associated with their children living in foster care or other out-of-home placements were: school-aged children, mother was age 35 or older, mother had a current alcohol or drug use disorder, mother experienced childhood sexual abuse, and mother had been a runaway. (Author/CR)

Associations between factors within the home setting and screen time among children aged 0–5 years: a cross-sectional study

PubMed Central

2012-01-01

Background Excessive engagement in screen time has several immediate and long-term health implications among pre-school children. However, little is known about the factors that influence screen time in this age group. Therefore, the purpose of this study was to use the Ecologic Model of Sedentary Behavior as a guide to examine associations between intrapersonal, interpersonal, and physical environment factors within the home setting and screen time among pre-school children. Methods Participants were 746 pre-school children (≤ 5 years old) from the Kingston, Ontario, Canada area. From May to September, 2011, parents completed a questionnaire regarding several intrapersonal (child demographics), interpersonal (family demographics, parental cognitions, parental behavior), and physical environment (television, computer, or video games in the bedroom) factors within the home setting. Parents also reported the average amount of time per day their child spent watching television and playing video/computer games. Associations were examined using linear and logistic regression models. Results Most participants (93.7%) watched television and 37.9% played video/computer games. Several intrapersonal, interpersonal, and physical environment factors within the home setting were associated with screen time. More specifically, age, parental attitudes, parental barriers, parental descriptive norms, parental screen time, and having a television in the bedroom were positive predictors of screen time; whereas, parental education, parental income, and parental self-efficacy were negative predictors of screen time in the linear regression analysis. Collectively these variables explained 64.2% of the variance in screen time. Parental cognitive factors (self-efficacy, attitudes, barriers, descriptive norms) at the interpersonal level explained a large portion (37.9%) of this variance. Conclusions A large proportion of screen time in pre-school children was explained by factors

Impact of home remediation and household education on indoor air quality, respiratory visits and symptoms in Alaska Native children

PubMed Central

Singleton, Rosalyn; Salkoski, Aaron J.; Bulkow, Lisa; Fish, Chris; Dobson, Jennifer; Albertson, Leif; Skarada, Jennifer; Ritter, Troy; Kovesi, Thomas; Hennessy, Thomas W

2018-01-01

ABSTRACT Alaska Native children experience high rates of lower respiratory tract infections (LRTIs) and lung conditions, which are associated with substandard indoor air quality (IAQ). We conducted an intervention of home remediation and education to assess the impact on IAQ, respiratory symptoms and LRTI visits. We enrolled households of children 1–12 years of age with lung conditions. Home remediation included improving ventilation and replacing leaky woodstoves. We provided education about IAQ and respiratory health. We monitored indoor airborne particles (PM2.5), CO2, relative humidity and volatile organic compounds (VOCs), and interviewed caregivers about children’s symptoms before, and for 1 year after intervention. We evaluated the association between children’s respiratory visits, symptoms and IAQ indicators using multiple logistic regression. A total of 60 of 63 homes completed the study. VOCs decreased (coefficient = −0.20; p < 0.001); however, PM2.5 (coeff. = −0.010; p = 0.89) did not decrease. Burning wood for heat, VOCs and PM2.5 were associated with respiratory symptoms. After remediation, parents reported decreases in runny nose, cough between colds, wet cough, wheezing with colds, wheezing between colds and school absences. Children had an age-adjusted decrease in LRTI visits (coefficient = −0.33; p = 0.028). Home remediation and education reduced respiratory symptoms, LRTI visits and school absenteeism in children with lung conditions. PMID:29393004

A cross-sectional observational study of the nutritional intake of UK primary school children from deprived and non-deprived backgrounds: implications for school breakfast schemes.

PubMed

Jenkins, Kim T; Benton, David; Tapper, Katy; Murphy, Simon; Moore, Laurence

2015-06-25

This study examined the nutritional intake of 9-11 year old children in Wales, UK, to assess the rationale for, and potential of, school breakfast initiatives. It also examined the possible unintended consequence of over consumption. The study employed a cross-sectional observational design within a randomized controlled trial of a free school breakfast programme. A total of 111 primary schools were randomly assigned to an intervention condition (in which a free school breakfast programme was implemented) or a control condition (in which implementation of the scheme was delayed). Sub-samples of children completed multiple-pass 24-hr dietary recall interviews at baseline (n = 581), and 12 months later (n = 582). Deprivation was assessed for each child in terms of whether or not they were entitled to free school meals. Prior to the introduction of the programme, rates of breakfast skipping were low and there was little evidence of widespread nutritional deficiency. However, there was a subset of children who consumed inadequate levels of a range of vitamins and minerals and 29 % of children ate very little for breakfast (less than 100 kcal). Children that ate larger breakfasts, had higher daily intakes of all nutrients that were examined. Children from deprived backgrounds consumed significantly lower levels of several vitamins and minerals at breakfast. Following the introduction of the breakfast scheme in intervention schools, there was little difference in the nutritional quality of school versus home breakfasts (n = 35 and 211 respectively). Where children ate breakfast at both school and home (n = 33), their overall energy intake was higher, but not significantly so. Although the overall diet of this group of children was generally good prior to the breakfast scheme, the results suggest that such schemes could be beneficial for a subset of children who are poorly nourished and for those children who consume very little for breakfast. Current

Ambiguous Spaces for Troubled Youth: Home, Therapeutic Institution or School?

ERIC Educational Resources Information Center

Severinsson, Susanne; Nord, Catharina; Reimers, Eva

2015-01-01

In Sweden and elsewhere, students permanently excluded from school are removed from their local environment, and sometimes their parental home, and moved to a rural residential care home. Thus "home" and "school" are clearly considered places where problems exist, but it is the young people themselves who are scrutinised and…

Improving the Quality of Home Health Care for Children With Medical Complexity.

PubMed

Nageswaran, Savithri; Golden, Shannon L

2017-08-01

The objectives of this study are to describe the quality of home health care services for children with medical complexity, identify barriers to delivering optimal home health care, and discuss potential solutions to improve home health care delivery. In this qualitative study, we conducted 20 semistructured in-depth interviews with primary caregivers of children with medical complexity, and 4 focus groups with 18 home health nurses. During an iterative analysis process, we identified themes related to quality of home health care. There is substantial variability between home health nurses in the delivery of home health care to children. Lack of skills in nurses is common and has serious negative health consequences for children with medical complexity, including hospitalizations, emergency room visits, and need for medical procedures. Inadequate home health care also contributes to caregiver burden. A major barrier to delivering optimal home health care is the lack of training of home health nurses in pediatric care and technology use. Potential solutions for improving care include home health agencies training nurses in the care of children with medical complexity, support for nurses in clinical problem solving, and reimbursement for training nurses in pediatric home care. Caregiver-level interventions includes preparation of caregivers about: providing medical care for their children at home and addressing problems with home health care services. There are problems in the quality of home health care delivered to children with medical complexity. Training nurses in the care of children with medical complexity and preparing caregivers about home care could improve home health care quality. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Daily Report Cards as a School-Based Intervention for Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Moore, Darren A.; Whittaker, Sarah; Ford, Tamsin J.

2016-01-01

This paper describes daily report cards and the evidence relating to their use in schools for children with attention-deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre-determined targets and parents subsequently providing reinforcement at home for positive…

Time Students Spend Working at Home for School

ERIC Educational Resources Information Center

Wagner, Petra; Schober, Barbara; Spiel, Christiane

2008-01-01

The paper presents three studies which deal with the time students spend working at home for school. In addition, the paper focuses on the distribution of time investment over the course of a week and on the relationship between academic achievement and time spent working at home for school. In sum, 824 students with an average age of 15 years…

Association between ambient noise exposure and school performance of children living in an urban area: a cross-sectional population-based study.

PubMed

Pujol, Sophie; Levain, Jean-Pierre; Houot, Hélène; Petit, Rémy; Berthillier, Marc; Defrance, Jérôme; Lardies, Joseph; Masselot, Cyril; Mauny, Frédéric

2014-04-01

Most of the studies investigating the effects of the external noise on children's school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children's school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children's exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38-58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44-69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10(-3)) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.

The Impact of Gender, Socioeconomic Status and Home Language on Primary School Children's Reading Comprehension in KwaZulu-Natal.

PubMed

Völkel, Gabriela; Seabi, Joseph; Cockcroft, Kate; Goldschagg, Paul

2016-03-15

The current study constituted part of a larger, longitudinal, South African-based study, namely, The Road and Aircraft Noise Exposure on Children's Cognition and Health (RANCH-South Africa). In the context of a multicultural South Africa and varying demographic variables thereof, this study sought to investigate and describe the effects of gender, socioeconomic status and home language on primary school children's reading comprehension in KwaZulu-Natal. In total, 834 learners across 5 public schools in the KwaZulu-Natal province participated in the study. A biographical questionnaire was used to obtain biographical data relevant to this study, and the Suffolk Reading Scale 2 (SRS2) was used to obtain reading comprehension scores. The findings revealed that there was no statistical difference between males and females on reading comprehension scores. In terms of socioeconomic status (SES), learners from a low socioeconomic background performed significantly better than those from a high socioeconomic background. English as a First Language (EL1) speakers had a higher mean reading comprehension score than speakers who spoke English as an Additional Language (EAL). Reading comprehension is indeed affected by a variety of variables, most notably that of language proficiency. The tool to measure reading comprehension needs to be standardized and administered in more than one language, which will ensure increased reliability and validity of reading comprehension scores.

Environmental lead exposure among primary school children in Shebin El-Kom District, Menoufiya Governorate, Egypt.

PubMed

Abdel Rasoul, G M; Al-Batanony, M A; Mahrous, O A; Abo-Salem, M E; Gabr, H M

2012-10-01

Lead still remains an important problem for poor, inner-city, ethnic minority children, with a particular emphasis on lead paint and dust. In Egypt, there is no national survey about the prevalence of elevated blood lead level among children. To assess the environmental lead level as well as to determine blood lead level among primary school children and find out its relationship with their intelligent quotient (IQ), hemoglobin level, hearing impairment and school performance. 190 primary school children from rural and urban areas were selected and their blood lead levels (BLL), hemoglobin concentrations, IQ, hearing threshold and school performance were measured. Also, environmental lead level was measured in the school and home. The mean value of environmental lead (μg/m3) in urban schools air was significantly higher than that in rural areas. BLL had a significant negative correlation with hemoglobin level and IQ; it was positively correlated with the hearing threshold. With increasing BLL, the school performance of children decreased significantly. Exposure to lead would deteriorate IQ, school performance and hearing level of school children. Even in the absence of overt clinical manifestations of lead toxicity, lead intoxication should be among differential diagnosis in children presenting anemia, intellectual impairment, poor academic performance and hearing impairment.

Associations of American Indian children's screen-time behavior with parental television behavior, parental perceptions of children's screen time, and media-related resources in the home.

PubMed

Barr-Anderson, Daheia J; Fulkerson, Jayne A; Smyth, Mary; Himes, John H; Hannan, Peter J; Holy Rock, Bonnie; Story, Mary

2011-09-01

American Indian children have high rates of overweight and obesity, which may be partially attributable to screen-time behavior. Young children's screen-time behavior is strongly influenced by their environment and their parents' behavior. We explored whether parental television watching time, parental perceptions of children's screen time, and media-related resources in the home are related to screen time (ie, television, DVD/video, video game, and computer use) among Oglala Lakota youth residing on or near the Pine Ridge Reservation in South Dakota. We collected baseline data from 431 child and parent/caregiver pairs who participated in Bright Start, a group-randomized, controlled, school-based obesity prevention trial to reduce excess weight gain. Controlling for demographic characteristics, we used linear regression analysis to assess associations between children's screen time and parental television watching time, parental perceptions of children's screen time, and availability of media-related household resources. The most parsimonious model for explaining child screen time included the children's sex, parental body mass index, parental television watching time, how often the child watched television after school or in the evening, parental perception that the child spent too much time playing video games, how often the parent limited the child's television time, and the presence of a VCR/DVD player or video game player in the home (F(7,367) = 14.67; P < .001; adjusted R(2) = .37). The presence of a television in the bedroom did not contribute significantly to the model. Changes in parental television watching time, parental influence over children's screen-time behavior, and availability of media-related resources in the home could decrease screen time and may be used as a strategy for reducing overweight and obesity in American Indian children.

Heart failure in children - home care

MedlinePlus

... ency/patientinstructions/000940.htm Heart failure in children - home care To use the sharing features on this page, ... to write down the results of your child's home checks so that you can share them with your child's health care provider. You may need to keep a chart, ...

The Conflicts in In-School Cultural Behaviors of the Puerto Rican Migrant Children on the Mainland.

ERIC Educational Resources Information Center

Prewitt-Diaz, Joseph O.

In this paper, culturally acceptable home behaviors of Puerto Rican children are contrasted with those behaviors that are demanded in classrooms of mainland United States schools. Sources of conflicts between home and classroom behaviors discussed include: (1) instability resulting from the migration process; (2) language problems; (3)…

Eating at food outlets and leisure places and “on the go” is associated with less-healthy food choices than eating at home and in school in children: cross-sectional data from the UK National Diet and Nutrition Survey Rolling Program (2008–2014)

PubMed Central

Ziauddeen, Nida; Page, Polly; Penney, Tarra L; Nicholson, Sonja; Kirk, Sara FL; Almiron-Roig, Eva

2018-01-01

ABSTRACT Background Where children eat has been linked to variations in diet quality, including the consumption of low-nutrient, energy-dense food, a recognized risk factor for obesity. Objective The aim of this study was to provide a comprehensive analysis of consumption patterns and nutritional intake by eating location in British children with the use of a nationally representative survey. Design Cross-sectional data from 4636 children (80,075 eating occasions) aged 1.5–18 y from the UK National Diet and Nutrition Survey Rolling Program (2008–2014) were analyzed. Eating locations were categorized as home, school, work, leisure places, food outlets, and “on the go.” Foods were classified into core (considered important or acceptable within a healthy diet) and noncore (all other foods). Other variables included the percentage of meals eaten at home, sex, ethnicity, body mass index, income, frequency of eating out, takeaway meal consumption, alcohol consumption, and smoking. Results The main eating location across all age groups was at home (69–79% of eating occasions), with the highest energy intakes. One-third of children from the least-affluent families consumed ≤25% of meals at home. Eating more at home was associated with less sugar and takeaway food consumption. Eating occasions in leisure places, food outlets, and “on the go” combined increased with age, from 5% (1.5–3 y) to 7% (11–18 y), with higher energy intakes from noncore foods in these locations. The school environment was associated with higher intakes of core foods and reduced intakes of noncore foods in children aged 4–10 y who ate school-sourced foods. Conclusions Home and school eating are associated with better food choices, whereas other locations are associated with poor food choices. Effective, sustained initiatives targeted at behaviors and improving access to healthy foods in leisure centers and food outlets, including food sold to eat “on the go,” may improve food

The Emotionally-Handicapped Child: Altering Home, School, and Social Environments as the Key to Prevention and Cure.

ERIC Educational Resources Information Center

Jones, Vern

The author examines the causes of behavioral disorders that stem from conditions existing in the home, school, and society, and offers specific recommendations for institutional changes which would reduce the number of behaviorally disordered children. Factors noted to be significantly related to emotional difficulties include divorce; the…

Screen-related sedentary behaviours of school-aged children: Principals’ and teachers’ perspectives

PubMed Central

He, Meizi; Piché, Leonard; Beynon, Charlene; Kurtz, Joanne; Harris, Stewart

2010-01-01

Objective To solicit school principals’ and teachers’ perspectives on children’s screen-related sedentary behaviour and to identify possible solutions to reduce sedentary behaviours among school-aged children. Method In-person interviews using a semi-structured interview guide were conducted with school principals and grades five and six classroom teachers in 14 randomly selected elementary schools in London and Middlesex County, Ontario. Fourteen principals and 39 classroom teachers participated in the study. Inductive content analysis was performed independently by two researchers. Results Both principals and teachers were very concerned about children’s excessive screen activities, but they did not perceive that they could play a key role in reducing these behaviours. Key barriers were identified to reducing screen-related sedentary behaviour and to children’s active living both at and away from school. They included competing demands from other subjects, limited gym resources/space within the school, a lack of control over the home environment, and a perception that parents were poor role models. Notwithstanding the above barriers, principals and teachers still recommended increasing children’s daily physical activity both within and outside of school hours. Furthermore, they stressed the need for parents to play a key role in reducing their children’s screen-related sedentary behaviours and increasing their level of physical activity. Conclusion School principals and teachers were very concerned about excessive screen-behaviour among school-aged children when away from school and suggested that interventions should emphasize increasing daily physical education, promoting recreational sports at or away from school, and engaging parents in regulating screen time at home. PMID:21468163

Home-School Links: Networking the Learning Community.

ERIC Educational Resources Information Center

1996

The topic of networking the learning community with home-school links is addressed in four papers: "Internet Access via School: Expectations of Students and Parents" (Roy Crotty); "The School Library as Community Information Gateway" (Megan Perry); "Rural Access to the Internet" (Ken Eustace); and "NetDay '96:…

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school-to-home spillover

PubMed Central

Bai, Sunhye; Reynolds, Bridget M.; Robles, Theodore F.; Repetti, Rena L.

2016-01-01

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same-day child reports of higher negative mood. Peer problems were less consistently associated with parent-child interactions over and above the effects of academic problems that day. A one-time measure of parent-child relationship quality moderated several daily associations, such that the same-day link between school problems and child-report of family interactions was stronger among children who were closer to their parents. PMID:29307958

The Impact of School Gardening on Cree Children's Knowledge and Attitudes toward Vegetables and Fruit.

PubMed

Hanbazaza, Mahitab A; Triador, Lucila; Ball, Geoff D C; Farmer, Anna; Maximova, Katerina; Alexander First Nation; Willows, Noreen D

2015-09-01

School-based interventions may increase children's preferences for vegetables and fruit (V&F). This Canadian study measured changes in Indigenous First Nations schoolchildren's V&F knowledge, preferences, and home consumption following the implementation of a gardening and V&F snack program. At baseline, 7 months, and 18 months, children in grades 1-6 (i) listed at least 5 V&F they knew, (ii) tasted and indicated their preferences towards 9 vegetables and 8 fruit using a 6-point Likert scale, and (iii) indicated their home consumption of 17 V&F. At all 3 time points, 56.8% (n = 66/116) of children provided data. Children listed a greater number of V&F at 18 months (4.9 ± 0.1) than at baseline (4.5 ± 1.0) or 7 months (4.7 ± .07) (F(1.6,105.6) = 6.225, P < 0.05). Vegetable preferences became more positive between baseline (37.9 ± 9.3) and 7 months (39.9 ± 9.2), but returned to baseline levels at 18 months (37.3 ± 8.7) (F(1.6,105.8) = 4.581, P < 0.05). Fruit preferences at 18 months (42.7 ± 3.0) were greater than at baseline (41.1 ± 4.3) and at 7 months (41.9 ± 5.1) (F(1.7,113.3) = 3.409, P < 0.05). No change in V&F consumption occurred at home. Despite improvements in V&F knowledge and preferences, home consumption of V&F did not occur. Complementing school-based programs with home-based components may be needed to influence V&F intake of children.

Understanding the Home-School Interface in a Culturally Diverse Family

ERIC Educational Resources Information Center

Schulz, Melissa M.; Kantor, Rebecca

2005-01-01

We present the cases of two families from the same middle-class community and conclude that home and school are more connected for some students and families than for others, even in the middle class where seamlessness is assumed. Home and school are more closely aligned for middle-class European-American students who read at home, engage in…

Protecting children from smoke exposure in disadvantaged homes.

PubMed

Rowa-Dewar, Neneh; Lumsdaine, Colin; Amos, Amanda

2015-04-01

Smoke-free legislation and shifting norms in many countries have reduced secondhand smoke (SHS) exposure, but many children, particularly from disadvantaged homes, have high levels of exposure in homes and cars. We explored the particular challenges mothers who smoke face when attempting to protect their children from SHS exposure in disadvantaged homes. We conducted semi-structured interviews with 22 disadvantaged mothers of children aged 1-3 years in Scotland, using an innovative floor plan method to prompt accounts. Interviews were analyzed thematically. Disadvantaged mothers reported attempting to protect their children from both SHS and becoming smokers, motivated by the perceived future health and financial burdens these entail. The variable strategies used to protect children during early childhood were constrained and/or facilitated by limited and changing living circumstances, single parenthood, increasing child mobility and awareness of parental smoking, and complex social relationships. In the context of several intersecting dimensions of disadvantage (unemployment, low income, alcohol/drug abuse, and domestic abuse), the imperative to be and to be seen to be a good mother was also key in shaping smoking practices in the home. Challenging and changing domestic living circumstances and relationships and the increasing mobility of children in their first few years are key barriers to creating smoke-free homes for disadvantaged mothers. Key facilitators include mothers' concerns about children's increasing awareness of smoking and moving to accommodation with accessible outdoor space. Targeted public health initiatives need to acknowledge and support disadvantaged parents' existing motivations and attempts to protect children from both SHS and becoming smokers. © The Author 2015. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Family Smoking, Exposure to Secondhand Smoke at Home and Family Unhappiness in Children

PubMed Central

Chen, Jian Jiu; Ho, Sai Yin; Au, Wing Man; Wang, Man Ping; Lam, Tai Hing

2015-01-01

Tobacco use adversely affects many aspects of well-being and is disliked by non-smokers. However, its association with family happiness is unknown. We investigated the associations of family unhappiness with smoking in family members and secondhand smoke (SHS) exposure at home in Hong Kong children. In a school-based survey in 2012–2013, 1238 primary school students (mean age 8.5 years, standard deviation 0.9; 42.6% boys) reported family smoking, SHS exposure at home and whether their families had any unpleasant experience caused by smoking or SHS in the past 30 days (tobacco-related unpleasant experience), and rated the overall level of happiness in their families (family unhappiness). Multivariable logistic regression was used to study the associations of tobacco-related unpleasant experience and family unhappiness with family smoking and SHS exposure at home. Tobacco-related unpleasant experience and family unhappiness were reported by 27.5% and 16.5% of students. Unpleasant experience was more strongly associated with family smoking than SHS exposure at home. Family unhappiness was associated with both family smoking (odds ratio 2.37; 95% confidence interval 1.51–3.71) and SHS exposure at home (1.82; 1.39–2.40). These results suggest a previously neglected possible impact of tobacco use on family happiness. PMID:26580642

Parenting practices toward food and children's behavior: Eating away from home versus at home.

PubMed

Kasparian, Michelle; Mann, Georgianna; Serrano, Elena L; Farris, Alisha R

2017-07-01

Parenting style influences a child's overall diet quality and establishes food preferences. Parenting style and "food rules" for children differ by eating at home or away from home. Eating meals away from home is increasing despite associations with consumption of unhealthy foods and higher weight status. The objective of the current study was to compare parenting practices and decision-making at restaurants versus at home. A mixed methods approach was utilized: facilitated, individual interviews to explore decision-making and parenting practices; written questionnaires for socio-demographic information; and body mass index. Summaries and emergent themes were generated based on examination of tapes and transcripts. Descriptive statistics were computed for questionnaire data. Twenty-five mothers of children of five to eight years who ate at restaurants at least two times per week participated. Mothers reported more permissive food rules at restaurants yet maintained higher behavioral expectations. Mothers were also more likely to make decisions about whether they eat out, where to eat, and children's meal selections than their children. The findings suggest that parenting practices toward overall behavior and food choices may differ at restaurants than at home, highlighting the importance of healthy menu options, further research, and educational strategies. Copyright © 2017 Elsevier Ltd. All rights reserved.

Re-Designing Community Mental Health Services for Urban Children: Supporting Schooling to Promote Mental Health

PubMed Central

Atkins, Marc S.; Shernoff, Elisa S.; Frazier, Stacy L.; Schoenwald, Sonja K.; Cappella, Elise; Marinez-Lora, Ane; Mehta, Tara G.; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal

2015-01-01

Objective This study examined a school- and home-based mental health service model, Links to Learning (L2L), focused on empirical predictors of learning as primary goals for services in high poverty urban communities. Method Teacher key opinion leaders (KOLs) were identified through sociometric surveys and trained, with mental health providers (MHPs) and parent advocates (PAs), on evidence-based practices to enhance children’s learning. KOLs and MHPs co-facilitated professional development sessions for classroom teachers to disseminate two universal (Good Behavior Game, Peer Assisted Learning) and two targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by MHPs and PAs for K-4th grade children diagnosed with one or more disruptive behavior disorder. Services were Medicaid-funded through four social service agencies (N = 17 providers) in seven schools (N = 136 teachers, 171 children) in a two (L2L vs. services-as-usual SAU]) by six (pre- and post-tests for three years) longitudinal design with random assignment of schools to conditions. SAU consisted of supported referral to a nearby social service agency. Results Mixed effects regression models indicated significant positive effects of L2L on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-group effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Conclusions Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high poverty urban communities. PMID:26302252

Contact behaviour of children and parental employment behaviour during school closures against the pandemic influenza A (H1N1-2009) in Japan.

PubMed

Mizumoto, Kenji; Yamamoto, Taro; Nishiura, Hiroshi

2013-06-01

To identify epidemiological determinants of the contact behaviour of children and their impact on parental employment, during school closures that took place over the course of the 2009 pandemic influenza (H1N1-2009) in Japan. A retrospective survey was conducted in Japanese households between October 2009 and May 2010 by administration of a standardized questionnaire. Demographic and behavioural variables were explored, in association with the frequency with which children left the home and the risk of parents being absent from work during school closures. Data from 882 eligible households were analysed. A total of 181/882 (20.5%) of households reported that children left the home for nonessential reasons during school closures. No impact on parental working hours was reported by 742/882 (84.1%) of households. Univariate analyses showed that the frequency with which children left the home was dependent on age, extent of school closure and requirement for special childcare arrangements. A greater understanding of age-dependent behaviours, during school closures as a consequence of a pandemic, is required. Consideration of a public policy to permit a paid leave of absence from work for parents during school closures may be beneficial; the cost-effectiveness of such a measure should be assessed in future.

Children's peer violence perpetration and victimization: Prevalence and associated factors among school children in Afghanistan

PubMed Central

Hemat, Osman; Siddiq, Wahid; Jewkes, Rachel

2018-01-01

Background Child peer violence is a global problem and seriously impacts children’s physical and psychological health, and their education outcomes. There are few research studies on children’s peer violence available in South Asian countries, particularly in Afghanistan. This paper describes the prevalence of children’s peer violence perpetration and victimization and associated factors among school children in Afghanistan. Methods A total of 770 children were recruited into a baseline study conducted as part of an intervention evaluation in 11 schools (seven girls’ and four boys’ schools). All children were interviewed with a questionnaire developed for the study. The main outcome is a three-level peer violence variable consisting of (a) no violence, (b) victimization only, or (c) perpetration (with or without victimization). Peer violence victimization was measured through the Multidimensional Peer-Victimization Scale, and peer violence perpetration was measured through an adjusted version of the same scale with wording changed to measure perpetration. Results 49.7% of boys and 43.3% of girls reported having experienced more than one instance of violence victimization in the past month, and 31.7% of boys and 17.6% of girls disclosed perpetration of more than one instance of violence in the past month, with considerable overlap found between experience of victimization and perpetration, particularly among boys. Multinomial models of factors associated with peer violence show that for boys, food insecurity was associated with perpetration of peer violence but not with victimization, and experiencing corporal punishment at school in the last month was significantly associated with both peer victimization and perpetration. For girls, food insecurity, more depressive symptoms and experiencing any beating at home were associated with both violence victimization and perpetration. Having a disability was associated with victimization only, and having witnessed

Improving community development by linking agriculture, nutrition and education: design of a randomised trial of "home-grown" school feeding in Mali.

PubMed

Masset, Edoardo; Gelli, Aulo

2013-02-21

Providing food through schools has well documented effects in terms of the education, health and nutrition of school children. However, there is limited evidence in terms of the benefits of providing a reliable market for small-holder farmers through "home-grown" school feeding approaches. This study aims to evaluate the impact of school feeding programmes sourced from small-holder farmers on small-holder food security, as well as on school children's education, health and nutrition in Mali. In addition, this study will examine the links between social accountability and programme performance. This is a field experiment planned around the scale-up of the national school feeding programme, involving 116 primary schools in 58 communities in food insecure areas of Mali. The randomly assigned interventions are: 1) a school feeding programme group, including schools and villages where the standard government programme is implemented; 2) a "home-grown" school feeding and social accountability group, including schools and villages where the programme is implemented in addition to training of community based organisations and local government; and 3) the control group, including schools and household from villages where the intervention will be delayed by at least two years, preferably without informing schools and households. Primary outcomes include small-holder farmer income, school participation and learning, and community involvement in the programme. Other outcomes include nutritional status and diet-diversity. The evaluation will follow a mixed method approach, including household, school and village level surveys as well as focus group discussions with small-holder farmers, school children, parents and community members. The impact evaluation will be incorporated within the national monitoring and evaluation (M&E) system strengthening activities that are currently underway in Mali. Baselines surveys are planned for 2012. A monthly process monitoring visits, spot

Medical Home Disparities for Latino Children by Parental Language of Interview

PubMed Central

DeCamp, Lisa Ross; Choi, Hwajung; Davis, Matthew M.

2015-01-01

Examination of Latino children in aggregate ignores important subgroup differences due to the parents’ English language ability. Previous reports of the pediatric medical home have not stratified Latino children by parental language differences to compare the two groups directly. We analyzed the 2007 National Survey of Children’s Health to determine medical home prevalence among Latino children, stratified by language of parental interview. Most Latino children with a Spanish-language parental interview had a usual source of care, but only one-quarter had a medical home. Striking medical home disparities persisted for Latino children with a Spanish-language interview, even after adjustment for potential confounders. Lack of a medical home was associated with disparities in the quality of care, more so than access disparities. Addressing health care disparities for Latino children requires particular attention to the unique needs of Latino children with parents who may experience language barriers during health care encounters. PMID:22080700

Assessing High School Vocational Students' Attitudes Toward Travel Away from Their Home Schools. Final Report.

ERIC Educational Resources Information Center

Tadlock, Larry

To assess the attitude of high school students toward travel away from their home school for vocational training, a two-part study was conducted. The objective of the first part was to determine the number of students in the State of Washington who actually traveled away from their home schools for vocational training and of the second part to…

Children Without Homes: An Examination of Public Responsibility to Children in Out-of-Home Care.

ERIC Educational Resources Information Center

Knitzer, Jane; And Others

This book is the seventh Children's Defense Fund report on major problems facing American children at risk of placement or already placed out of their homes. The findings are based on a survey of child welfare and probation offices in a stratified random sample of 140 counties (27 with populations over 300,000, and 113 with populations under…

Dietary and Physical Activity/Inactivity Factors Associated with Obesity in School-Aged Children123

PubMed Central

Perez-Rodriguez, Marcela; Melendez, Guillermo; Nieto, Claudia; Aranda, Marisol; Pfeffer, Frania

2012-01-01

Diet and physical activity (PA) are essential components of nutritional status. Adequate nutrition and an active lifestyle are key factors during childhood, because food habits track into adulthood. Children spend more time in school than in any other environment away from home. Studying the diet factors and patterns of PA that affect obesity risk in children during school hours and the complete school day can help identify opportunities to lower this risk. We directly measured the time children spent performing moderate to vigorous PA (MVPA) at school, compared the amount and intensity of PA during school hours with after-school hours, and tried to determine if diet behaviors and PA or inactivity were associated with excess weight and body fat. This cross-sectional study included 143 normal-weight (NLW) and 48 obese children aged 8–10 y. Diet data were obtained from two 24-h recalls. Body composition was measured by bioimpedance. Screen time and sports participation data were self-reported. NLW children drank/ate more dairy servings than the obese children, who consumed more fruit-flavored water than the NLW group. Consumption of soft drinks, sugar-added juices, and fresh juices was low in both groups. Children were less active during school hours than after school. MVPA was lower during school hours in the obese group than in the NLW group. Schools, parents, and authorities should be more involved in promoting strategies to improve the dietary habits and PA levels of school-aged children, because this group is not achieving the recommended level of daily MVPA. PMID:22798003

I Can Tell It as It Is! Exploring How Children Write and Talk about Themselves in School

ERIC Educational Resources Information Center

Moinian, Farzaneh

2006-01-01

This paper asks what and how some children tell others about themselves and the life they live at home and in school. Drawing on data collected through ethnographic observations, interviews and children's written texts about themselves, the article illustrates the meanings children create and attach to their everyday experience of interactions…

Goodbye Yellow Brick Road: Challenging the Mythology of Home in Children's Literature

ERIC Educational Resources Information Center

Wilson, Melissa B.; Short, Kathy G.

2012-01-01

The myth of home is what distinguishes children's literature from adult novels (Wolf 1990). Nodelman and Reimer ("The Pleasures of Children's Literature," 2003) write that while "the home/away/home pattern is the most common story line in children's literature, adult fiction that deals with young people who leave home usually ends…

[Street children in Bukavu, Democratic Republic of the Congo: causes for leaving home].

PubMed

Witumbula Katambwe, V; Kizanda, F; Wabatinga Kyalemaninwa, G

2009-06-01

The purpose of this report is to describe the results of a survey conducted in 2004 among a cohort of 310 street children in Bukavu DR Congo to determine sociodemographic features and the reasons that led them to leave the homes of their parents. The causes were school dropout due either to the inability of the parents to pay or refusal to study, death or separation of parents, family dispute, feelings of injustice or discrimination within the family, and a desire for freedom. Street life depersonalizes children, subjects them to the law of the strongest, and exposes them to drugs and prostitution.

Examining Claims of Family Process Differences Ensuing from the Choice to Home-School

ERIC Educational Resources Information Center

Butler, Mark H.; Harper, James M.; Call, Matthew L.; Bird, Mark H.

2015-01-01

Advocates of home-schooling claim a variety of positive educational and familial outcomes. Research is needed to examine possible effects of home-schooling on family relationships. We investigated family environment differences between home-schooling and public-schooling families matched in terms of family-centric orientation. Family cohesion was…

Perceptions of Bilingualism and Home Language Maintenance and Loss: A Study of Latino Parents at a San Francisco Bay Area Elementary Charter School

ERIC Educational Resources Information Center

Enstice, Emily McCormick

2012-01-01

There is limited research that investigates parent perceptions with respect to their early elementary school children's home language use. To fill the gap in research, this study explores the relationship between first generation Latino parent perspectives of bilingualism, home language maintenance and loss, and the intersection of culture…

Self-concept and mental health status of 'stay-at-home' children in rural China.

PubMed

Zhao, Ke-Fu; Su, Hong; He, Li; Wu, Jia-Ling; Chen, Ming-Chun; Ye, Dong-Qing

2009-09-01

To describe the self-concept and mental health status of 'stay-at-home' children and to explore the differences between stay-at-home children and non-stay-at-home children. A cross-sectional survey was conducted in Changfeng County to collect information on self-concept and mental health status. Children were classified as 'stay-at-home' or 'non-stay-at-home' for data analysis. Stay-at-home children accounted for 55.1% of children. The two groups of children differed significantly on the total scores of self-concept (stay-at-home, 52.48 +/- 14.29; non-stay-at-home, 55.24 +/- 15.10). The mental health status of stay-at-home children was poor, with significant difference between them (stay-at-home, 41.17 +/- 12.25; non-stay-at-home, 40.14 +/- 13.11). Using multivariate linear regression analysis, we found that the total P-H score, gender, low family economic status, stay-at-home status and being cared for by an uncle/aunt or an older sibling were independent variables for mental health of the children. This study suggests that stay-at-home children have a greater risk of mental health problems than their counterparts in rural Anhui province, China. In addition, this study provides useful baseline information on childhood mental health and has identified important risk factors that would be important in planning strategies for prevention of mental health problems for stay-at-home children.

School-Based Educational Intervention to Improve Children's Oral Health-Related Knowledge.

PubMed

Blake, Holly; Dawett, Bhupinder; Leighton, Paul; Rose-Brady, Laura; Deery, Chris

2015-07-01

To evaluate a brief oral health promotion intervention delivered in schools by a primary care dental practice, aimed at changing oral health care knowledge and oral health-related behaviors in children. Cohort study with pretest-posttest design. Three primary schools. One hundred and fifty children (aged 9-12 years). Children received a 60-minute theory-driven classroom-based interactive educational session delivered by a dental care professional and received take-home literature on oral health. All children completed a questionnaire on oral health-related knowledge and self-reported oral health-related behaviors before, immediately after, and 6 weeks following the intervention. Children's dental knowledge significantly improved following the intervention, with improvement evident at immediate follow-up and maintained 6 weeks later. Significantly more children reported using dental floss 6 weeks after the intervention compared with baseline. No significant differences were detected in toothbrushing or dietary behaviors. School-based preventative oral health education delivered by primary care dental practices can generate short-term improvements in children's knowledge of oral health and some aspects of oral hygiene behavior. Future research should engage parents/carers and include objective clinical and behavioral outcomes in controlled study designs. © 2014 Society for Public Health Education.

Behavior problems, foster home integration, and evidence-based behavioral interventions: What predicts adoption of foster children?

PubMed

Leathers, Sonya J; Spielfogel, Jill E; Gleeson, James P; Rolock, Nancy

2012-05-01

Adoption is particularly important for foster children with special mental health needs who are unable to return home, as adoption increases parental support often critically needed by youth with mental health issues. Unfortunately, significant behavior problems frequently inhibit foster parents from adopting, and little is known about factors that predict adoption when a child has behavior problems. Previous research suggests that foster parent behavioral training could potentially increase rates of successful adoptions for pre-school-aged foster children with behavior problems (Fisher, Kim, & Pears, 2009), but this has not been previously tested in older samples. In older children, effective treatment of behavior problems might also increase adoption by reducing the interference of behavior problems and strengthening the child's foster home integration. This pilot study focused on this question by testing associations between behavior problems, foster home integration, an evidence-based foster parent intervention, and adoption likelihood. This study used an intent-to-treat design to compare foster home integration and adoption likelihood for 31 foster children with histories of abuse and neglect whose foster parents received a foster behavioral parenting intervention (see Chamberlain, 2003) or usual services. Random effect regression analyses were used to estimate outcomes across four time points. As expected, externalizing behavior problems had a negative effect on both integration and adoption, and foster home integration had an independent positive effect on adoption. Internalizing behavior problems (e.g., depression/anxiety) were not related to adoption or integration. However, the intervention did not have a direct effect on either foster home integration or adoption despite its positive effect on behavior problems. Results from this preliminary study provide further evidence of the negative effect of externalizing behavior problems on adoption. Its findings

Behavior problems, foster home integration, and evidence-based behavioral interventions: What predicts adoption of foster children?

PubMed Central

Leathers, Sonya J.; Spielfogel, Jill E.; Gleeson, James P.; Rolock, Nancy

2015-01-01

Objectives Adoption is particularly important for foster children with special mental health needs who are unable to return home, as adoption increases parental support often critically needed by youth with mental health issues. Unfortunately, significant behavior problems frequently inhibit foster parents from adopting, and little is known about factors that predict adoption when a child has behavior problems. Previous research suggests that foster parent behavioral training could potentially increase rates of successful adoptions for pre-school-aged foster children with behavior problems (Fisher, Kim, & Pears, 2009), but this has not been previously tested in older samples. In older children, effective treatment of behavior problems might also increase adoption by reducing the interference of behavior problems and strengthening the child’s foster home integration. This pilot study focused on this question by testing associations between behavior problems, foster home integration, an evidence-based foster parent intervention, and adoption likelihood. Methods This study used an intent-to-treat design to compare foster home integration and adoption likelihood for 31 foster children with histories of abuse and neglect whose foster parents received a foster behavioral parenting intervention (see Chamberlain, 2003) or usual services. Random effect regression analyses were used to estimate outcomes across four time points. Results As expected, externalizing behavior problems had a negative effect on both integration and adoption, and foster home integration had an independent positive effect on adoption. Internalizing behavior problems (e.g., depression/anxiety) were not related to adoption or integration. However, the intervention did not have a direct effect on either foster home integration or adoption despite its positive effect on behavior problems. Conclusions Results from this preliminary study provide further evidence of the negative effect of externalizing