uk pre-school children: Topics by Science.gov

Sample records for uk pre-school children

Communication Interventions for Families of Pre-School Deaf Children in the UK

ERIC Educational Resources Information Center

Rees, Rachel; Mahon, Merle; Herman, Rosalind; Newton, Caroline; Craig, Gordon; Marriage, Josephine

2015-01-01

UK professionals use a range of intervention approaches to promote communication development in pre-school deaf children by influencing the familys' interaction style. This investigation surveyed the approaches used and explored how these translated into specific practices. An online questionnaire was developed and reviewed by a panel of experts.…
A qualitative study exploring parental accounts of feeding pre-school children in two low-income populations in the UK.

PubMed

Hayter, Arabella K M; Draper, Alizon K; Ohly, Heather R; Rees, Gail A; Pettinger, Clare; McGlone, Pauline; Watt, Richard G

2015-07-01

Good nutrition in the early years of life is essential, yet the diets of many pre-school children in the UK are known to be poor. Understanding the decisions parents make when feeding young children is very important in determining what type and nature of interventional support may be developed to promote good nutrition. The aim of this study was to explore using qualitative methods, parental perceptions of feeding their children in order to inform the development of a nutrition intervention. Focus groups (n = 33) and individual interviews (n = 6) were undertaken with parents, most of whom were attending children's centres in two deprived populations from one urban (Islington, north London) and one rural (Cornwall) location in England. Accounts of feeding pre-school children were primarily concerned with dealing with the practicalities of modern life, in particular the cost of food and the need to manage on a restricted household budget. Time pressures, a lack of perceived knowledge and confidence in preparing food and managing conflict over food choices between family members were also strong themes. Parents commonly reported differences between how they would like to feed their children and the reality of what they were able to do in their circumstances. These findings suggest that the poor eating habits of many pre-school children may be less a case of parental ignorance but rather the product of a range of coping strategies. Designing an intervention, which helps parents to build their confidence and self-efficacy, may enable them to make positive changes to their children's diets. © 2013 Blackwell Publishing Ltd.
A model of roles and responsibilities in oral health promotion based on perspectives of a community-based initiative for pre-school children in the U.K.

PubMed

Henderson, E; Rubin, G

2014-03-01

(i) To explore dental, school and family perspectives of an oral health promotion (OHP) initiative to improve access for pre-school children in deprived communities; (ii) to develop a model of roles and responsibilities for OHP in community settings. Semi-structured focus groups (n = 6) with dental practice staff (n = 24), and semi-structured interviews with school staff (n = 9) and parents and children (n = 4) who were involved in an OHP initiative for pre-school children. Framework analysis was applied to identify themes. Themes were used to develop a model of roles and responsibilities for OHP, based on the WHO Planning and evaluating health promotion model. Respondents subscribed to a community-based approach to improving access to dental services for pre-school children in deprived areas, with an emphasis on shared responsibility and communication. In addition to macro-level actions in directing health policy and services, commissioners were held responsible for investing in micro-level actions, such as funding OHP training and involving parents, and meso-level actions such as reducing barriers to access. The model we have developed builds on WHO recommendations on health promotion to identify the key roles and responsibilities that should be incorporated into further initiatives in OHP.
Eating a rainbow. Introducing vegetables in the first years of life in 3 European countries.

PubMed

Ahern, Sara M; Caton, Samantha J; Bouhlal, Sofia; Hausner, Helene; Olsen, Annemarie; Nicklaus, Sophie; Møller, Per; Hetherington, Marion M

2013-12-01

Low vegetable consumption in children is a concern in many EU countries, fewer than one fifth of children in Europe consume the WHO recommended amounts. Systematic studies demonstrate that experience with a variety of vegetables early in childhood can promote later consumption as early dietary habits often track into adulthood. This study examined pre-school children's experience with vegetables across three European countries in order to assess cultural differences, effects of age and culinary practices. Mothers of pre-school children (N=234) in the UK (N=71), Denmark (N=93) and France (N=70) completed a survey assessing parental and infant familiarity, frequency of offering and liking for 56 vegetables as well as preparation techniques for these vegetables. Analyses revealed that although children aged 25-36 months had been introduced to the greatest number of vegetables, children aged 6-12 months were offered vegetables more frequently and had a higher reported liking for these vegetables. UK children's liking was related to frequency of maternal intake and frequency of offering. Denmark had introduced the greatest number of vegetables and offered vegetables more frequently than both the UK and France. Choice of preparation methods differed between countries while choice of seasonings was similar. Results suggest increasing variety and frequency of vegetable offering between 6 and 12 months, when children are most receptive, may promote vegetable consumption in children. Copyright © 2013 Elsevier Ltd. All rights reserved.
Assessing Informal Learning in an Aquarium Using Pre- and Post-Visit Drawings

ERIC Educational Resources Information Center

Cainey, Jill; Bowker, Robert; Humphrey, Lauren; Murray, Nicola

2012-01-01

This article discusses learning that occurred during primary school visits to the UK National Marine Aquarium (Aquarium). Before visiting, children were asked to independently create a drawing of marine life off the Devon coast and a drawing of tropical reef marine life, allowing an assessment of prior knowledge. Post-visit, children created…
Developing a nutrition intervention in children's centres: exploring views of parents in rural/urban settings in the UK.

PubMed

Ohly, Heather R; Hayter, Arabella; Pettinger, Clare; Pikhart, Hynek; Watt, Richard G; Rees, Gail A

2013-08-01

The present study explored parents’ requirements for healthy eating support prior to the development of a tailored intervention. A cross-sectional study of parents attending children’s centres. Children’s centres in Cornwall (rural south-west England) and Islington (urban London borough). A total of 261 parents (94.2% female) of pre-school children (aged 2–5 years) completed a questionnaire on factors influencing food choice, and preferences for and views on healthy eating support. Parents reported that health, taste, freshness and quality were the most important factors influencing their food choices for their pre-school children. The importance of individual factors varied according to level of educational attainment. Over a third (38 %) of parents said they wanted more advice on healthy eating for children. Less educated parents showed the greatest interest in learning more about several aspects: what a ‘healthy diet’ means, how to prepare and cook healthy food, how to understand food labels, budgeting for food, examples of healthy food and snacks for children, appropriate portion sizes for children and ways to encourage children to eat well. There was demand for healthy eating support among parents of pre-school children, especially those who are less educated, in one rural and one urban area of England
Maintaining pre-school children's health and wellbeing in the UK: a qualitative study of the views of migrant parents

PubMed Central

Condon, L.J.; McClean, S.

2017-01-01

Abstract Background There is evidence that key health behaviours of people who migrate deteriorate over time, which has a consequent impact upon the health of dependent children. As health in the early years sets the course for lifelong health, it is important to explore parents' views on maintaining children's health following migration. Methods Five focus groups were held with parents of preschool children who had migrated to the UK within the last 10 years (n = 28). Parents originated from Romania, Poland, Somalia and Pakistan, with one group of Roma Gypsy parents. Data collection took place in January to March 2015. Results All groups, apart from the Roma, perceived barriers to maintaining optimal health and well-being for their preschool children following migration to the UK. Eastern European parents experienced difficulties in ensuring family financial security, while parents from more established communities focused on barriers to children's exercise, play and nutrition. Conclusions This study highlights aspects of public health where migrants and their children can experience adverse effects in the UK. These findings have implications for policymakers, commissioners and providers of health services who aim to promote good health among preschool children. PMID:27591301
An exploratory trial of the effectiveness of an enhanced consultative approach to delivering speech and language intervention in schools.

PubMed

Mecrow, Carol; Beckwith, Jennie; Klee, Thomas

2010-01-01

Increased demand for access to specialist services for providing support to children with speech, language and communication needs prompted a local service review of how best to allocate limited resources. This study arose as a consequence of a wish to evaluate the effectiveness of an enhanced consultative approach to delivering speech and language intervention in local schools. The purpose was to evaluate an intensive speech and language intervention for children in mainstream schools delivered by specialist teaching assistants. A within-subjects, quasi-experimental exploratory trial was conducted, with each child serving as his or her own control with respect to the primary outcome measure. Thirty-five children between the ages of 4;2 and 6;10 (years; months) received speech and/or language intervention for an average of four 1-hour sessions per week over 10 weeks. The primary outcome measure consisted of change between pre- and post-intervention scores on probe tasks of treated and untreated behaviours summed across the group of children, and maintenance probes of treated behaviours. Secondary outcome measures included standardized tests (Clinical Evaluation of Language Fundamentals - Preschool(UK) (CELF-P(UK)); Diagnostic Evaluation of Articulation and Phonology (DEAP)) and questionnaires completed by parents/carers and school staff before and after the intervention period. The primary outcome measure showed improvement over the intervention period, with target behaviours showing a significantly larger increase than control behaviours. The gains made on the target behaviours as a result of intervention were sustained when reassessed 3-12 months later. These findings were replicated on a second set of targets and controls. Significant gains were also observed on CELF-Preschool(UK) receptive and expressive language standard scores from pre- to post-intervention. However, DEAP standard scores of speech ability did not increase over the intervention period, although improvements in raw scores were observed. Questionnaires completed before and after intervention showed some significant differences relating to how much the child's speech and language difficulties affected him/her at home and at school. This exploratory study demonstrates the benefit of an intensive therapy delivered by specialist teaching assistants for remediating speech and language difficulties experienced by young children in mainstream schools. The service delivery model was perceived by professionals as offering an inclusive and effective practice and provides empirical support for using both direct and indirect intervention in the school setting.
The incidence of Kawasaki disease after vaccination within the UK pre-school National Immunisation Programme: an observational THIN database study.

PubMed

Hall, Gillian C; Tulloh, Robert Mr; Tulloh, Louise E

2016-11-01

To provide expected incidence rates of Kawasaki disease after vaccination in routine clinical practice and as recommended within a pre-school National Immunisation Programme (NIP). A post-immunisation risk period when Kawasaki disease onset might be associated with vaccination was defined as 28 days. Immunisation records for children under 6 years were identified from The Health Improvement Network (THIN) database of electronic UK primary health care records (2008-2012) and linked to previously validated cases of Kawasaki disease with an assigned date of onset. Kawasaki disease incidence in the risk period after a complete NIP recommended set of vaccinations was estimated for five vaccination stages individually and in total. A total of 642 170 complete pre-school immunisation stages from 275 986 children were included. Six cases of Kawasaki disease had onset in the risk period after any NIP stage providing an incidence of 12.8 per 100 000 person years (95%CI 5.7, 28.4). The incidence after any single immunisation stage ranged from 0 to 27.4 (95%CI 8.8, 84.8) per 100 000 person years. There were few cases of Kawasaki disease in the risk period after any NIP vaccination combination. The incidence rates will aid in the interpretation of clinical trials and post-marketing surveillance of new vaccines. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.
Preschool Affects Longer Term Literacy and Numeracy: Results from a General Population Longitudinal Study in Northern Ireland

ERIC Educational Resources Information Center

Melhuish, Edward; Quinn, Louise; Sylva, Kathy; Sammons, Pam; Siraj-Blatchford, Iram; Taggart, Brenda

2013-01-01

The Effective Pre-school Provision in Northern Ireland (EPPNI) project is a longitudinal study of child development from 3 to 11 years. It is one of the first large-scale UK projects to investigate the effects of different kinds of preschool provision, and to relate experience in preschool to child development. In EPPNI, 683 children were randomly…
Evaluation of a Surfing Programme Designed to Increase Personal Well-Being and Connectedness to the Natural Environment among "At Risk" Young People

ERIC Educational Resources Information Center

Hignett, Amanda; White, Mathew P.; Pahl, Sabine; Jenkin, Rebecca; Froy, Mod Le

2018-01-01

Outdoor activities can be an important complement to classroom learning, especially for children/young people excluded, or at risk of exclusion, from mainstream schooling. The current research explored the impact of a 12-week surfing programme among such a group in the UK. Pre-post data on physiological health (heart rate (HR)/blood pressure),…
A phase III, open-label, randomised multicentre study to evaluate the immunogenicity and safety of a booster dose of two different reduced antigen diphtheria-tetanus-acellular pertussis-polio vaccines, when co-administered with measles-mumps-rubella vaccine in 3 and 4-year-old healthy children in the UK.

PubMed

Marlow, Robin; Kuriyakose, Sherine; Mesaros, Narcisa; Han, Htay Htay; Tomlinson, Richard; Faust, Saul N; Snape, Matthew D; Pollard, Andrew J; Finn, Adam

2018-04-19

To evaluate the immunogenicity and safety of a reduced antigen diphtheria-tetanus-acellular pertussis-inactivated poliovirus (dTap-IPV B ) vaccine (Boostrix-IPV, GSK) as a pre-school booster in 3-4 year old children as compared to dTap-IPV R (Repevax, Sanofi Pasteur), when co-administered with mumps-measles-rubella vaccine (MMRV). This phase III, open label, randomised study was conducted in the UK between April 2011 and April 2012. Children due their pre-school dTap-IPV booster vaccination were randomised 2:1 to receive one of two different dTap-IPV vaccines (dTap-IPV B or dTap-IPV R ) with blood sample for immunogenicity assessment just prior and one month after vaccination. Immune responses to diphtheria, tetanus and polio antigens were compared between the study vaccines (inferential comparison). In the absence of an accepted pertussis correlate of protection, the immunogenicity of dTap-IPV B vaccine against pertussis was compared with historical pertussis efficacy data (inferential comparison). Safety and reactogenicity of both study vaccines were evaluated. 387 children were randomised and 385 vaccinated: 255 in the dTap-IPV B group and 130 in the dTap-IPV R group. Prior to vaccination, ≥76.8% of children had anti-diphtheria and ≥65.5% had anti-tetanus titres above the protection threshold; for pertussis, the pre-vaccination seropositivity rate ranged between 18.1 and 70.6%. Both vaccines were immunogenic with 99.2-100% of children achieving titres above the pre-specified seroprotection/seropositivity thresholds. One serious adverse event not considered as causally related to the study vaccination by the study investigator was reported in the dTap-IPV B group. Non-inferiority of dTap-IPV B to dTap-IPV R was demonstrated. Both vaccines had a clinically acceptable safety and reactogenicity profile when co-administered with MMRV to children 3-4 years old. NCT01245049 (ClinicalTrials.gov). Copyright © 2018 The Author(s). Published by Elsevier Ltd.. All rights reserved.
Parents' and speech and language therapists' explanatory models of language development, language delay and intervention.

PubMed

Marshall, Julie; Goldbart, Juliet; Phillips, Julie

2007-01-01

Parental and speech and language therapist (SLT) explanatory models may affect engagement with speech and language therapy, but there has been dearth of research in this area. This study investigated parents' and SLTs' views about language development, delay and intervention in pre-school children with language delay. The aims were to describe, explore and explain the thoughts, understandings, perceptions, beliefs, knowledge and feelings held by: a group of parents from East Manchester, UK, whose pre-school children had been referred with suspected language delay; and SLTs working in the same area, in relation to language development, language delay and language intervention. A total of 24 unstructured interviews were carried out: 15 with parents whose children had been referred for speech and language therapy and nine with SLTs who worked with pre-school children. The interviews were transcribed verbatim and coded using Atlas/ti. The data were analysed, subjected to respondent validation, and grounded theories and principled descriptions developed to explain and describe parents' and SLTs' beliefs and views. Parent and SLT data are presented separately. There are commonalities and differences between the parents and the SLTs. Both groups believe that language development and delay are influenced by both external and internal factors. Parents give more weight to the role of gender, imitation and personality and value television and videos, whereas the SLTs value the 'right environment' and listening skills and consider that health/disability and socio-economic factors are important. Parents see themselves as experts on their child and have varied ideas about the role of SLTs, which do not always accord with SLTs' views. The parents and SLTs differ in their views of the roles of imitation and play in intervention. Parents typically try strategies before seeing an SLT. These data suggest that parents' ideas vary and that, although parents and SLTs may share some views, there are some important differences. These views have implications for the provision of appropriate services. Although this is a small sample from one group in the UK, the results indicate the need to investigate the views of other groups of parents.
“Pre-schoolers in the playground” an outdoor physical activity intervention for children aged 18 months to 4 years old: study protocol for a pilot cluster randomised controlled trial

PubMed Central

2013-01-01

Background The pre-school years are considered critical for establishing healthy lifestyle behaviours such as physical activity. Levels of physical activity track through childhood into adulthood, thus establishing habitual physical activity early in life is vital. Time spent outdoors is associated with greater physical activity and playground interventions have been shown to increase physical activity in school aged children. There are few pre-school, playground-based interventions, and evaluations of these have found mixed results. A recent report published by the UK Chief Medical Officer (CMO) highlighted that new interventions to promote movement in the early years (0–5 years old) are needed. The aim of this study is to undertake a pilot cluster randomised controlled trial (RCT) of an outdoor playground-based physical activity intervention for parents and their children aged 18 months to 4 years old (“Pre-schoolers in the Playground”; PiP) and to assess the feasibility of conducting a full scale cluster RCT. The PiP intervention is grounded in behavioural theory (Social Cognitive Theory), and is in accordance with the CMO guidance for physical activity in the early years. It is informed by existing literature and data collected from focus groups with parents. Methods/Design One hundred and fifty pre-school children affiliated to 10 primary schools will be recruited. Schools will be randomised to either the PiP intervention arm or the control arm (usual practice). Children in the intervention arm will be invited to attend three 30 minute outdoor play sessions per week for 30 weeks (3 school terms) at the school. Feasibility will be assessed by examining recruitment rates, attendance, attrition, acceptability of the trial and of the PiP intervention to parents, fidelity of intervention implementation, capability and capacity for schools to deliver the intervention. Health outcomes and the feasibility of outcome measurement tools will be assessed. These include physical activity via triaxial, accelerometry (Actigraph GT3X+), anthropometry (height, body mass, BMI, waist and upper arm circumference), health related quality of life for child (PedsQL) and parent (EQ5D), parent wellbeing (ComQol-A5), injuries and health service use. A health economic evaluation will also be undertaken. Discussion It is anticipated that results of this pilot trial will be published in spring 2015. Trial registration Current controlled trials: ISRCTN54165860 PMID:24107473
School travel mode, parenting practices and physical activity among UK Year 5 and 6 children

PubMed Central

2014-01-01

Background School travel mode and parenting practices have been associated with children’s physical activity (PA). The current study sought to examine whether PA parenting practices differ by school travel mode and whether school travel mode and PA parenting practices are associated with PA. Methods 469 children (aged 9-11) wore accelerometers from which mean weekday and after-school (3.30 to 8.30 pm) minutes of moderate-to-vigorous intensity PA (MVPA) and counts per minute (CPM) were derived. Mode of travel to and from school (passive vs. active) and PA parenting practices (maternal and paternal logistic support and modelling behaviour) were child-reported. Results Children engaged in an average of 59.7 minutes of MVPA per weekday. Active travel to school by girls was associated with 5.9 more minutes of MVPA per day compared with those who travelled to school passively (p = 0.004). After-school CPM and MVPA did not differ by school travel mode. There was no evidence that physical activity parenting practices were associated with school travel mode. Conclusions For girls, encouraging active travel to school is likely to be important for overall PA. Further formative research may be warranted to understand how both parental logistic support and active travel decisions are operationalized in families as a means of understanding how to promote increased PA among pre-adolescent children. PMID:24739338
Pre-Service Primary Teachers' Conceptions of Creativity in Mathematics

ERIC Educational Resources Information Center

Bolden, David S.; Harries, Tony V.; Newton, Douglas P.

2010-01-01

Teachers in the UK and elsewhere are now expected to foster creativity in young children (NACCCE, 1999; Ofsted, 2003; DfES, 2003; DfES/DCMS, 2006). Creativity, however, is more often associated with the arts than with mathematics. The aim of the study was to explore and document pre-service (in the UK, pre-service teachers are referred to as…
The Advantages and Disadvantages of Breakfast Clubs According to Parents, Children, and School Staff in the North East of England, UK

PubMed Central

Graham, Pamela Louise; Russo, Riccardo; Defeyter, Margaret Anne

2015-01-01

The provision of school breakfast has become increasingly popular in the UK in recent years. However, UK-based studies highlighting the views of parents, children, and school staff on school breakfast clubs are lacking. The current study set out to address this dearth in the literature by investigating the views of these key user and stakeholder groups on breakfast clubs within the North East of England. Fourteen parents, 21 children, and 17 school staff were recruited from four primary schools where breakfast clubs were available on site. Parents and school staff took part in semistructured interviews and children participated in focus groups, through which the advantages and disadvantages of breakfast clubs were discussed. Thematic analysis revealed that breakfast clubs provided children with a settled and enjoyable start to the school day. As well as providing children with a healthy and varied breakfast meal and unique opportunities for social interaction, breakfast clubs were recognized as an integral part of the school system that offered support to parents, particularly those who worked and relied on breakfast clubs as a means of affordable and reliable childcare. The few disadvantages identified related to practical issues such as a lack of adherence to school food standards, breakfast club staff missing class preparation time and concerns that some children were being excluded from participating in breakfast clubs particularly due to costs associated with attendance. The findings are discussed in relation to the School Food Plan, and areas for further investigation are proposed. PMID:26097840
The Advantages and Disadvantages of Breakfast Clubs According to Parents, Children, and School Staff in the North East of England, UK.

PubMed

Graham, Pamela Louise; Russo, Riccardo; Defeyter, Margaret Anne

2015-01-01

The provision of school breakfast has become increasingly popular in the UK in recent years. However, UK-based studies highlighting the views of parents, children, and school staff on school breakfast clubs are lacking. The current study set out to address this dearth in the literature by investigating the views of these key user and stakeholder groups on breakfast clubs within the North East of England. Fourteen parents, 21 children, and 17 school staff were recruited from four primary schools where breakfast clubs were available on site. Parents and school staff took part in semistructured interviews and children participated in focus groups, through which the advantages and disadvantages of breakfast clubs were discussed. Thematic analysis revealed that breakfast clubs provided children with a settled and enjoyable start to the school day. As well as providing children with a healthy and varied breakfast meal and unique opportunities for social interaction, breakfast clubs were recognized as an integral part of the school system that offered support to parents, particularly those who worked and relied on breakfast clubs as a means of affordable and reliable childcare. The few disadvantages identified related to practical issues such as a lack of adherence to school food standards, breakfast club staff missing class preparation time and concerns that some children were being excluded from participating in breakfast clubs particularly due to costs associated with attendance. The findings are discussed in relation to the School Food Plan, and areas for further investigation are proposed.
Using functional data analysis to understand daily activity levels and patterns in primary school-aged children: Cross-sectional analysis of a UK-wide study.

PubMed

Sera, Francesco; Griffiths, Lucy J; Dezateux, Carol; Geraci, Marco; Cortina-Borja, Mario

2017-01-01

Temporal characterisation of physical activity in children is required for effective strategies to increase physical activity (PA). Evidence regarding determinants of physical activity in childhood and their time-dependent patterns remain inconclusive. We used functional data analysis (FDA) to model temporal profiles of daily activity, measured objectively using accelerometers, to identify diurnal and seasonal PA patterns in a nationally representative sample of primary school-aged UK children. We hypothesised that PA levels would be lower in girls than boys at play times and after school, higher in children participating in social forms of exercise (such as sport or play), and lower among those not walking to school. Children participating in the UK-wide Millennium Cohort Study wore an Actigraph GT1M accelerometer for seven consecutive days during waking hours. We modelled 6,497 daily PA profiles from singleton children (3,176 boys; mean age: 7.5 years) by means of splines, and used functional analysis of variance to examine the cross-sectional relation of time and place of measurement, demographic and behavioural characteristics to smoothed PA profiles. Diurnal and time-specific patterns of activity showed significant variation by sex, ethnicity, UK country and season of measurement; girls were markedly less active than boys during school break times than boys, and children of Indian ethnicity were significantly less active during school hours (9:30-12:00). Social activities such as sport clubs, playing with friends were associated with higher level of PA in afternoon (15:00-17:30) and early evenings (17:30-19:30). Lower PA levels between 8:30-9:30 and 17:30-19:30 were associated with mode of travel to and from school, and number of cars in regular use in the household. Diminished PA in primary school aged children is temporally patterned and related to modifiable behavioural factors. FDA can be used to inform and evaluate public health policies to promote childhood PA.
Introducing technology education to young children: A design, make and appraise approach

NASA Astrophysics Data System (ADS)

Fleer, Marilyn

1992-12-01

The National Statement on Technology Education will soon be released in Australia. The statement advocates a design, make and appraise approach to technology education. The document includes Year One children and provides exemplars of curriculum activities for early childhood children. Although much curriculum development in technology education for primary and early childhood has taken place in the UK, little research has been conducted within the early childhood area in Australia. This paper describes a study which sought to investigate how the design, make and appraise approach could be implemented within early childhood using existing materials, procedures and teaching programmes. In particular, the pre-school programme was considered to see if the approach was suitable for young children, and if girls could be encouraged into this newly defined area of study.

Management of School Attendance in the UK: A Strategic Analysis

ERIC Educational Resources Information Center

Reid, Ken

2010-01-01

Prior to 1997, managing school attendance was the sole responsibility of the Department for Education and Skills (DfES). Since devolution, responsibility for school attendance has resided with each of the four UK-wide administrations. These are the Department for Children, Schools and Families (DCSF) in England; the Scottish Executive Education…
Is Children's Free School Meal "Eligibility" a Good Proxy for Family Income?

ERIC Educational Resources Information Center

Hobbs, Graham; Vignoles, Anna

2010-01-01

Family income is an important factor associated with children's educational achievement. However, key areas of UK research (for example, on socially segregated schooling) and policy (for example, the allocation of funding to schools) rely on children's free school meal (FSM) "eligibility" to proxy family income. This article examines the…
Children's Behavioral Adjustment in Pre-Primary Schools in Tanzania: A Multilevel Approach

ERIC Educational Resources Information Center

Shavega, Theresia J.; Brugman, Daniel; van Tuijl, Cathy

2014-01-01

Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher-child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom…
Food choices made by low-income households when feeding their pre-school children: a qualitative study.

PubMed

Lovelace, Sally; Rabiee-Khan, Fatemeh

2015-10-01

The growing concern about poor dietary practices among low-income families has led to a 'victim blaming' culture that excludes wider social and environmental factors, which influence household food choices. This small-scale qualitative study investigated influences on the diets of young children in families on a low income in the West Midlands, UK. Using semi-structured interview schedule, rich data was gathered through individual interviews with 11 mothers of pre-school children. Information was collected about the type and range of food given following the introduction of solid foods including factors influencing parent's knowledge and diet, sources of nutrition advice and financial constraints. Food accessibility and storage issues were also explored. Interviews were audio-recorded, transcribed and analysed using a modified grounded theory approach. Findings highlighted that parents and professionals may have different interpretations about 'cooking from scratch'. The results indicated that some parents have poor understanding of what constitutes a healthy diet. However, most parents included fruit and vegetables to varying degrees and were motivated to give their children healthy foods, suggesting that, with adequate support and information, the diets of these children could be improved. There was evidence that when striving to improve the diet of their children, many parents' diets also improved. The findings from this small-scale in-depth study highlighted a number of issues for local and national policy and practice in the area of nutrition and child health in the early years. © 2013 John Wiley & Sons Ltd.
Children's Access to Pre-School Education in Bangladesh

ERIC Educational Resources Information Center

Nath, Samir Ranjan; Sylva, Kathy

2007-01-01

Using the "Education Watch" household survey database, this paper explores children's access to pre-school education in Bangladesh. Participation in pre-school education has been increasing in Bangladesh at the rate of 0.6% per year and the net enrolment rate was found to be 13.4% in 2005. Enrolment of over-aged children in pre-school…
Reducing children's classroom sitting time using sit-to-stand desks: findings from pilot studies in UK and Australian primary schools.

PubMed

Clemes, Stacy A; Barber, Sally E; Bingham, Daniel D; Ridgers, Nicola D; Fletcher, Elly; Pearson, Natalie; Salmon, Jo; Dunstan, David W

2016-09-01

This research examined the influence of sit-to-stand desks on classroom sitting time in primary school children. Pilot controlled trials with similar intervention strategies were conducted in primary schools in Melbourne, Australia, and Bradford, UK. Sit-to-stand desks replaced all standard desks in the Australian intervention classroom. Six sit-to-stand desks replaced a bank of standard desks in the UK intervention classroom. Children were exposed to the sit-to-stand desks for 9-10 weeks. Control classrooms retained their normal seated desks. Classroom sitting time was measured at baseline and follow-up using the activPAL3 inclinometer. Thirty UK and 44 Australian children provided valid activPAL data at baseline and follow-up. The proportion of time spent sitting in class decreased significantly at follow-up in both intervention groups (UK: -9.8 ± 16.5% [-52.4 ± 66.6 min/day]; Australian: -9.4 ± 10% [-43.7 ± 29.9 min/day]). No significant changes in classroom sitting time were observed in the UK control group, while a significant reduction was observed in the Australian control group (-5.9 ± 11.7% [-28.2 ± 28.3 min/day]). Irrespective of implementation, incorporating sit-to-stand desks into classrooms appears to be an effective way of reducing classroom sitting in this diverse sample of children. Longer term efficacy trials are needed to determine effects on children's health and learning. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Strengthening Socio-Emotional Competencies in a School Setting: Data from the Pyramid Project

ERIC Educational Resources Information Center

Ohl, Madeleine; Fox, Pauline; Mitchell, Kathryn

2013-01-01

Background: Development of socio-emotional competencies is key to children's successful social interaction at home and at school. Aims: This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies. Sample: Participants were 385 children from seven schools…
Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife.

PubMed

White, Rachel L; Eberstein, Katie; Scott, Dawn M

2018-01-01

Children nowadays, particularly in urban areas, are more disconnected from nature than ever before, leading to a large-scale "extinction of experience" with the natural world. Yet there are many potential benefits from children interacting with nature first-hand, including via outdoor learning opportunities. Urban environmental education programmes typically aim to increase awareness and knowledge of local biodiversity and to promote positive attitudes and behaviour towards the environment. However, limited research has been conducted evaluating to what extent these interventions achieve their goals. Here, we explore and assess the influence of a six-week bird-feeding and monitoring project conducted within school grounds ("Bird Buddies") on individual awareness, knowledge and attitudes towards birds by primary school children. This initiative was conducted across eight (sub-)urban primary schools within Brighton and Hove (UK), with 220 participating children (aged 7 to 10). Via pre- and post-project questionnaires, we found evidence for enhanced awareness of local biodiversity, alongside significant gains in both bird identification knowledge and attitudes, which were greatest for children with little prior exposure to nature. Many children expressed a keenness to continue improving the environmental value of their school grounds and to apply elements of the project at home. Student project evaluation scores were consistently positive. Mirroring this, participating teachers endorsed the project as a positive learning experience for their students. One year after the project, several schools were continuing to feed and watch birds. Collectively, the findings from this study highlight the multiple benefits that can be derived from engagement with a relatively short outdoor environmental activity. We therefore believe that such interventions, if repeated locally/longer term, could enhance children's experience with nature in urban settings with combined positive environmental impact.
Immunogenicity of a low-dose diphtheria, tetanus and acellular pertussis combination vaccine with either inactivated or oral polio vaccine compared to standard-dose diphtheria, tetanus, acellular pertussis when used as a pre-school booster in UK children: A 5-year follow-up of a randomised controlled study.

PubMed

John, T; Voysey, M; Yu, L M; McCarthy, N; Baudin, M; Richard, P; Fiquet, A; Kitchin, N; Pollard, A J

2015-08-26

This serological follow up study assessed the kinetics of antibody response in children who previously participated in a single centre, open-label, randomised controlled trial of low-dose compared to standard-dose diphtheria booster preschool vaccinations in the United Kingdom (UK). Children had previously been randomised to receive one of three combination vaccines: either a combined adsorbed tetanus, low-dose diphtheria, 5-component acellular pertussis and inactivated polio vaccine (IPV) (Tdap-IPV, Repevax(®); Sanofi Pasteur MSD); a combined adsorbed tetanus, low-dose diphtheria and 5-component acellular pertussis vaccine (Tdap, Covaxis(®); Sanofi Pasteur MSD) given concomitantly with oral polio vaccine (OPV); or a combined adsorbed standard-dose diphtheria, tetanus, 2-component acellular pertussis and IPV (DTap-IPV, Tetravac(®); Sanofi Pasteur MSD). Blood samples for the follow-up study were taken at 1, 3 and 5 years after participation in the original trial (median, 5.07 years of age at year 1), and antibody persistence to each vaccine antigen measured against defined serological thresholds of protection. All participants had evidence of immunity to diphtheria with antitoxin concentrations greater than 0.01IU/mL five years after booster vaccination and 75%, 67% and 79% of children who received Tdap-IPV, Tdap+OPV and DTap-IPV, respectively, had protective antitoxin levels greater than 0.1IU/mL. Long lasting protective immune responses to tetanus and polio antigens were also observed in all groups, though polio responses were lower in the sera of those who received OPV. Low-dose diphtheria vaccines provided comparable protection to the standard-dose vaccine and are suitable for use for pre-school booster vaccination. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.
Effectiveness of pre-school- and school-based interventions to impact weight-related behaviours in African American children and youth: a literature review.

PubMed

Robinson, L E; Webster, E K; Whitt-Glover, M C; Ceaser, T G; Alhassan, S

2014-10-01

This review assessed the effectiveness of pre-school- and school-based obesity prevention and/or treatment interventions targeting healthy eating, physical activity or obesity in African American children and adolescents. Systematic searches were conducted for English-printed research articles published between January 1980 and March 2013. Retained articles included experimental studies conducted in the United States that targeted ≥ 80% African American/black children and adolescents and/or studies whose results were stratified by race/ethnicity, and that were conducted in pre-schools/head start or schools (excluding after-school programmes). Of the 12,270 articles identified, 17 met the inclusion criteria (pre-school, n=2; elementary school, n=7; middle and secondary schools, n=8). Thirteen studies found significant improvements in nutrition (pre-school, n=1; elementary, n=7; secondary, n=5) and three found significant improvements in physical activity (pre-school, n=1; elementary, n=2) variables of interest. Two studies (pre-school, n=1; secondary, n=1) reported significant reductions in obesity in African American children. The evidence available suggests school-based interventions are effective in promoting healthy nutrition behaviours in African American children. Conclusions overall and, particularly, about effects on physical activity and obesity are limited due to the small number of studies, differences in assessment approaches and a lack of follow-up assessments. © 2014 World Obesity.
The Effect of TMPT Program on Pre-School Children's Social Problem Solving Skills

ERIC Educational Resources Information Center

Gur, Cagla; Kocak, Nurcan

2018-01-01

Purpose: Starting Thinking Training at an early age is important. However, few studies were found regarding Thinking Training programs for pre-school children and the contributions of these programs to children's social problem-solving. In this context, the TMPT Program was developed for pre-school children and the effect of the program on 5-6…
The Effects of Playground Markings on the Physical Self-Perceptions of 10-11-Year-Old School Children

ERIC Educational Resources Information Center

Crust, Lee; McKenna, Jim; Spence, Jon; Thomas, Catherine; Evans, Donna; Bishop, Daniel

2014-01-01

Background: Significant proportions of school children in the UK do not meet the minimum recommended daily requirements of 60-min moderate-intensity physical activity. Beyond taught classes, playtimes offer the opportunity for children to play and be physically active. Painted markings are one recent addition to school playgrounds that are…
Interaction before Conflict and Conflict Resolution in Pre-School Boys with Language Impairment

ERIC Educational Resources Information Center

Horowitz, Laura; Jansson, Liselotte; Ljungberg, Tomas; Hedenbro, Monica

2006-01-01

Background: Children with language impairment (LI) experience social difficulties, including conflict management. The factors involved in peer-conflict progression in pre-school children with LI, and which of these processes may differ from pre-school children with typical language development (TL), is therefore examined. Aims: To describe the…
Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities

ERIC Educational Resources Information Center

Koran, Nihan; Avci, Neslihan

2017-01-01

This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers'…
Latent Structure of Motor Abilities in Pre-School Children

ERIC Educational Resources Information Center

Vatroslav, Horvat

2011-01-01

The theoretical and practical knowledge which have so far been acquired through work with pre-school children pointed to the conclusion that the structures of the latent dimensions of the motor abilities differ greatly from such a structure, in pre-school children and adults alike. Establishing the latent structure of the motor abilities in…
Promoting Gypsy Children's Behavioural Engagement and School Success: Evidence from a Four-Wave Longitudinal Study

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Vallejo, Guillermo; Azevedo, Raquel; Pereira, Raquel; Moreira, Tânia; Fuentes, Sonia; Valle, Antonio

2017-01-01

Low schooling, high non-attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%-25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half-day sessions missed) than…
Drama Education on the Creative Thinking Skills of 61-72 Months Old Pre-School Children

ERIC Educational Resources Information Center

Yasar, Munevver Can; Aral, Neriman

2012-01-01

This study aims to identify six-year-old pre-school children's creative thinking skill levels and to establish whether there is a difference between the creative thinking skills of children who received drama education and those who did not. The population of the study consisted of six-year-old children who were attending pre-school classes of…
Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children.

PubMed

Ansari, Arya; Winsler, Adam

2014-11-01

Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino ( n = 7,045) and Black children ( n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.
Using Applied Behaviour Analysis as Standard Practice in a UK Special Needs School

ERIC Educational Resources Information Center

Foran, Denise; Hoerger, Marguerite; Philpott, Hannah; Jones, Elin Walker; Hughes, J. Carl; Morgan, Jonathan

2015-01-01

This article describes how applied behaviour analysis can be implemented effectively and affordably in a maintained special needs school in the UK. Behaviour analysts collaborate with classroom teachers to provide early intensive behaviour education for young children with autism spectrum disorders (ASD), and function based behavioural…
Suspicious young minds: paranoia and mistrust in 8- to 14-year-olds in the U.K. and Hong Kong.

PubMed

Wong, Keri K; Freeman, Daniel; Hughes, Claire

2014-09-01

Research on paranoia in adults suggests a spectrum of severity, but this dimensional approach has yet to be applied to children or to groups from different countries. To investigate the structure, prevalence and correlates of mistrust in children living in the U.K. and Hong Kong. Children aged 8-14 years from the U.K. (n = 1086) and Hong Kong (n = 1412) completed a newly developed mistrust questionnaire as well as standard questionnaire measures of anxiety, self-esteem, aggression and callous-unemotional traits. Confirmatory factor analysis of the U.K. data supported a three-factor mode--mistrust at home, mistrust at school and eneral mistrust - with a clear positive skew in the data: just 3.4%, 8.5% and 4.1% of the children endorsed at least half of the mistrust items for home, school and general subscales respectively. These findings were replicated in Hong Kong. Moreover, compared with their peers, 'mistrustful' children (in both countries) reported elevated rates of anxiety, low self-esteem, aggression and callous-unemotional traits. Mistrust may exist as a quantitative trait in children, which, as in adults, is associated with elevated risks of internalising and externalising problems. Royal College of Psychiatrists.

Diversity and homogeneity of oral microbiota in healthy Korean pre-school children using pyrosequencing.

PubMed

Lee, Soo Eon; Nam, Ok Hyung; Lee, Hyo-Seol; Choi, Sung Chul

2016-07-01

Objectives The purpose of this study was designed to identify the oral microbiota in healthy Korean pre-school children using pyrosequencing. Materials and methods Dental plaque samples were obtained form 10 caries-free pre-school children. The samples were analysed using pyrosequencing. Results The pyrosequencing analysis revealed that, at the phylum level, Proteobacteria, Firmicutes, Bacteroidetes, Actinobacteria and Fusobacteria showed high abundance. Also, predominant genera were identified as core microbiome, such as Streptococcus, Neisseria, Capnocytophaga, Haemophilus and Veilonella. Conclusions The diversity and homogeneity was shown in the dental plaque microbiota in healthy Korean pre-school children.
Food advertisements on UK television popular with children: a content analysis in relation to dental health.

PubMed

Al-Mazyad, M; Flannigan, N; Burnside, G; Higham, S; Boyland, E

2017-02-10

Objective To quantify the prevalence of advertising for foods and beverages potentially detrimental to dental health on UK television watched by children.Design Content analysis of pre-recorded television advertisements (adverts).Materials and methods Three hundred and fifty-two hours of television were recorded (one weekday and one weekend day, 6 am - 10 pm) from the main commercial channel (ITV1). All adverts were coded using pre-defined criteria.Setting UK television recorded between January and December 2012.Results Of 9,151 adverts, foods and beverages were the second most commonly advertised products (16.7%; n = 1,532). Nearly two-thirds of food adverts were for items that are potentially harmful to dental health (61%; n = 934). Of these, 96.6% were cariogenic and 11% were acidogenic foods. During peak children's viewing hours, the proportion of foods that are potentially harmful to dental health was significantly higher than for non-harmful foods (65.9% vs. 34.1%; p = 0.011). Adverts for foods potentially harmful to dental health were rare around children's programmes, but significantly more frequent during other programmes watched by children (p <0.001).Conclusion UK children are exposed to a particularly high proportion of advertisements for foods that are potentially detrimental to their dental health during their peak viewing hours and around the programmes they watch the most.
Best Practices for School Nutrition Professionals Serving the Nutritional Needs of Pre-Kindergarten Children in Public Schools

ERIC Educational Resources Information Center

Lofton, Kristi L.; Nettles, Mary Frances; Carr, Deborah H.

2009-01-01

Purpose: This study identifies best practices for school nutrition professionals serving the nutritional needs of Pre-Kindergarten (PreK) children in public schools. Methods: The two-phased study followed a best practices research model (BPRM) utilizing the seven practice categories identified from previous PreK research. In Phase I, an expert…
The Cost of High-Quality Pre-School Education in New Jersey

ERIC Educational Resources Information Center

Belfield, Clive; Schwartz, Heather

2007-01-01

This report calculates the full cost of providing well-planned, high quality pre-school for children in New Jersey, as required under "Abbott vs. Burke" (153 NJ 480 1998). The evidence on how high-quality pre-school improves the academic performance of children is compelling. After a rapid expansion over the last decade, many children in…
Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

PubMed Central

Ansari, Arya; Winsler, Adam

2014-01-01

Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (MSRP; Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black children (n = 6,700) enrolled in two different types of Title-1 public school pre-K programs: those in programs using the Montessori curricula and those in more conventional programs using the High/Scope curricula with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (DECA), while children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile Diagnostic (LAP-D) at the beginning and end of their four-year-old pre-K year. All children, regardless of curricula, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities. PMID:25435592
An Insight into the Challenges Faced by Academic Women with Pre-School Age Children in Academic Life

ERIC Educational Resources Information Center

Günçavdi, Gizem; Göktürk, Söheyda; Bozoglu, Oguzhan

2017-01-01

This study aimed to explore the challenges academic women, especially those who were mothers of pre-school age children, went through. The main guiding question of this study was "How do academic mothers with pre-school age children survive in the academia from pregnancy through all the various stages of parenting and motherhood?". This…
Data relating to prenatal lead exposure and child IQ at 4 and 8 years old in the Avon Longitudinal Study of Parents and Children.

PubMed

Taylor, Caroline M; Kordas, Katarzyna; Golding, Jean; Emond, Alan M

2017-09-01

As part of the Avon Longitudinal Study of Parents and Children (ALSPAC), measures of child IQ were collected by trained psychologists. The Wechsler Pre-school and Primary Scale of Intelligence - Revised UK edition (WPPSI) was used at age 4 years in a subsample of children enrolled in ALSPAC (the Children in Focus cohort), chosen at random from the last 6 months of ALSPAC births (about 10% of the participants). At age 8 years all children enrolled in the main cohort were invited to complete a short form of the Wechsler Intelligence Scale for Children (WISC)-III UK . Prenatal blood lead (B-Pb) concentrations were measured by inductively-couple plasma mass spectrometry in samples from women at a median gestation age of 11 weeks. Child blood lead was measured by atomic absorption spectrometry in samples from children attending the Children in Focus clinic at age 30 months. Maternal reports at 32 weeks' gestation were used to generate data on a range of potential confounders. The data were used to determine the associations between prenatal exposure to lead and child IQ at 4 and 8 years. The effect of child B-Pb at 3 years as a moderator of these associations was tested. (For results, please see doi:10.1016/j.neuro.2017.07.003 Taylor et al., (2017)). Copyright © 2017 The Author(s). Published by Elsevier B.V. All rights reserved.
Cluster (school) RCT of ParentCorps: impact on kindergarten academic achievement.

PubMed

Brotman, Laurie Miller; Dawson-McClure, Spring; Calzada, Esther J; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J; Petkova, Eva

2013-05-01

To evaluate the impact of an early childhood, family-centered, school-based intervention on children's kindergarten academic achievement. This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen's d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen's d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods.
Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children into the Whole School

ERIC Educational Resources Information Center

Lyle, Sue; Thomas-Williams, Junnine

2012-01-01

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in Philosophy for Children…
Changes in Lithuanian Pre-School and Pre-Primary Education Quality over the Last Decade

ERIC Educational Resources Information Center

Monkeviciene, Ona; Stankeviciene, Kristina

2011-01-01

Over the last decade, the changes in Lithuanian pre-school and pre-primary education have been predetermined by changes in paradigms of children's education and strategic education documents that provided for guidelines of high quality children's (self-)education, an increasing attention of society to the quality of children's education, training…
Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families

PubMed Central

Calzada, Esther; Barajas-Gonzalez, R. Gabriela; Dawson-McClure, Spring; Huang, Keng-Yen; Palamar, Joseph; Kamboukos, Dimitra

2015-01-01

At least half of the well-documented achievement gap for low-income Black children is already present in kindergarten, due in part to limited opportunities for acquiring foundational skills necessary for school success. There is some evidence that low-income minority children from immigrant families have more positive outcomes than their non-immigrant counterparts, although little is known about how the immigrant paradox may manifest in young children. This study examines foundational school readiness skills (academic and social-emotional learning) at entry into pre-kindergarten (pre-k) and achievement in kindergarten and second grade among Black children from low-income immigrant and non-immigrant families (N=299). Immigrant and non-immigrant children entered pre-k with comparable readiness scores; in both groups, reading scores decreased significantly from kindergarten to second grade and math scores decreased significantly for non-immigrant children and marginally for immigrant children. Regardless of immigrant status, pre-k school readiness and pre-k classroom quality were associated with elementary school achievement. However, declines in achievement scores were not as steep for immigrant children and several predictive associations were moderated by immigrant status, such that among those with lower pre-k school readiness or in lower quality classrooms, immigrant children had higher achievement test scores than children from non-immigrant families. Findings suggest that immigrant status provides young Black students with some protection against individual- and classroom-level risk factors for early underachievement in elementary school. PMID:26048254
Sadness, socialisation and shifted perceptions: school pupils' stories of a pre-nursing scholarship.

PubMed

Beattie, Michelle; Smith, Annetta; Kyle, Richard G

2014-06-01

Providing opportunities for aspirant nurses to obtain pre-nursing experience features prominently in the UK Government's response to The Francis Inquiry. Evidence from the USA suggests that pre-nursing experiences, such as summer camps, have the potential to contribute to effective nurse recruitment, selection and retention strategies. However, few similar pre-nursing experiences exist in the UK, and none have been evaluated. This paper reports the experiences of participation in a pilot pre-nursing scholarship among secondary school pupils in Scotland. To explore pupils' experiences of a pre-nursing scholarship to inform future design and delivery of similar programmes in the UK and internationally. Qualitative focus group study. Two university campuses in Scotland. Twenty-two secondary school students (all female, aged 15-18 years). Two focus groups were facilitated through the use of 'anecdote circles' to elicit pupils' stories of their scholarship experience. Anecdote circles allowed each pupil to share their story in turn and then collectively assemble, figuratively and physically through interlocking written cards, shared stories of the scholarship. Discussions were audio recorded and transcribed verbatim. Data were analysed thematically. Three stories emerged: 1) sadness; 2) socialisation; and, 3) shifted perceptions. Sad stories were transformative affirming the pupils' desire to become a nurse. Stories of socialisation revealed how demonstrating practical skills affirmed the pupils' ability and suitability to nurse. Perceptions of the life and work of a (student) nurse, their future career, and the lives of older adults, shifted through the scholarship, especially during practice learning experience. Storytelling revealed how a pre-nursing scholarship helped secondary school pupils to decide whether to pursue a nursing career by providing an opportunity to explore their ability, suitability and desire for nursing. The practice learning experience emerged as an important element of this decision-making process and should be integrated into similar pre-nursing experiences. Copyright © 2014 Elsevier Ltd. All rights reserved.
Working with Children to Protect Our Future

ERIC Educational Resources Information Center

Williams, Nick

2011-01-01

The author has been teaching primary school children for 20 years, and has always been passionate about teaching young people about the environment. In this article, he describes his work with Tetra Pak and WWF-UK to develop a national, school-based competition and teaching programme to help children understand the importance of using renewable…
Ban the Computer, or Make It a Storytelling Machine. Bridging the Gap between the Children's Media Culture and Pre-School

ERIC Educational Resources Information Center

Klerfelt, Anna

2004-01-01

Children today live in different cultural settings. The pre-school culture is one of them and the media culture outside the pre-school another. These cultures are in different ways characterised by opposite and often even conflicting traditions. This article shows how educators and children handle this dilemma by using interaction as a tool to…
Perceptions of Father Involvement among Turkish Fathers with Pre-School Children

ERIC Educational Resources Information Center

Biber, Kazim

2016-01-01

The purpose of this study is to compare father involvement among fathers with children in pre-school in terms of their status of having only one or more than one child. The study sample consisted of fathers of 3-5 year-old children who were enrolled in pre-schools in the district of Altieylül, Balikesir. Data pertaining to the involvement of…
Interactions between EAL Pupils, Specialist Teachers and TAs during Withdrawal from the Mainstream in UK Primary Schools

ERIC Educational Resources Information Center

Wardman, Clare

2013-01-01

Many primary school children with English as an additional language in the UK receive additional educational support. This article reports on a study comparing withdrawal sessions between teaching assistants (TAs) and specialist teachers. The findings show that the specialist teachers included more personalisation than TAs' sessions, through the…
Responding to Concerns about Online Radicalization in U.K. Schools through a Radicalization Critical Digital Literacy Approach

ERIC Educational Resources Information Center

McNicol, Sarah

2016-01-01

This article discusses the two main strategies commonly used to safeguard children and young people online; namely, Internet filtering and digital literacy education. In recent U.K. government guidance, both are identified as means to prevent online radicalization in schools. However, despite the inadequacies of filtering, more attention is…
Chinese Language Teaching in the UK: Present and Future

ERIC Educational Resources Information Center

Zhang, George X.; Li, Linda M.

2010-01-01

There has been a long history of Chinese learning and teaching (CLT) in the UK, but until recently CLT was predominantly confined to community schools for Chinese children at weekends and a small number of other schools and universities. Therefore, it had remained peripheral for a long time in terms of student numbers and its position in the…
School readiness of children with language impairment: predicting literacy skills from pre-literacy and social-behavioural dimensions.

PubMed

Pentimonti, Jill M; Murphy, Kimberly A; Justice, Laura M; Logan, Jessica A R; Kaderavek, Joan N

2016-03-01

School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as well as the extent to which these dimensions relate to children's end-of-kindergarten literacy skills. Participants were 136 preschool-aged children with LI. Children were assessed on measures of pre-literacy, social, and behavioural skills in preschool and reading and spelling in kindergarten. Confirmatory factor analyses indicated that school readiness for this sample of children with LI is best characterized as two dimensions: pre-literacy and socio-emotional. Of the two dimensions, pre-literacy readiness was predictive of children's future performance in reading and spelling. The results further our theoretical understanding of the dimensions of school readiness, as well as our knowledge of how these skills are related among children with LI. Identifying domain-specific readiness skills that are predictive of kindergarten success can help to identify means of early assessment and targets for speech-language intervention. © 2015 Royal College of Speech and Language Therapists.
Science education reforms in the UK.

PubMed

2012-10-01

As children return to school at the end of the summer in the UK, planned reforms aim to increase their science and maths literacy. A comprehensive foundation in these essential subjects is necessary to ensure that the UK remains at the forefront of science and technology for decades to come.

Designing and recruiting to UK autism spectrum disorder research databases: do they include representative children with valid ASD diagnoses?

PubMed Central

Warnell, F; George, B; McConachie, H; Johnson, M; Hardy, R; Parr, J R

2015-01-01

Objectives (1) Describe how the Autism Spectrum Database-UK (ASD-UK) was established; (2) investigate the representativeness of the first 1000 children and families who participated, compared to those who chose not to; (3) investigate the reliability of the parent-reported Autism Spectrum Disorder (ASD) diagnoses, and present evidence about the validity of diagnoses, that is, whether children recruited actually have an ASD; (4) present evidence about the representativeness of the ASD-UK children and families, by comparing their characteristics with the first 1000 children and families from the regional Database of children with ASD living in the North East (Daslne), and children and families identified from epidemiological studies. Setting Recruitment through a network of 50 UK child health teams and self-referral. Patients Parents/carers with a child with ASD, aged 2–16 years, completed questionnaires about ASD and some gave professionals’ reports about their children. Results 1000 families registered with ASD-UK in 30 months. Children of families who participated, and of the 208 who chose not to, were found to be very similar on: gender ratio, year of birth, ASD diagnosis and social deprivation score. The reliability of parent-reported ASD diagnoses of children was very high when compared with clinical reports (over 96%); no database child without ASD was identified. A comparison of gender, ASD diagnosis, age at diagnosis, school placement, learning disability, and deprivation score of children and families from ASD-UK with 1084 children and families from Daslne, and families from population studies, showed that ASD-UK families are representative of families of children with ASD overall. Conclusions ASD-UK includes families providing parent-reported data about their child and family, who appear to be broadly representative of UK children with ASD. Families continue to join the databases and more than 3000 families can now be contacted by researchers about UK autism research. PMID:26341584
The Influence of Private Primary Schooling on Children's Learning: Evidence from Three Generations of Children Living in the UK

ERIC Educational Resources Information Center

Parsons, Samantha; Green, Francis; Ploubidis, George B.; Sullivan, Alice; Wiggins, R. D.

2017-01-01

Much has been made of the academic success of children who have attended private secondary schools in Britain, but far less attention has been directed to whether there are similar benefits from attending a private primary school. Using data from three British birth cohorts--born in 1958, 1970 and 2000/1--this paper profiles the family background…
Preschool and School Meal Policies: An Overview of What We Know about Regulation, Implementation, and Impact on Diet in the UK, Sweden, and Australia

PubMed Central

Sacks, Gary; Billich, Natassja; Evans, Charlotte Elizabeth Louise

2017-01-01

School meals make significant contributions to healthy dietary behaviour, at a time when eating habits and food preferences are being formed. We provide an overview of the approaches to the provision, regulation, and improvement of preschool and primary school meals in the UK, Sweden, and Australia, three countries which vary in their degree of centralisation and regulation of school meals. Sweden has a centralised approach; all children receive free meals, and a pedagogical approach to meals is encouraged. Legislation demands that meals are nutritious. The UK system is varied and decentralised. Meals in most primary schools are regulated by food-based standards, but preschool-specific meal standards only exist in Scotland. The UK uses food groups (starchy foods, fruit and vegetables, proteins and dairy) in a healthy plate approach. Australian States and Territories all employ guidelines for school canteen food, predominantly using a “traffic light” approach outlining recommended and discouraged foods; however, most children bring food from home and are not covered by this guidance. The preschool standards state that food provided should be nutritious. We find that action is often lacking in the preschool years, and suggest that consistent policies, strong incentives for compliance, systematic monitoring, and an acknowledgement of the broader school eating environment (including home provided food) would be beneficial. PMID:28696403
Children Researching Their Urban Environment: Developing a Methodology

ERIC Educational Resources Information Center

Hacking, Elisabeth Barratt; Barratt, Robert

2009-01-01

"Listening to children: environmental perspectives and the school curriculum" (L2C) was a UK research council project based in schools in a socially and economically deprived urban area in England. It focused on 10/12 year old children's experience of their local community and environment, and how they made sense of this in relation both…
Forest Schools and Environmental Attitudes: A Case Study of Children Aged 8-11 Years

ERIC Educational Resources Information Center

Turtle, Christina; Convery, Ian; Convery, Katie

2015-01-01

There is growing evidence that children in the UK are suffering from a lack of engagement with nature and the outdoor environment. This paper investigates the attitudes of children towards the natural environment and focuses on Forest School programmes as a mechanism to promote a "pro-environmental" attitude. The study identified that…
Attitudes and Practices That Shape Children's Drawing Behaviour in Mainstream and Performing Arts Schools

ERIC Educational Resources Information Center

Burkitt, Esther; Lowry, Ruth

2015-01-01

Previous research shows that key parties involved in children's drawing perceive the value and benefits of art and drawing very differently. However such research has been restricted to the examination of children attending mainstream schooling across the UK. The present study therefore compared the views and practices of key parties involved in…
Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

ERIC Educational Resources Information Center

Markovic, Živorad; Kopas-Vukašinovic, Emina

2015-01-01

In their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that "fine motor skills" are determined by the development of…
An Exploratory Study Investigating the Viability of a Communication and Feedback Intervention for School Children at Risk of Exclusion: Analysis of Staff Perspectives

ERIC Educational Resources Information Center

Rechten, Frances; Tweed, Alison E.

2014-01-01

Every day nearly 900 children will be excluded from UK schools for disruptive behaviour and almost one-third of this population has a diagnosed mental health disorder. Exclusion from school is the endpoint of most schools' sanction-based behaviour management policies. This exploratory study investigated staff opinions for using a communication and…
Somali Parents and Schooling in Britain

ERIC Educational Resources Information Center

Kahin, Mohamed; Wallace, Catherine

2017-01-01

Somalis have settled in the UK in significant numbers, yet Somali children's schooling needs have been largely ignored. Only Mohamed Kahin's "Educating Somali Children in Britain" (ED430859), published in 1997, offered insights and information to those responsible for their educational provision. In this new book, completed by Professor…
A disorder of anger and aggression: children's perspectives on attention deficit/hyperactivity disorder in the UK.

PubMed

Singh, Ilina

2011-09-01

This article investigates the social and moral dimensions of Attention Deficit/Hyperactivity Disorder (ADHD) diagnosis, asking what ADHD means in UK children's everyday lives, and what children do with this diagnosis. Drawing on interviews with over 150 children, the analysis examines the influence of a UK state school-based culture of aggression on the form and intensity of diagnosed children's difficulties with behavioral self-control. Diagnosed children's mobilization of ADHD behaviors and their exploitation of the diagnosis shows how children's active moral agency can support and compromise cognitive, behavioral and social resilience. The findings support a proposal for a complex sociological model of ADHD diagnosis and demonstrate the relevance of this model for national policy initiatives related to mental health and wellbeing in children. Copyright © 2011 Elsevier Ltd. All rights reserved.
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…
Cluster (School) RCT of ParentCorps: Impact on Kindergarten Academic Achievement

PubMed Central

Dawson-McClure, Spring; Calzada, Esther J.; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J.; Petkova, Eva

2013-01-01

OBJECTIVE: To evaluate the impact of an early childhood, family-centered, school-based intervention on children’s kindergarten academic achievement. METHODS: This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). RESULTS: Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen’s d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen’s d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). CONCLUSIONS: Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods. PMID:23589806
Mapping area variability in social and behavioural difficulties among Glasgow pre-schoolers: linkage of a survey of pre-school staff with routine monitoring data.

PubMed

Barry, S J E; Marryat, L; Thompson, L; Ellaway, A; White, J; McClung, M; Wilson, P

2015-11-01

Social, emotional and behavioural development in early to middle childhood impact upon many outcomes in future life and are influenced by home, neighbourhood and school environments. We used linked data to investigate differences between areas in Glasgow City in level of difficulties in pre-school age children, after consideration of demographics, including area-level deprivation. Pre-school education staff completed Strengths and Difficulties Questionnaires (SDQ) on all children progressing to school from a local authority or partnership (local authority-funded private) pre-school in Glasgow City between 2010 and 2012. These data were linked to individual (age, gender) and area-level (deprivation) demographics from the City Council Education Services Department. Statistical models were fitted to the SDQ scores, adjusting for age, gender, area deprivation, year of school entry, pre-school establishment attended and electoral ward of residence. Correlation between neighbouring wards was incorporated to allow for clustering of scores. Boys and those living in more deprived areas had higher levels of difficulties. Children aged 5.0-5.5 years had fewest difficulties, while the oldest and youngest children had similar levels of difficulties. There were no significant secular trends by year of school entry. There remained differences among areas after adjusting for these variables, with children living in some areas having fewer difficulties than would be expected based on their socio-demographic characteristics. There remained differences in children's levels of difficulties between areas after adjusting for age, gender, area deprivation and year of school entry. Children in some very deprived areas had fewer difficulties than might be expected, while those in relatively affluent areas had more difficulties than expected based on their deprivation level. There may be other, unmeasured, individual- and area-level reasons for children's level of difficulties, and these require further exploration. © 2015 John Wiley & Sons Ltd.
Children's Transition to School: Relationships between Preschool Attendance, Cortisol Patterns, and Effortful Control

ERIC Educational Resources Information Center

Hall, James; Lindorff, Ariel

2017-01-01

Aims: To determine whether distinct trends can exist in children's diurnal cortisol slopes as they transition to school, and the extent to which these trends relate to preschool attendance and/or exerted effortful control. Method: A secondary analysis of the anonymised data gathered for the UK Transition to School Study was carried out. 105…
An Examination of the Relationship between Pre-School Children's and Their Teachers' Attitudes and Awareness towards the Environment

ERIC Educational Resources Information Center

Buldur, Aycan; Ömeroglu, Esra

2018-01-01

The purpose of this study is to determine the level of awareness and attitudes towards environment of pre-school children's and their teachers' and to examine the relationship between them. This study was based on correlational research model. The study group consisted of 26 pre-school teachers working in kindergartens and primary schools in a…
Validation of a questionnaire for asthma case identification in pre-schools in Latin America.

PubMed

Busi, Luciano E; Sly, Peter D; Llancaman, Lidia

2015-08-01

We recently developed and validated a screening questionnaire for determining which school-aged children may need further investigation to diagnose and manage asthma. In the present study we sought to extend this to pre-school aged children. Questions from the school-aged questionnaire and literature on pre-school asthma were used to inform a focus group of parents with pre-school-aged children with asthma to develop a screening questionnaire. Parents of children attending 6 randomly selected kindergartens in Trelew, Argentina (n = 639) were invited to respond to the questionnaire. A reliability test-retest was undertaken in 187 randomly selected parents who completed the same questionnaire twice within 2-5 weeks. Clinical assessment included a standardized history and physical examination, spirometry before and after a β-agonist inhaler, and chest X-ray. Asthma was diagnosed by the pulmonologist. Completed surveys were returned for 620 children, 607 of whom underwent clinical evaluation. The mean age was 4.21 years (range of 3.01-5.50) and included 82.5% white and 49.4% male children. Asthma was diagnosed in 103 (17.0%) children); 72 (69.9%) of these children did not have a previous diagnosis of asthma. The specificity, sensitivity, positive predictive value and negative predictive value of the questionnaire were 93.2%, 86.1%, 57.8% and 98.4%, respectively. We have demonstrated the utility of a screening questionnaire for identifying pre-school-aged children who may benefit from further assessment for asthma. © 2015 Asian Pacific Society of Respirology.
High-Quality School-Based Pre-K Can Boost Early Learning for Children with Special Needs

ERIC Educational Resources Information Center

Phillips, Deborah A.; Meloy, Mary E.

2012-01-01

This article assesses the effects of Tulsa, Oklahoma's school-based prekindergarten program on the school readiness of children with special needs using a regression discontinuity design. Participation in the pre-K program was associated with significant gains for children with special needs in early literacy scores, but not in math scores. These…
Does pre-school improve cognitive abilities among children with early-life stunting? A longitudinal study for Peru

PubMed Central

Cueto, Santiago; León, Juan; Miranda, Alejandra; Dearden, Kirk; Crookston, Benjamin T.; Behrman, Jere R.

2017-01-01

Several studies in developing countries have found that children who experience growth faltering in the first years of life show lower cognitive abilities than their peers. In this study, we use the Young Lives longitudinal dataset in Peru to analyze if attending pre-school affects cognitive abilities at age five years, and if there is an interaction with HAZ at age one year. Using instrumental variables we found, for receptive vocabulary, a positive effect of attending Jardines (formal) pre-schools; the effect of attending PRONOEI (community-based) pre-schools was not significant. More years attending Jardines was more beneficial for children who were better nourished. We suggest working to improve the quality of PRONOEIs, and with teachers on targeting children of lower nutritional status. PMID:28428683
Do children with reading delay benefit from the use of personal FM systems in the classroom?

PubMed

Purdy, Suzanne C; Smart, Jennifer L; Baily, Melissa; Sharma, Mridula

2009-12-01

FM systems have been used to compensate for poor signal-to-noise ratios in classrooms. This study evaluates benefits of a 6-week trial of personal FM systems used during the school day for children with reading delay aged 6-11 years, using a randomized control design. Teachers and children completed the LIFE-UK questionnaire. Test-retest reliability of the LIFE-UK children's version was confirmed in a separate group of 18 children from the same school. The 23 children in the FM group had significantly improved teacher ratings, and the children's ratings of classroom listening for difficult situations were significantly better after the trial. These changes did not occur for the 23 control-group children. Most children (92%) commented positively about the FM after the trial. It is likely that a longer FM trial or a specific reading intervention combined with FM will be required for the benefits of enhanced listening to affect performance on standardized reading tests.
"At Risk of Harm"? An Exploratory Survey of School Counsellors in the UK, Their Perceptions of Confidentiality, Information Sharing and Risk Management

ERIC Educational Resources Information Center

Jenkins, Peter; Palmer, Joanne

2012-01-01

The primary objective of this study was to explore perceptions of UK school counsellors of confidentiality and information sharing in therapeutic work with children and young people, using qualitative methods. The research design employed a two-stage process, using questionnaires and follow-up interviews, with a small, non-random sample of school…

Optimizing School-Based Health-Promotion Programmes: Lessons from a Qualitative Study of Fluoridated Milk Schemes in the UK

ERIC Educational Resources Information Center

Foster, Geraldine R. K.; Tickle, Martin

2013-01-01

Background and objective: Some districts in the United Kingdom (UK), where the level of child dental caries is high and water fluoridation has not been possible, implement school-based fluoridated milk (FM) schemes. However, process variables, such as consent to drink FM and loss of children as they mature, impede the effectiveness of these…
Research into the Play Competences of Children of Senior Pre-School Age

ERIC Educational Resources Information Center

Vinogradova, Irina A.; Ivanova, Elena V.; Savenkova, Tatiana D.; Tsaplina, Olga V.

2017-01-01

Relevance of the research: This is determined by an obligation to search for opportunities that can potentially make use of play activities observed during the development of play competencies in pre-school children. The purpose of the study: Its purpose is to identify the features of game playing competencies at pre-school age, to determine the…
The Methods Applied by Pre-School Teachers to Raise the Curiosity of Children and Their Views

ERIC Educational Resources Information Center

Buyuktaskapu Soydan, Sema; Erbay, Filiz

2013-01-01

The purpose of this study is to determine the strategies used by pre-school teachers in order to raise curiosity in children. Based on this aim, sample is composed of 52 pre-school teachers working in kindergartens affiliated to Ministry of National Education. Study data were collected via qualitative research methods. Research data were gathered…
Designing and recruiting to UK autism spectrum disorder research databases: do they include representative children with valid ASD diagnoses?

PubMed

Warnell, F; George, B; McConachie, H; Johnson, M; Hardy, R; Parr, J R

2015-09-04

(1) Describe how the Autism Spectrum Database-UK (ASD-UK) was established; (2) investigate the representativeness of the first 1000 children and families who participated, compared to those who chose not to; (3) investigate the reliability of the parent-reported Autism Spectrum Disorder (ASD) diagnoses, and present evidence about the validity of diagnoses, that is, whether children recruited actually have an ASD; (4) present evidence about the representativeness of the ASD-UK children and families, by comparing their characteristics with the first 1000 children and families from the regional Database of children with ASD living in the North East (Dasl(n)e), and children and families identified from epidemiological studies. Recruitment through a network of 50 UK child health teams and self-referral. Parents/carers with a child with ASD, aged 2-16 years, completed questionnaires about ASD and some gave professionals' reports about their children. 1000 families registered with ASD-UK in 30 months. Children of families who participated, and of the 208 who chose not to, were found to be very similar on: gender ratio, year of birth, ASD diagnosis and social deprivation score. The reliability of parent-reported ASD diagnoses of children was very high when compared with clinical reports (over 96%); no database child without ASD was identified. A comparison of gender, ASD diagnosis, age at diagnosis, school placement, learning disability, and deprivation score of children and families from ASD-UK with 1084 children and families from Dasl(n)e, and families from population studies, showed that ASD-UK families are representative of families of children with ASD overall. ASD-UK includes families providing parent-reported data about their child and family, who appear to be broadly representative of UK children with ASD. Families continue to join the databases and more than 3000 families can now be contacted by researchers about UK autism research. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
The Chinese number naming system and its impact on the arithmetic performance of pre-schoolers in Hong Kong

NASA Astrophysics Data System (ADS)

Ng, Sharon Sui Ngan

2012-06-01

Asian children, including Chinese children, perform better than their English-speaking peers in cross-national mathematics studies. This superior Asian performance is attributed to several factors including cultural beliefs, educational systems and practices, and the Chinese number naming system. Given the limited empirical evidence on pre-school mathematics learning in Chinese societies, the outcomes of Western studies are often borrowed and adopted in curriculum planning in Asian schools. The study reported in this paper investigated the performance of Hong Kong Chinese pre-school children based on Western studies involving English-speaking children, and examined the relationship between the Chinese number naming system and children's performance in number and operation concepts. Data were collected from 299 pre-school children aged between 3 and 5 years. The learning sequence of the children in mastering number and operation concepts was established using the Rasch Model. This study provides empirical evidence for the feasibility of borrowing lists of mathematics concepts from studies of English-speaking children to serve as a reference for school-based curriculum planning in a Chinese-speaking context. However, it is not enough to establish the relationship between children's performance and the Chinese number naming system. Classroom instruction and cultural beliefs in mathematics learning are also important in explaining children's performance.
Methodological framework for the ergonomic design of children's playground equipment: a Serbian experience.

PubMed

Grozdanovic, Miroljub; Jekic, Savko; Stojiljkovic, Evica

2014-01-01

Adequate application of the static and dynamic anthropometric measures of pre-school children in ergonometric design of children's playground equipment should eliminate all dangers and difficulties in their use. Possibilities of injuries, insecure movements, discomfort able positions and some other dangerous actions may be minimized; and safety and health protection of pre-school children will be increased. Children's playground represents a significant space of activity for pre-school children. Therefore, it is necessary to apply ergonomic principles which contribute to the adjustment of the playground elements to children's anatomic features. Based on the results presented in this paper, new constructions were designed and new playgrounds were installed in Serbia. Participants were children from three pre-school age groups: Junior age group (3-4 years of age, 17 children), Medium age group (4-5 years of age, 22 children), and Senior age group (5-6 years of age, 26 children). Thirty-one static anthropometric measures (12 in standing position, 11 in sitting position, 7 related to dimensions of hand, foot an head, with body weight and shoe size) and 15 dynamic anthropometric measures (7 in standing position, 6 in sitting position and 2 dimension of foot and hand) were defined for the study. Measurements were taken using an anthrop-meter, a flexible measuring tape. Equations for ergonomic design of children's playground elements were also defined. Basic statistical data of static and dynamic anthropometric measurements of the pre-school children are presented in this paper, as well as the statistical calculation of the corrective anthropometric measurements. Measurements were performed in "Poletarac" kindergarten, part of the pre-school institution "Radost" in Cacak. Elements of playground equipment in "Bambi" kindergarten in Kragujevac (the Indian tent "wigwam", gate-house, swing and carousel) were designed and built using these parameters. Based on the obtained results, several playgrounds were designed, manufactured and equipped with the appropriate items.
Prevalence of pre-school children for overweight/obesity in Turkey.

PubMed

Santas, Fatih; Santas, Gulcan

2018-02-01

Most of the studies and interventions are targeted to address undernutrition, but childhood obesity has become a silent killer among children. Developing countries, including Turkey, could recognize the importance of the issue now and have begun to discuss the necessity of studies on this subject. Therefore, this study aims to examine the prevalence of obesity among pre-school children in Turkey. The data source of this study is the Turkey Demographic and Health Survey (TDHS)-2013. The TDHS-2013 was a sample study to gather information about the fertility levels and changes in them, infant and child mortality, family planning, and maternal and infant health at the national level. Overweight/obesity for height was 8.6% and 6.6% for age. Overweight/obesity problems are mostly observed in the West and are higher in urban areas. Overweight/obesity decreases with increasing age. There is a positive correlation between overweight/obesity and maternal educational level. As the household welfare level increases, overweight/obesity increases in pre-school children. Female children are at higher risk of overweight/obesity than males. As birth order increases, overweight/obesity decreases. Children living in other regions have overweight/obesity problems more than the pre-school children living in the East. This study speculates that obesity appears to be a major problem among pre-school children in Turkey. Based on the findings, the current situation of overweight/obesity among pre-school children is so close to many developing and developed countries, whose obesity levels are a greater concern. This finding demonstrates that effective interventions of obesity should begin as early as infancy in Turkey, as it is a developing country.
Assessing the impact of adjusting for maturity in weight status classification in a cross-sectional sample of UK children.

PubMed

Gillison, Fiona; Cumming, Sean; Standage, Martyn; Barnaby, Catherine; Katzmarzyk, Peter

2017-06-26

To compare the weight categorisation of a cohort of UK children using standard procedures (ie, comparing body mass index (BMI) centiles to age-matched UK reference data) versus an approach adjusted for maturation status (ie, matching relative to biological age). Analysis of data collected from an observational study of UK primary school children. Schools in South West England. Four hundred and seven 9-11 year-old children (98% white British). Weight status was classified using BMI centiles using (1) sex and chronological age-matched referents and (2) sex and biological age-matched referents (based on % of predicted adult stature) relative to UK 1990 reference growth charts. For both approaches, children were classified as a normal weight if >2nd centile and <85thcentile, overweight if 85th and <95thcentiles, and obese if ≥95thcentile. Fifty-one children (12.5%) were overweight, and a further 51 obese (12.5%) according to standard chronological age-matched classifications. Adjustment for maturity resulted in 32% of overweight girls, and 15% of overweight boys being reclassified as a normal weight, and 11% and 8% of obese girls and boys, respectively, being reclassified as overweight. Early maturing children were 4.9 times more likely to be reclassified from overweight to normal weight than 'on-time' maturers (OR 95% CI 1.3 to 19). Incorporating assessments of maturational status into weight classification resulted in significant changes to the classification of early-maturing adolescents. Further research exploring the implications for objective health risk and well-being is needed. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children

PubMed Central

Vickery, Charlotte E.; Dorjee, Dusana

2016-01-01

Studies investigating the feasibility and impact of mindfulness programs on emotional well-being when delivered by school teachers in pre-adolescence are scarce. This study reports the findings of a controlled feasibility pilot which assessed acceptability and emotional well-being outcomes of an 8-week mindfulness program (Paws b) for children aged 7–9 years. The program was delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and 3 months follow-up, and informant reports were collected at baseline and follow-up. Seventy one participants aged 7–9 years were recruited from three primary schools in the UK (training group n = 33; control group n = 38). Acceptability of the program was high with 76% of children in the training group reporting ‘liking’ practicing mindfulness at school, with a strong link to wanting to continue practicing mindfulness at school (p < 0.001). Self-report comparisons revealed that relative to controls, the training group showed significant decreases in negative affect at follow-up, with a large effect size (p = 0.010, d = 0.84). Teacher reports (but not parental ratings) of meta-cognition also showed significant improvements at follow-up with a large effect size (p = 0.002, d = 1.08). Additionally, significant negative correlations were found between changes in mindfulness and emotion regulation scores from baseline to post-training (p = 0.038) and baseline to follow-up (p = 0.033). Findings from this study provide initial evidence that the Paws b program in children aged 7–9 years (a) can be feasibly delivered by primary school teachers as part of the regular curriculum, (b) is acceptable to the majority of children, and (c) may significantly decrease negative affect and improve meta-cognition. PMID:26793145
Changing Tendencies in the UK: Teaching Dialects in Schools and Standardization

ERIC Educational Resources Information Center

Minasyan-Bareid, Armenui

2016-01-01

This paper investigates the case of diglossia in Shetland, northern Scotland: the use of dialect and its implementation in pre-school and school educational curriculum. In particular, this article is aimed at revealing methodology and educational programs used in teaching the dialect in order to protect the local language traditions. The article…
Exploring Musical Expectations: Understanding the Impact of a Year-Long Primary School Music Project in the Context of School, Home and Prior Learning

ERIC Educational Resources Information Center

Pitts, Stephanie E.

2014-01-01

This article reports on a year-long project carried out in three UK primary schools, which aimed to understand the expectations and experiences of children participating in a series of workshops delivered by the chamber music organisation, Music in the Round. Through drawings, discussions, questionnaires and observations, the children's developing…
Prevention Work with Children Disaffected from School: Findings from the Evaluation of Two Innovative Community-Based Projects

ERIC Educational Resources Information Center

Gray, Paul; Seddon, Toby

2005-01-01

Purpose: To report on findings from the evaluation of two innovative community-based prevention projects in the UK targeted at children disaffected from school, one involving football the other horticulture. Design/methodology/approach: Qualitative inquiry focusing on three areas: "theories of change" underpinning the projects; referral…
The Effects of Coordination and Movement Education on Pre School Children's Basic Motor Skills Improvement

ERIC Educational Resources Information Center

Altinkök, Mustafa

2016-01-01

This research was conducted for the purpose of analyzing the effect of the movement education program through a 12-week-coordination on the development of basic motor movements of pre-school children. A total of 78 students of pre-school period, 38 of whom were in the experimental group and 40 of whom were in the control group, were incorporated…
Effects of Traumatized Antenatal Mothers on Their Pre-School Children in Mt. Elgon Region, Kenya

ERIC Educational Resources Information Center

Sichari, Manson B.

2016-01-01

Foetus developmental vulnerability in pre-school children of traumatized antenatal mothers in Cheptais and Mount Elgon Sub-Counties, Bungoma County, Kenya is a study meant to establish the effects of trauma of the mother on the unborn child who was born and now is in pre-school level of education. Through observation by the mother through neonate,…
Effects of Language of Instruction on Learning of Literacy Skills among Pre-Primary School Children from Low-Income Urban Communities in Kenya

ERIC Educational Resources Information Center

Hungi, Njora; Njagi, Joan; Wekulo, Patricia; Ngware, Moses

2018-01-01

This study investigates the relationship between the language of instruction and learning of literacy skills among pre-primary school children in a multilingual environment. The sample consists of 1867 learners from low-income urban households, attending 147 low-cost private pre-primary schools located in low-income areas of Nairobi, Kenya. About…
The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-School Children

ERIC Educational Resources Information Center

Kimsesiz, Fatma; Dolgunso¨z, Emrah; Konca, M. Yavuz

2017-01-01

English language teaching has newly been introduced to pre-school curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to pre-school children through Project Based Learning (PBL). For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey,…
Effects of Traumatized Antenatal Mothers on Their Pre-School Children in Mt. Elgon Region, Kenya

ERIC Educational Resources Information Center

Sichari, Manson B.; Wakhungu, Jacob W.; Maragia, Samuel N.

2015-01-01

Foetus developmental vulnerability in pre-school children of traumatized antenatal mothers in Cheptais and Mount Elgon Sub-Counties, Bungoma County, Kenya is a study meant to establish the effects of trauma of the mother on the unborn child who was born and now is in pre-school level of education. Through observation by the mother during neonate,…
A Qualitative Evaluation of Holiday Breakfast Clubs in the UK: Views of Adult Attendees, Children, and Staff.

PubMed

Defeyter, Margaret Anne; Graham, Pamela Louise; Prince, Kate

2015-01-01

Across the UK, 1.3 million children access free school meals for around 38 weeks of the year. However, during school holidays, many families face considerable difficulties in providing a consistent and nutritious supply of food for their children, particularly during the extended summer break. In an effort to address this issue, a number of community-based breakfast clubs were set-up across the North West of England and in Northern Ireland where people could access a free breakfast meal during the summer holidays. Qualitative interviews were carried out with 17 children, 18 adult attendees, and 15 breakfast club staff to determine the uses and impacts associated with holiday breakfast club participation and to investigate potential areas for future development of holiday food provision. Findings highlighted a need for holiday food provision and revealed a multitude of nutritional, social, and financial benefits for those who accessed holiday breakfast clubs. Areas for further development and investigation are discussed in addition to implications for UK food and educational policies.
A Qualitative Evaluation of Holiday Breakfast Clubs in the UK: Views of Adult Attendees, Children, and Staff

PubMed Central

Defeyter, Margaret Anne; Graham, Pamela Louise; Prince, Kate

2015-01-01

Across the UK, 1.3 million children access free school meals for around 38 weeks of the year. However, during school holidays, many families face considerable difficulties in providing a consistent and nutritious supply of food for their children, particularly during the extended summer break. In an effort to address this issue, a number of community-based breakfast clubs were set-up across the North West of England and in Northern Ireland where people could access a free breakfast meal during the summer holidays. Qualitative interviews were carried out with 17 children, 18 adult attendees, and 15 breakfast club staff to determine the uses and impacts associated with holiday breakfast club participation and to investigate potential areas for future development of holiday food provision. Findings highlighted a need for holiday food provision and revealed a multitude of nutritional, social, and financial benefits for those who accessed holiday breakfast clubs. Areas for further development and investigation are discussed in addition to implications for UK food and educational policies. PMID:26322303
Pertussis-induced cough.

PubMed

Wang, Kay; Harnden, Anthony

2011-06-01

Pertussis (whooping cough) is one of the commonest vaccine preventable diseases in the UK, despite vaccination coverage being maintained for the last 15 years at over 90% among infants and the addition of a pre-school booster to the UK national immunisation programme in 2001. However, it is known that pertussis vaccine does not confer long-term immunity to clinical infection. Evidence of pertussis infection has been reported in 37% of children presenting in UK primary care and 20% of adolescents and adults presenting in Canadian health centres with persistent cough. In children and adults with persistent cough, paroxysmal coughing is the most sensitive indicator of pertussis, but has poor specificity and limited diagnostic value. Vomiting and whooping, particularly in combination, are stronger predictors of pertussis. Cough duration is longer in children than in adults with pertussis (median cough duration 112 days versus 42 days); individuals may take even longer to recover fully and regain previous levels of exercise tolerance. A diagnosis of pertussis may be confirmed by culture, Polymerase Chain Reaction (PCR) or serology. Single estimates of anti-pertussis toxin (PT) antibody titres in blood or oral fluid samples are highly specific. There are currently no proven efficacious treatments for pertussis-induced cough. Treatment with macrolide antibiotics reduces the duration of an individual's infectious period, but does not alter the duration of cough. Further research is needed to re-examine the epidemiology of pertussis in countries with different vaccination schedules, find efficacious treatments and develop methods of measuring cough frequency and severity in patients with pertussis-induced cough. Copyright © 2010. Published by Elsevier Ltd.

Lost in Transition: Languages Transition from Post-16 Schooling to Higher Education

ERIC Educational Resources Information Center

Harnisch, Henriette; Sargeant, Helen; Winter, Natasha

2011-01-01

Ever decreasing numbers of applicants arrive in language departments at UK universities. In the face of this decline, and against the backdrop of higher education languages departments being reduced across the UK, it is important to investigate the supply chain of languages undergraduates in the pre-entry sector. This article reports on a…
Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children’s awareness, knowledge and attitudes towards local wildlife

PubMed Central

Eberstein, Katie; Scott, Dawn M.

2018-01-01

Children nowadays, particularly in urban areas, are more disconnected from nature than ever before, leading to a large-scale “extinction of experience” with the natural world. Yet there are many potential benefits from children interacting with nature first-hand, including via outdoor learning opportunities. Urban environmental education programmes typically aim to increase awareness and knowledge of local biodiversity and to promote positive attitudes and behaviour towards the environment. However, limited research has been conducted evaluating to what extent these interventions achieve their goals. Here, we explore and assess the influence of a six-week bird-feeding and monitoring project conducted within school grounds (“Bird Buddies”) on individual awareness, knowledge and attitudes towards birds by primary school children. This initiative was conducted across eight (sub-)urban primary schools within Brighton and Hove (UK), with 220 participating children (aged 7 to 10). Via pre- and post-project questionnaires, we found evidence for enhanced awareness of local biodiversity, alongside significant gains in both bird identification knowledge and attitudes, which were greatest for children with little prior exposure to nature. Many children expressed a keenness to continue improving the environmental value of their school grounds and to apply elements of the project at home. Student project evaluation scores were consistently positive. Mirroring this, participating teachers endorsed the project as a positive learning experience for their students. One year after the project, several schools were continuing to feed and watch birds. Collectively, the findings from this study highlight the multiple benefits that can be derived from engagement with a relatively short outdoor environmental activity. We therefore believe that such interventions, if repeated locally/longer term, could enhance children’s experience with nature in urban settings with combined positive environmental impact. PMID:29509809
An Investigation of Playfulness of Pre-School Children in Turkey

ERIC Educational Resources Information Center

Keles, Sadiye; Yurt, Özlem

2017-01-01

The first aim of this study is to examine the validity and reliability of the Children's Playfulness Scale (CPS), which was developed to determine pre-school children's disposition towards play. The second aim is to test the effects of some variables on playfulness and whether such variables affect playfulness levels of children. About 196…
Something to Talk about: Does the Language Use of Pre-School Teachers Invite Children to Participate in Democratic Conversation?

ERIC Educational Resources Information Center

Tholin, Kristin Rydjord; Jansen, Turid Thorsby

2012-01-01

This article focuses on how kindergarten can encourage children's participation based on the idea of democratic community. The Norwegian Kindergartens Act emphasises children's right to participate and kindergarten is seen as an arena for learning. We discuss planned conversations between pre-school teachers and children during ongoing…
Role of assessment tests in the stability of intelligence scoring of pre-school children with uneven/delayed cognitive profile.

PubMed

Yang, P; Jong, Y-J; Hsu, H-Y; Lung, F-W

2011-05-01

As part of an ongoing clinical service programme for pre-school children with developmental delay in an Asian developing country, we analysed the effect of three assessment tests, that is, Bayley Scale of Infant Development-II, Leiter International Performance Scale - Revised and Wechsler Preschool and Primary Scale of Intelligence - Revised - Chinese, on the stability of intelligence quotient (IQ) of children from pre-school through early childhood. The participants were 313 Taiwanese pre-school children with uneven or delayed cognitive profile and they were followed through early childhood. IQ stability was explored by different tests and among children of different clinical diagnosis: 168 children with non-autistic intellectual disability, 73 children with autism spectrum disorder, 58 children with mixed receptive-expressive language disorder and 14 children of other heterogeneous diagnoses. Stability of scores was evaluated using the r-squared for Pearson's coefficients to see the correlation between initial IQ (IQ1) and follow-up IQ (IQ2). Multiple linear regressions were also applied to see whether IQ1 had predictive ability for IQ2 and test-test difference in the total 313 children and each diagnostic subgroup. Results revealed that mean IQ1 was 65.8 ± 15.4 while mean IQ2 was 73.2 ± 17.9 for the total 313 children. The IQs were stable across an average follow-up duration of 38.6 ± 22.1 month from pre-school into early childhood. Patterns of positive correlations between IQ1 and IQ2 were noted by all the tests (r-squared = 0.43-0.5, all P < 0.001) and in the majority of diagnostic subgroups. Multiple regressions analysis also revealed that IQ1 could predict IQ2 significantly in all the tests (all P < 0.001). After careful choice of appropriate initial test, stability of IQ in children with developmental delay was noted from pre-school through early childhood. In addition, the translated version of cognitive assessment was valid for the required context of an Asian developing country. With the current emphasis on early identification and intervention for pre-school children with developmental delay, this information bears merit in clinical practice. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.
Dynamic assessment of word learning skills of pre-school children with primary language impairment.

PubMed

Camilleri, Bernard; Law, James

2014-10-01

Dynamic assessment has been shown to have considerable theoretical and clinical significance in the assessment of socially disadvantaged and culturally and linguistically diverse children. In this study it is used to enhance assessment of pre-school children with primary language impairment. The purpose of the study was to determine whether a dynamic assessment (DA) has the potential to enhance the predictive capacity of a static measure of receptive vocabulary in pre-school children. Forty pre-school children were assessed using the static British Picture Vocabulary Scale (BPVS), a DA of word learning potential and an assessment of non-verbal cognitive ability. Thirty-seven children were followed up 6 months later and re-assessed using the BPVS. Although the predictive capacity of the static measure was found to be substantial, the DA increased this significantly especially for children with static scores below the 25th centile. The DA of children's word learning has the potential to add value to the static assessment of the child with low language skills, to predict subsequent receptive vocabulary skills and to increase the chance of correctly identifying children in need of ongoing support.
Ethnic and socioeconomic influences on childhood blood pressure: the Child Heart and Health Study in England.

PubMed

Thomas, Claudia; Nightingale, Claire M; Donin, Angela S; Rudnicka, Alicja R; Owen, Christopher G; Cook, Derek G; Whincup, Peter H

2012-11-01

Compared to UK white European adults, UK black African-Caribbean adults have higher mean SBP and DBP; UK South Asian adults have higher mean DBP but lower SBP. Information on blood pressure (BP) in UK children from different ethnic groups is limited. The aim of this study was to compare BP levels in UK children of black African-Caribbean, South Asian and white European origin. BP and body build were measured in 5666 children in a cross-sectional study of UK primary school children of South Asian, black African-Caribbean and white European origin aged 9-10 years. Ethnic and socioeconomic differences in BP were obtained from multilevel linear regression models. After adjustment for height and adiposity, black African-Caribbean children had lower mean SBP than white Europeans [difference 1.62 mmHg, 95% confidence interval (CI) 0.86-2.38 mmHg], whereas mean DBP was similar (difference 0.58 mmHg, 95% CI -0.12 to 1.28 mmHg). The lower SBP was particularly marked in black African rather than Caribbean children (P = 0.002). South Asian children had lower mean SBP (difference 1.10 mmHg, 95% CI 0.34-1.86 mmHg) than white Europeans and higher mean DBP (difference 1.07 mmHg, 95% CI 0.37-1.76 mmHg). The higher mean DBP was particularly marked among Indian and Bangladeshi, rather than Pakistani, children (P = 0.01). BP was unrelated to socioeconomic circumstances; ethnic differences in BP were not affected by socioeconomic adjustment. A BP pattern similar to that in adults is present in UK South Asian but not in UK black African-Caribbean children at 9-10 years.
Pre-School Children Creating and Communicating with Digital Technologies in the Home

ERIC Educational Resources Information Center

McPake, Joanna; Plowman, Lydia; Stephen, Christine

2013-01-01

There is a limited literature on pre-school children's experiences with "digital technologies" at home and little discussion of the ways in which children harness these technologies for their own purposes. This paper discusses findings drawn from three studies that investigated the role of "domestic technologies" and…
Soil-Transmitted Helminth Infections and Correlated Risk Factors in Preschool and School-Aged Children in Rural Southwest China

PubMed Central

Wang, Xiaobing; Zhang, Linxiu; Luo, Renfu; Wang, Guofei; Chen, Yingdan; Medina, Alexis; Eggleston, Karen; Rozelle, Scott; Smith, D. Scott

2012-01-01

We conducted a survey of 1707 children in 141 impoverished rural areas of Guizhou and Sichuan Provinces in Southwest China. Kato-Katz smear testing of stool samples elucidated the prevalence of ascariasis, trichuriasis and hookworm infections in pre-school and school aged children. Demographic, hygiene, household and anthropometric data were collected to better understand risks for infection in this population. 21.2 percent of pre-school children and 22.9 percent of school aged children were infected with at least one of the three types of STH. In Guizhou, 33.9 percent of pre-school children were infected, as were 40.1 percent of school aged children. In Sichuan, these numbers were 9.7 percent and 6.6 percent, respectively. Number of siblings, maternal education, consumption of uncooked meat, consumption of unboiled water, and livestock ownership all correlated significantly with STH infection. Through decomposition analysis, we determined that these correlates made up 26.7 percent of the difference in STH infection between the two provinces. Multivariate analysis showed that STH infection is associated with significantly lower weight-for-age and height-for-age z-scores; moreover, older children infected with STHs lag further behind on the international growth scales than younger children. PMID:23029330
Effect of Family Supported Pre-Reading Training Program Given to Children in Preschool Education Period on Reading Success in Primary School

ERIC Educational Resources Information Center

Buyuktaskapu, Sema

2012-01-01

In this study, the effect of Family Supported Pre-Reading Program developed for 6 year olds attending nursery school on children's reading success in the future was examined. In order to fulfill this aim, reading skills of 25 primary school first-grade pupils who participated Family Supported Pre-Reading Program were compared with another 25…
Computer Use in Pre-School Education: The Attitudes of the Future Pre-School Teachers in Croatia

ERIC Educational Resources Information Center

Tatalovic Vorkapic, Sanja; Milovanovic, Sandra

2014-01-01

According to the relevance of teacher attitudes in the teaching process as well as to the great number of discussions among experts of pre-school education, it was interesting to examine the students of pre-school teaching about their attitudes toward the use of computer among pre-school children. The sample consisted of N = 40 students from…
Technologically Enhanced Language Learning in Primary Schools in England, France and Spain: Developing Linguistic Competence in a Technologically Enhanced Classroom Environment

ERIC Educational Resources Information Center

Macrory, Gee; Chretien, Lucette; Ortega-Martin, Jose Luis

2012-01-01

This paper reports on an EU-funded project (Ref: 134244-2007-UK-COMENIUS-CMP) that explored the impact of technology, notably video-conferencing, on primary school children's language learning in England, France and Spain. Data were gathered from the children in the project, their teachers and also from trainee teachers placed in the schools. The…
Population deworming every 6 months with albendazole in 1 million pre-school children in north India: DEVTA, a cluster-randomised trial

PubMed Central

Awasthi, Shally; Peto, Richard; Read, Simon; Richards, Susan M; Pande, Vinod; Bundy, Donald; the DEVTA (Deworming and Enhanced Vitamin A) team

2013-01-01

Summary Background In north India many pre-school children are underweight, many have intestinal worms, and 2–3% die at ages 1·0–6·0 years. We used the state-wide Integrated Child Development Service (ICDS) infrastructure to help to assess any effects of regular deworming on mortality. Methods Participants in this cluster-randomised study were children in catchment areas of 8338 ICDS-staffed village child-care centres (under-5 population 1 million) in 72 administrative blocks. Groups of four neighbouring blocks were cluster-randomly allocated in Oxford between 6-monthly vitamin A (retinol capsule of 200 000 IU retinyl acetate in oil, to be cut and dripped into the child's mouth every 6 months), albendazole (400 mg tablet every 6 months), both, or neither (open control). Analyses of albendazole effects are by block (36 vs 36 clusters). The study spanned 5 calendar years, with 11 6-monthly mass-treatment days for all children then aged 6–72 months. Annually, one centre per block was randomly selected and visited by a study team 1–5 months after any trial deworming to sample faeces (for presence of worm eggs, reliably assessed only after mid-study), weigh children, and interview caregivers. Separately, all 8338 centres were visited every 6 months to monitor pre-school deaths (100 000 visits, 25 000 deaths at age 1·0–6·0 years [the primary outcome]). This trial is registered at ClinicalTrials.gov, NCT00222547. Findings Estimated compliance with 6-monthly albendazole was 86%. Among 2589 versus 2576 children surveyed during the second half of the study, nematode egg prevalence was 16% versus 36%, and most infection was light. After at least 2 years of treatment, weight at ages 3·0–6·0 years (standardised to age 4·0 years, 50% male) was 12·72 kg albendazole versus 12·68 kg control (difference 0·04 kg, 95% CI −0·14 to 0·21, p=0·66). Comparing the 36 albendazole-allocated versus 36 control blocks in analyses of the primary outcome, deaths per child-care centre at ages 1·0–6·0 years during the 5-year study were 3·00 (SE 0·07) albendazole versus 3·16 (SE 0·09) control, difference 0·16 (SE 0·11, mortality ratio 0·95, 95% CI 0·89 to 1·02, p=0·16), suggesting absolute risks of dying between ages 1·0 and 6·0 years of roughly 2·5% albendazole versus 2·6% control. No specific cause of death was significantly affected. Interpretation Existing ICDS village staff can be organised to deliver simple pre-school interventions sustainably for many years at low cost, but regular deworming had little effect on mortality in this lightly infected pre-school population. Funding UK Medical Research Council, USAID, World Bank (albendazole donated by GlaxoSmithKline). PMID:23498850
Speech and Language Therapy Students: How Do Those with "Non Traditional" University Entry Qualifications Perform?

ERIC Educational Resources Information Center

Smith, Christina H.; Mahon, Matt; Newton, Caroline

2013-01-01

Background: Entry to speech and language therapy (SLT) undergraduate pre-registration programmes in the UK is usually achieved through qualifications attained at school (e.g. A-levels). A smaller number of people who did not succeed academically at school enter through qualifications achieved post-schooling, e.g. Access to Higher Education…
Group Therapy for School-Aged Children Who Stutter: A Survey of Current Practices

ERIC Educational Resources Information Center

Liddle, Hilary; James, Sarah; Hardman, Margaret

2011-01-01

Although group therapy is recommended for school-aged children who stutter (CWS), it is not widely researched. This study aimed to explore this provision, using a postal survey which investigated the current practices of Speech & Language Therapists (SLTs) in the UK. Seventy percent of SLT services provided some group therapy, but the level of…
Mapping area variability in social and behavioural difficulties among Glasgow pre-schoolers: linkage of a survey of pre-school staff with routine monitoring data

PubMed Central

Barry, S.J.E.; Marryat, L.; Thompson, L.; Ellaway, A.; White, J.; McClung, M.; Wilson, P.

2016-01-01

Background Social, emotional and behavioural development in early to middle childhood impact upon many outcomes in future life and are influenced by home, neighbourhood and school environments. We used linked data to investigate differences between areas in Glasgow City in level of difficulties in pre-school age children, after consideration of demographics, including area level deprivation. Methods Pre-school education staff completed Strengths and Difficulties Questionnaires (SDQ) on all children progressing to school from a local authority or partnership (local authority funded private) pre-school in Glasgow City between 2010 and 2012. These data were linked to individual (age, gender) and area level (deprivation) demographics from the City Council Education Services Department. Statistical models were fitted to the SDQ scores, adjusting for age, gender, area deprivation, year of school entry, pre-school establishment attended and electoral ward of residence. Correlation between neighbouring wards was incorporated to allow for clustering of scores. Results Boys and those living in more deprived areas had higher levels of difficulties. Children aged 5-5.5 years had fewest difficulties, while the oldest and youngest children had similar levels of difficulties. There were no significant secular trends by year of school entry. There remained differences between areas after adjusting for these variables, with children living in some areas having fewer difficulties than would be expected based on their socio-demographic characteristics. Conclusions There remained differences in children’s levels of difficulties between areas after adjusting for age, gender, area deprivation and year of school entry. Children in some very deprived areas had fewer difficulties than might be expected, while those in relatively affluent areas had more difficulties than expected based on their deprivation level. There may be other, unmeasured, individual and area level reasons for children’s level of difficulties and these require further exploration. PMID:25707313
The contribution of school meals and packed lunch to food consumption and nutrient intakes in UK primary school children from a low income population.

PubMed

Stevens, L; Nelson, M

2011-06-01

The Low Income Diet and Nutrition Survey described the food consumption and nutrient intake of UK children in low income households in 2003-2005. To describe food consumption and nutrient intake associated with school meals and packed lunches, based on a cross-sectional analysis of 680, 24-h dietary recalls from 311 school children aged 4-11 years. In children from low income households, pupils who took a packed lunch consumed more white bread, fats and oils, crisps and confectionery and fewer potatoes (cooked with or without fat) at lunchtime compared to other pupils. Many of these differences persisted when diet was assessed over the day. For younger pupils (4-7 years), packed lunches provided the least amount of folate, the highest amount of sodium, and the highest average percentage of food energy from fat and saturated fatty acids (SFA) compared to free school meals (FSMs). Over the whole day, in both younger (4-7 years) and older (8-11 years) children, there were no notable differences in energy or nutrient intake between those eating a packed lunch or a school meal. Older children's packed lunches contributed a significantly higher proportion of fat, SFA, calcium and sodium to the day's nutrient intake compared to a FSM. In children from low income households, packed lunches are less likely to contribute towards a 'healthier' diet compared to a school meal. The difference was more apparent in younger children. Key differences were the high consumption of sodium, SFA and non-milk extrinsic sugars by pupils who had packed lunches. © 2011 The Authors. Journal compilation © 2011 The British Dietetic Association Ltd.
Audio-Visual Aids for Pre-School and Primary School Children. A Training Document. Aids to Programming UNICEF Assistance to Education.

ERIC Educational Resources Information Center

Narayan, Shankar

This discussion of the importance and scope of audiovisual aids in the educational programs and activities designed for children in developing countries includes the significance of audiovisual aids in pre-school and primary school education, types of audiovisual aids, learning from pictures, creative art materials, play materials, and problems…
Joint Analysis of Preschool Attendance and School Performance in the Short and Long-Run

ERIC Educational Resources Information Center

Aguilar, Renato; Tansini, Ruben

2012-01-01

This paper aims at explaining the academic performance of a sample of children starting their first year at public schools in Montevideo, Uruguay, during 1999. We are mainly interested in the effect of pre-school education on the children's academic results. Previous probit and OLS estimations suggested that pre-school education has a positive…
Confronting Invisibility: Early Childhood Pre-Service Teachers' Beliefs toward Homeless Children

ERIC Educational Resources Information Center

Kim, Jinhee

2013-01-01

Children make up half of the homeless population in the US, and of those, almost 50 percent are under age six. Homeless children face many different challenges in school. These children and their families have been invisible in school due to the indifference and stereotypes about them. This article focuses on early childhood pre-service teachers'…

Effects of Language Learning Interventions in Pre-School Children: A Longitudinal Study

ERIC Educational Resources Information Center

Gasteiger-Klicpera, B.; Knapp, W.; Kucharz, D.; Schabmann, A.; Schmidt, B.

2009-01-01

The aim of the present contribution is to evaluate and discuss the impacts of language learning interventions in pre-school children with German as a first or a second language. The sample consisted of 864 children in intervention groups and 294 children as a comparison group within two successive cohorts. The instruments used were the SSV (Grimm…
Science and Scientific Curiosity in Pre-school—The teacher's point of view

NASA Astrophysics Data System (ADS)

Spektor-Levy, Ornit; Kesner Baruch, Yael; Mevarech, Zemira

2013-09-01

Nowadays, early science education is well-accepted by researchers, education professionals and policy makers. Overall, teachers' attitudes and conceptions toward the science subject domain and science education influence their ways of teaching and engagement. However, there is a lack of research regarding factors that affect this engagement in pre-school years. The main assumption of this study is that teachers' attitudes regarding science in pre-school can shape children's engagement in science and develop their scientific curiosity. Therefore, the main objectives of this study are to investigate the attitudes of pre-school teachers toward engaging in science and to explore their views about the nature of curiosity: who is a curious child and how can a child's natural curiosity be fostered? An extensive survey was conducted among 146 pre-school teachers by employing both qualitative and quantitative approaches. Results indicate that most of the participants believe that scientific education should begin in early childhood; very young children can investigate and take part in a process of inquiry; and scientific activities in pre-school can influence children's long-term attitudes toward science. Despite these views, most participants felt they did not possess sufficient scientific knowledge. Furthermore, participants expressed diverse opinions when asked to identify what constitutes curiosity, how the curious child can be identified and how a child's curiosity can be fostered. The research findings carry significant implications regarding how to implement scientific activities in pre-school, and how to encourage pre-school teachers to engage children in scientific activities in a way that will nurture their natural curiosity.
Biblio-Therapeutic Book Creations by Pre-Service Student Teachers: Helping Elementary School Children Cope

ERIC Educational Resources Information Center

Haeseler, Lisa Ann

2009-01-01

Many elementary school children may cope with difficult life struggles such as disabilities, abuse, loss, and identity issues. This article details original, student generated, biblio-therapeutic book creations and how this genre teaches positive ways for children at-risk to cope with tough life circumstances. Pre-service, elementary college…
Pre-School Children's Agency in Learning for Sustainable Development

ERIC Educational Resources Information Center

Caiman, Cecilia; Lundegård, Iann

2014-01-01

In recent years, there has been a growing interest in pre-school children's meaning-making and learning in education for sustainability. Young children should be recognized as "agents for change" and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for…
Cognitive Abilities of Pre- and Primary School Children with Spina Bifida in Uganda

ERIC Educational Resources Information Center

Bannink, Femke; Fontaine, Johnny R. J.; Idro, Richard; van Hove, Geert

2016-01-01

This study investigates cognitive abilities of pre/primary school children without and with spina bifida in Uganda. Qualitative semi structured interviews and quantitative functioning scales measurements were combined and conducted with 133 parents, 133 children with spina bifida, and 35 siblings. ANCOVA was used to test for differences in…
Pattern Finding Skills of Pre-School Children

ERIC Educational Resources Information Center

Tarim, Kamuran

2017-01-01

This study investigates the pattern finding skills of pre-school children and the in-class pattern activities conducted by teachers. The research was designed as a descriptive survey study carried out with a total of 162 children aged 60-77 months from families with middle socio-economic status. The findings of the study revealed that the…
Parenting Practices and Pre-Schoolers' Cognitive Skills in Turkish Immigrant and German Families

ERIC Educational Resources Information Center

Leyendeckera, Birgit; Jakel, Julia; Kademoglu, Sinem Olcay; Yagmurlu, Bilge

2011-01-01

The present study aims to investigate the association between parenting behaviours, children's daily activities and their cognitive development. Participants were 52 Turkish-German and 65 German pre-school children and their mothers, who were matched in terms of education level (10-12 years of schooling). Children's cognitive skills were assessed…
Civic and Patriotic Education of Pre-School Children

ERIC Educational Resources Information Center

Mokeyeva, Ekaterina V.; Andreeva, Irina N.

2016-01-01

The urgency of the current research devoted to civic and patriotic education of pre-school children is determined by the contradiction between the necessity of civic-patriotic education of children in the current context, their readiness to defend their Motherland and the lack of the development of this issue both in pedagogical theory and…
Migration background and childhood overweight in the Hannover Region in 2010-2014: a population-based secondary data analysis of school entry examinations.

PubMed

Zhou, Yusheng; von Lengerke, Thomas; Walter, Ulla; Dreier, Maren

2018-05-01

Overweight and obesity constitute a global epidemic with rates that are increasing rapidly in children. The aim of the present study was to examine ethnic differences in the prevalence of overweight in pre-school children in a multicultural context. Data were collected from a compulsory school entry examination in the Hannover Region, Germany (n = 50,716) from 2010 to 2014. The prevalence of overweight (including pre-obesity and obesity status) and obesity was estimated using a German national reference. The migration status of the children was based on the parent's migration history. Multivariable logistic and hierarchical multinomial regression analyses were performed to identify factors associated with the overweight, pre-obesity, and obesity status. The prevalence of overweight was significantly higher among migrant children (12.7%) than among the non-migrant children (6.9%). After adjusting for socioeconomic and child development variables, migration background was strongly associated with weight status. The Turkish migrant children showed the highest odds of being pre-obesity (OR 2.05, 95%CI 1.7-2.56) and obesity (OR 2.09, 95%CI 1.67-2.77) compared to non-migrant children. Ethnic and social inequalities exist in childhood overweight among pre-school children in the Hannover Region. Thus, appropriate interventions targeting high-risk migrant groups are needed. What is Known: • The current trend of prevalence rates in Germany for overweight and obesity of pre-school children is becoming stable. • Prevalence of overweight and obesity is clearly higher among migrant children than among non-migrant children. What is New: • This article reveals ethnic variance among different migrant groups. • Turkish migrant children have a higher rate of prevalence even compared to other migrant groups. • Length of child day care attendance fails to exert a strong influence on overweight after adjusting for socio-economic and child development variables.
Psychological Well-being Trajectories of Individuals with Dyslexia Aged 3-11 Years.

PubMed

Jordan, Julie-Ann; Dyer, Kevin

2017-05-01

Dyslexia has been associated with a range of psychological well-being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre-existing diagnoses that sometimes co-occur with dyslexia. Using UK Millennium Cohort Study data (n = 7224) from 2003 to 2011, the present study compared psychological well-being development from ages 3-11 years for children with (1) dyslexia only; (2) special educational needs excluding dyslexia; (3) comorbid dyslexia and other special educational needs; and (4) no special educational needs. Growth curve modelling results controlling for race, gender, age and family income suggested that with the exception of conduct difficulties, psychological well-being issues related to dyslexia do not occur preschool; rather, they commence upon starting school. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.
Development and cognitive functions in Saudi pre-school children with feeding problems without underlying medical disorders.

PubMed

Hegazi, Moustafa A; Sehlo, Mohammad G; Al-Jasir, Albandari; El-Deek, Basem S

2015-09-01

This study was conducted to assess development and cognitive functions in relation to growth in Saudi pre-school children with feeding problems (FPs) without underlying medical disorders. Three hundred fifteen pre-school children with FPs (221 with normal growth (FP-N), 62 with failure to thrive (FTT) (FP-FTT), 32 with overweight (FP-OW)) and 100 healthy children (Ref group) underwent in-depth assessment by anthropometric measurements, dietetic history, Behavioral Pediatrics Feeding Assessment Scale, Denver Developmental Screening test (DDST) and Stanford Binet fifth edition intelligence scales (SB-5). The main FPs detected in Saudi children were picky eating in 85.5% of FP-N group, infantile anorexia and poor eating in more than 90% of FP-FTT group and overeating in 53% of FP-OW group. FPs were not due to evident psychosocial factors but were mostly related to unhealthy feeding behaviours. FP-N children were still having normal growth parameters, but they had significantly lower growth parameters than healthy children. Failed screening with DDST was only more significantly recorded in FP-FTT children than in Ref children (P = 0.04). The overall IQ value by SB-5 was significantly lower in FP-FTT group compared with FP-N group (P = 0.01), in FP-FTT group compared with Ref group (P < 0.001) as well as in FP-OW group compared with Ref group (P < 0.001). Persistent FPs resulted in significant negative impact not only on growth status but also on developmental milestones and cognitive functions of pre-school children. Healthy feeding habits are mandatory to prevent serious consequences of FPs on growth and development of Saudi pre-school children. © 2015 The Authors. Journal of Paediatrics and Child Health © 2015 Paediatrics and Child Health Division (Royal Australasian College of Physicians).
Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

ERIC Educational Resources Information Center

Ansari, Arya; Winsler, Adam

2014-01-01

Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n =…
Developing a universal reading comprehension intervention for mainstream primary schools within areas of social deprivation for children with and without language-learning impairment: a feasibility study.

PubMed

McCartney, Elspeth; Boyle, James; Ellis, Sue

2015-01-01

Some children in areas of social deprivation in Scotland have lower reading attainment than neighbouring children in less deprived areas, and some of these also have lower spoken language comprehension skills than expected by assessment norms. There is a need to develop effective reading comprehension interventions that fit easily into the school curriculum and can benefit all pupils. A feasibility study of reading comprehension strategies with existing evidence of efficacy was undertaken in three mainstream primary schools within an area of social deprivation in west central Scotland, to decide whether further investigation of this intervention was warranted. Aims were to measure comprehension of spoken language and reading via standardised assessments towards the beginning of the school year (T1) in mainstream primary school classrooms within an area of social deprivation; to have teachers introduce previously-validated text comprehension strategies, and to measure change in reading comprehension outcome measures towards the end of the year (T2). A pre- and post-intervention cohort design was used. Reading comprehension strategies were introduced to staff in participating schools and used throughout the school year as part of on-going reading instruction. Spoken language comprehension was measured by TROG-2 at T1, and reading progress by score changes from T1 to T2 on the WIAT-II(UK) -T reading comprehension scale. Forty-seven pupils in five classes in three primary schools took part: 38% had TROG-2 scores below the 10(th) centile. As a group, children made good reading comprehension progress, with a medium effect size of 0.46. Children with TROG-2 scores below the 10(th) centile had lower mean reading scores than others at T1 and T2, although with considerable overlap. However, TROG-2 did not make a unique contribution to reading progress: children below the 10(th) centile made as much progress as other children. The intervention was welcomed by schools, and the measure of reading comprehension proved responsive to change. The outcomes suggest the reading intervention may be effective for children with and without spoken language comprehension difficulties, and warrants further investigation in larger, controlled, studies. © 2014 Royal College of Speech and Language Therapists.
Children's Readiness Gains in Publically Funded, Community-Based Pre-Kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds

ERIC Educational Resources Information Center

Goldstein, Peggy; Warde, Beverly; Peluso, Paul

2013-01-01

Background: Many states provide public funding to facilitate school readiness for community-based pre-K and preschool programs for 4 year old children and "at risk" 3 year old children. Little research exists on the school readiness gains of children participating in these "garden variety" community-based programs. Objective:…
Determinants of Child Outcomes in a Cohort of Children in the Free Pre-School Year in Ireland, 2012/2013

ERIC Educational Resources Information Center

McKeown, Kieran; Haase, Trutz; Pratschke, Jonathan

2015-01-01

The study analyses determinants of child outcomes in a cohort of children who participated in the Free Pre-School Year. Child outcomes are measured through a before-and-after assessment of children using the Early Development Instrument. The sample comprises 448 children in 70 early years centres. There are three main findings. First, children…
The Effect of Childhood Bereavement on Secondary School Performance

ERIC Educational Resources Information Center

Abdelnoor, Adam; Hollins, Sheila

2004-01-01

This paper reports on a UK survey of GCSE examination results for children from schools throughout England who had lost a parent (n =73) or sibling (n =24) through death to establish whether this had a long-term impact on school performance, levels of anxiety and self-esteem, and school attendance. Participants were matched for school, age, gender…
Perceptions about Forest Schools: Encouraging and Promoting Archimedes Forest Schools

ERIC Educational Resources Information Center

Nawaz, Haq; Blackwell, Sarah

2014-01-01

The aim of this study was to find out parents' and children's perception of outdoor learning programmes with specific reference to Archimedes Forest Schools, known as Forest Schools. A review of existing research showed that there had been no rigorous evaluation of perception of forest schools. The study was conducted in the UK and mixed method…
SMART lunch box intervention to improve the food and nutrient content of children's packed lunches: UK wide cluster randomised controlled trial.

PubMed

Evans, C E L; Greenwood, D C; Thomas, J D; Cleghorn, C L; Kitchen, M S; Cade, J E

2010-11-01

Government standards are now in place for children's school meals but not for lunches prepared at home. The aim of this trial is to improve the content of children's packed lunches. A cluster randomised controlled trial in 89 primary schools across the UK involving 1291 children, age 8-9 years at baseline. Follow-up was 12 months after baseline. A "SMART" lunch box intervention programme consisted of food boxes, bag and supporting materials. The main outcome measures were weights of foods and proportion of children provided with sandwiches, fruit, vegetables, dairy food, savoury snacks and confectionery in each packed lunch. Levels of nutrients provided including energy, total fat, saturated fat, protein, non-milk extrinsic sugar, sodium, calcium, iron, folate, zinc, vitamin A and vitamin C. Moderately higher weights of fruit, vegetables, dairy and starchy food and lower weights of savoury snacks were provided to children in the intervention group. Children in the intervention group were provided with slightly higher levels of vitamin A and folate. 11% more children were provided with vegetables/salad in their packed lunch, and 13% fewer children were provided with savoury snacks (crisps). Children in the intervention group were more likely to be provided with packed lunches meeting the government school meal standards. The SMART lunch box intervention, targeting parents and children, led to small improvements in the food and nutrient content of children's packed lunches. Further interventions are required to bring packed lunches in line with the new government standards for school meals. Current controlled trials ISRCTN77710993.
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 Controlled Trials ISRCTN18336527.
Learning through Conversation: Exploring and Extending Teacher and Children's Involvement in Classroom Talk

ERIC Educational Resources Information Center

Brown, Kirsty; Kennedy, Hilary

2011-01-01

This article details a professional development process with a group of teachers and educational psychologists in the UK, at a school for children identified as having social, emotional, and behavioural difficulties. The project focused on how teachers use conversation to include children within dialogue and incorporate children's ideas within the…

Choosing a Secondary School for Young People on the Autism Spectrum: A Multi-Informant Study

ERIC Educational Resources Information Center

McNerney, Catherine; Hill, Vivian; Pellicano, Elizabeth

2015-01-01

Deciding on a secondary school for children with autism is notoriously difficult for parents. While current UK legislation emphasises the choice that parents of children with special educational needs should have in educational decision-making, there is a dearth of research in this area, which means that little is known about how parents come to…
Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children.

PubMed

Ansari, Arya; Lόpez, Michael; Manfra, Louis; Bleiker, Charles; Dinehart, Laura H B; Hartman, Suzanne C; Winsler, Adam

2017-09-01

This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center-based care 4 years earlier. The sustained associations between public school pre-K (vs. center-based care) and third-grade outcomes were mediated by children's kindergarten entry preacademic and social-behavioral skills, and among English-language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.
Consultation and participation with children in healthy schools: choice, conflict and context.

PubMed

Duckett, Paul; Kagan, Carolyn; Sixsmith, Judith

2010-09-01

In this paper we report on our use of a participatory research methodology to consult with children in the UK on how to improve pupil well-being in secondary schools, framed within the wider social policy context of healthy schools. We worked with children on the selection of our research methods and sought to voice the views of children to a local education authority to improve the design of school environments. The consultation process ultimately failed not because the children were unforthcoming with their views on either methods or on well-being in schools, but because of difficulties in how their views were received by adults. We show how the socio-economic, cultural and political context in which those difficulties were set might have led to the eventual break down of the consultation process, and we draw out a number of possible implications for consultative and participatory work with children in school settings.
Promoting School Readiness in Oklahoma

ERIC Educational Resources Information Center

Gormley, William T., Jr.; Gayer, Ted

2005-01-01

The results of the research, conducted on Oklahoma's universal Pre-kindergarten (Pre-k) program, on children of Tulsa Public Schools (TPS), the largest school district in the state to increase the school readiness are presented.
The Robustness of Pre-School Children's Tendency to Count Discrete Physical Objects

ERIC Educational Resources Information Center

Fletcher, Ben; Pine, Karen J.

2009-01-01

When pre-school children count an array of objects containing one that is broken in half, most count the halves as two separate objects. Two studies explore this predisposition to count discrete physical objects (DPOs) and investigate its robustness in the face of various manipulations. In Experiment 1, 32 children aged three-four years counted…
Equilibration and Sensory Overload in the Pre-School Child: Some Effects of Children's Television Programming.

ERIC Educational Resources Information Center

Miller, Thomas W.

This paper reports an attempt to research sensory overstimulation in a variety of children's television programs by rating the level of visual sensory stimulation, auditory sensory stimulation, verbal response patterns and nonverbal response patterns in 45 television programs designed for pre-school children. The Television Rating Inventory (TVRI)…
Lexical Categorization Modalities in Pre-School Children: Influence of Perceptual and Verbal Tasks

ERIC Educational Resources Information Center

Tallandini, Maria Anna; Roia, Anna

2005-01-01

This study investigates how categorical organization functions in pre-school children, focusing on the dichotomy between living and nonliving things. The variables of familiarity, frequency of word use and perceptual complexity were controlled. Sixty children aged between 4 years and 5 years 10 months were investigated. Three tasks were used: a…
Engaging with the Self: Mirror Behaviour in Autism, Down Syndrome and Typical Development

ERIC Educational Resources Information Center

Reddy, Vasudevi; Williams, Emma; Costantini, Cristina; Lan, Britta

2010-01-01

Children with autism achieve mirror self-recognition appropriate to developmental age, but are nonetheless reported to have problems in other aspects of a sense of self. We observed behaviour in the mirror in 12 pre-school children with autism, 13 pre-school children with Down syndrome (DS) and 13 typically developing (TD) toddlers. Reliable…
Gross Motor Development of Malaysian Hearing Impaired Male Pre- and Early School Children

ERIC Educational Resources Information Center

Zawi, Khairi; Lian, Denise Koh Choon; Abdullah, Rozlina Tan

2014-01-01

Acquisition of gross motor skill is a natural developmental process for children. This aspect of human development increases with one's chronological age, irrespective of any developmental conditions. The purpose of this study was to assess the level of gross motor skill development among pre- and early school-aged children with motor disability.…
Stability of somatotypes in 4 to 10 year-old rural South African girls.

PubMed

Monyeki, K D; Toriola, A L; de Ridder, J H; Kemper, H C G; Steyn, N P; Nthangeni, M E; Twisk, J W R; van Lenthe, F J

2002-01-01

In 1996, a mixed Ellisras longitudinal study (ELS) was initiated to assess the stability of somatotypes in 408 girls who comprised 99 pre-school and 309 primary school children in Ellisras rural area in the Northern Province of South Africa. The children's somatotype was assessed using the Heath-Carter anthropometric method. Anthropometric dimensions were taken according to the protocol of the International Society for the Advancement of Kinanthropometry (ISAK). The most stable pre-school and primary school girl had migratory distances (MDs) of 2.6 and 3.4, respectively, while the least stable pre-school and primary school girl had MDs of 17.9 and 24.4, respectively. The mean somatotype of the pre-school children was mesomorph-ectomorph throughout the complete age range, while the mean somatotype of primary school girls was mesomorph-ectomorph for all the age groups except for the 9.5 years group at which it was in the balanced ectomorph. The inter-age partial correlations for endomorphy and ectomorphy were high and significant, but insignificant with regard to mesomorphy.
The Impact of Pre-Kindergarten Programs on Student Achievement in Mississippi Elementary Schools

ERIC Educational Resources Information Center

Harges, Fletcher B.

2017-01-01

Each of the states bordering Mississippi invests large amounts of money in providing children with state-funded pre-k programs in their public schools. However, Mississippi falls behind these states and does not similarly invest in this effort to provide many of its children with the opportunity to attend state-funded pre-k programs. Because…
The Effect of the Values Education Programme on 5.5-6 Year Old Children's Social Development: Social Skills, Psycho-Social Development and Social Problem Solving Skills

ERIC Educational Resources Information Center

Dereli-Iman, Esra

2014-01-01

The aim of this study was to examine the effect of the Values Education Programme (developed for pre-school children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending pre-school. The Values Education Programme…
Mastery of Fundamental Movement Skills among 6-Year-Old Flemish Pre-School Children

ERIC Educational Resources Information Center

Vandaele, Bart; Cools, Wouter; de Decker, Steve; de Martelaer, Kristine

2011-01-01

The purpose of this study was to assess mastery of Fundamental Movement Skills (FMS) in 6- to 6.5-year-old Flemish pre-school children. The subjects were 236 6-year-old children (138 boys, 98 girls; mean age 6 years 2.4 months, SD 2.4). Children were individually assessed with the Motoriktest fur Vier- bis Sechsjahrige Kinder (MOT 4-6) in four…
Short and Medium Run Effects of Parents Reading to Pre-School Children in a Disadvantaged Locality.

ERIC Educational Resources Information Center

Toomey, Derek

A study examined the effectiveness of an emergent literacy program designed to encourage low-income parents to read to their children. Pre-school teachers in four low-income areas in Australia read to children in their class regularly. Three books were sent home with each child twice a week and the parents were asked to read to their children. A…
Pre-Schoolers, Pre-School Teachers, and Interpersonal Problem-Solving Skills: A Comparative Study in Turkey and Belgium

ERIC Educational Resources Information Center

Sahin, Derya

2011-01-01

Interpersonal cognitive problem solving, one of the most crucial social skills, is a life-long competency that must be supported from the early years of life. In this study, the opinions of 55 Turkish pre-school teachers and 53 Flemish pre-school teachers who work with 3-6-year-old children in private and public pre-schools in metropolitan cities…
Efficacy of an Evidence-Based Literacy Preparation Program for Young Children Beginning School

ERIC Educational Resources Information Center

Wheldall, Robyn; Glenn, Katharine; Arakelian, Sarah; Madelaine, Alison; Reynolds, Meree; Wheldall, Kevin

2016-01-01

This study aimed to provide evidence regarding the efficacy of an early literacy preparation program, "PreLit", designed to improve the skills of young Australian children. Participants comprised 240 children in eight schools attending their first year of schooling. Children in the four experimental group schools received instruction in…
Efficacy of the Lexicon Pirate Strategy Therapy for Improving Lexical Learning in School-Age Children: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Motsch, Hans-Joachim; Marks, Dana-Kristin

2015-01-01

Lexicon Pirate was originally developed as a strategy intervention programme to treat lexical disorders of pre-school children. To evaluate the therapy's effectiveness for school-age students, a randomized controlled trial (RCT, N = 157) was conducted. Based on a pre--post-test design, the programme's impacts were compared with a control group…
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.
Effects of Cooperative Group Work Activities on Pre-School Children's Pattern Recognition Skills

ERIC Educational Resources Information Center

Tarim, Kamuran

2015-01-01

The aim of this research is twofold; to investigate the effects of cooperative group-based work activities on children's pattern recognition skills in pre-school and to examine the teachers' opinions about the implementation process. In line with this objective, for the study, 57 children (25 girls and 32 boys) were chosen from two private schools…
How the Parent-Adolescent Relationship Affects Well-Being in Dutch Parents?

ERIC Educational Resources Information Center

De Rooij, Ilona; Gravesteijn, Carolien

2018-01-01

Purpose: The focus of scientific research on the parental well-being has been mainly placed on parents of pre-school children. However, recent findings indicated that parents of pre-school children show lower levels of depression and higher levels of self-efficacy and self-esteem, compared to parents of older children. The purpose of this paper is…

Differential Third-Grade Outcomes Associated with Attending Publicly Funded Preschool Programs for Low-Income Latino Children

ERIC Educational Resources Information Center

Ansari, Arya; L?pez, Michael; Manfra, Louis; Bleiker, Charles; Dinehart, Laura H. B.; Hartman, Suzanne C.; Winsler, Adam

2017-01-01

This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized…
A Study into the Design of a Pre-Laboratory Software Resource in Effectively Assisting in the Chemistry Proficiency of Students of Chinese Origin Undertaking Post 16 Chemistry in the UK

ERIC Educational Resources Information Center

O'Sullivan, Saskia Katarina Emily; Harrison, Timothy Guy

2016-01-01

This qualitative study indicates that Chinese origin students completing their pre-university education in a British school have particular difficulties related to sociocultural change, pedagogical differences, affective aspects, cognitive demand and language learning. These are discussed. The use of a pre-laboratory software resource to support…
Implementation of a Cooking Bus Intervention to Support Cooking in Schools in Wales, UK

ERIC Educational Resources Information Center

Segrott, Jeremy; Holliday, Jo; Murphy, Simon; Macdonald, Sarah; Roberts, Joan; Moore, Laurence; Phillips, Ceri

2017-01-01

Purpose: The teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose…
The Changing Economic Advantage from Private School. CEE DP 115

ERIC Educational Resources Information Center

Green, Francis; Machin, Stephen; Murphy, Richard; Zhu, Yu

2010-01-01

Private schooling, in its various guises, is an important feature of education systems across the world. The existence of a private education sector generates the possibility for parents to opt their children out of state provided education. In the case of the UK, private schools, though far less numerous than state schools, have for a long time…
Evaluating the Impact of Forest Schools: A Collaboration between a University and a Primary School

ERIC Educational Resources Information Center

Slade, Melanie; Lowery, Claire; Bland, Ken

2013-01-01

The Forest School movement, an important part of education in Scandinavia, has gained momentum in the UK in recent years. Within the context of declining access to, and engagement with, the natural environment Forest Schools can provide invaluable life experiences for our children. In 2012 the University of Northampton investigated opportunities…
Music Therapy in Schools: Working with Children of All Ages in Mainstream and Special Education

ERIC Educational Resources Information Center

Tomlinson, Jo, Ed.; Derrington, Philippa, Ed.; Oldfield, Amelia, Ed.

2011-01-01

The majority of music therapy work with children takes place in schools. This book documents the wealth and diversity of work that music therapists are doing in educational settings across the UK. It shows how, in recent years, music therapy has changed and grown as a profession, and it provides an insight into the trends that are emerging in this…
The Education of Asylum Seekers: Some UK Case Studies

ERIC Educational Resources Information Center

Reakes, Angharad

2007-01-01

The body of literature examining the educational needs of asylum-seeker children is limited. Extending the body of knowledge has become increasingly important because of the increasing number of asylum seekers in the UK, with significant implications for local education authorities and schools. The main focus of the research was the situation in…
From Doing to Learning: Changed focus during a pre-school learning study project on organic decomposition

NASA Astrophysics Data System (ADS)

Ljung-Djärf, Agneta; Magnusson, Andreas; Peterson, Sam

2014-03-01

We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n = 5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of 1 screening (n = 7), 1 initial planning meeting, 3 analysis meetings, 3 interventions, and 78 individual test interviews with the children (n = 26). The study demonstrated that the teachers were initially uncomfortable with using scientific concepts and with maintaining the children's focus on the object of learning without framing it with play. During the project, we noted a shift in focus towards the object of learning and how to get the children to discern it. As teachers' awareness changed, enhanced learning was noted among the children. The study suggests that the LS model can promote pre-school science learning as follows: by building on, re-evaluating, and expanding children's experiences; and by helping the teachers focus on and contrast critical aspects of an object of learning, and to reflect on the use of play, imagination, and concepts and on directing the children's focus when doing so. Our research showed that the LS model holds promise to advance pre-school science learning by offering a theoretical tool useable to shift the focus from doing to learning while teaching science using learning activities.
Nutritional practices in full-day-care pre-schools.

PubMed

Jennings, A; McEvoy, S; Corish, C

2011-06-01

Full-day-care pre-schools contribute significantly to the nutritional intake and acquisition of dietary habits of the pre-school child. The present study investigated nutritional practices in full-day-care pre-schools in Dublin, Ireland, aiming to determine the nutritional support that pre-school managers deem necessary, thereby facilitating the amelioration of existing pre-school nutritional training and practices. A telephone questionnaire completed by pre-school managers (n=54) examined pre-school dietary practices, food provision and the association between these and pre-school size, nutritional training attendance, possession of the Food and Nutrition Guidelines for Pre-school Services and having a healthy eating policy. Nutritional training needs were also investigated. Twenty-five pre-schools provided all food for attending children; parents were sole providers in six. Thirty-four pre-schools had a written healthy eating policy. Attendance at nutritional training was reported by 40. Possession of the Guidelines (n=40) did not consistently result in their use. Poor parental and staff involvement in policy and menu development was cited. Although the delayed introduction of iron-containing foods and a feeding beaker in infants was clearly evident, inappropriate beverages and snacks were served to children aged 1-5 years in 43 and 37 pre-schools, respectively. Training priorities cited by managers included parental education and the provision of information regarding menu planning and healthy food choices. Nutritional training should advocate whole staff familiarity with and use of current guidelines, in addition to encouraging nutritional policy development and enforcement. Parental education is warranted. Dietary education should focus specifically on appropriate weaning practices, healthy beverage and snack provision and menu planning. © 2011 The Authors. Journal of Human Nutrition and Dietetics © 2011 The British Dietetic Association Ltd.
Impact of the two different iron fortified cookies on treatment of anemia in preschool children in Brazil.

PubMed

Landim, Liejy Agnes; Pessoa, Marcia Luiza Dos Santos Beserra; Brandão, Amanda de Castro Amorim Serpa; Morgano, Marcelo Antonio; Marcos Antônio de Mota Araújo, Marcos Antônio De Mota Araújo; Rocha, Maurisrael De Moura; Arêas, José Alfredo Gomes; Moreira-Araújo, Regilda Saraiva Dos Reis

2016-09-20

Nutritional intervention in pre-school children using cookies prepared with wheat flour enriched with iron and folic acid (CWFFeFA) and cookies prepared with cowpea (Vigna unguiculata (L.) Walp) flour fortified with iron and zinc and wheat flour enriched with iron and folic acid (CCFFeZn + WFFeFA). To assess the impact of the ingestion of CWFFeFA and CCFFeZn + WFFeFA by pre-school children, using the cowpea variety BRS-Xiquexique, to control iron-deficiency anaemia. Nutritional intervention was conducted in municipal day care centres selected at random (n = 262) involving pre-school children aged 2 to 5 years living in Teresina, state of Piauí, Brazil. To assess the socioeconomic data, BMI-for-age, haemoglobin levels before and after intervention, and dietary intake, the children were divided into group 1 (G1), which received CWFFeFA (30 g), and group 2 (G2), which received CCFFeZn + WFFeFA (30 g). Food acceptance was evaluated daily. The prevalence of anaemia in G1 and G2 before the nutritional intervention was 12.2% (n = 18) and 11.5% (n = 30), respectively. After intervention, the prevalence decreased to 1.4% in G1 (n = 2) and to 4.2% in G2 (n = 11). Food acceptance by pre-school children in G1 and G2 was 97.4% and 94.3%, respectively. The use of both types of cookie formulations decreased the prevalence of anaemia among pre-school children, and CCFFeZn + WFFeFA yielded the greatest decrease.
What is FirstSchool? Issues in PreK-3rd Education. Number One

ERIC Educational Resources Information Center

Ritchie, Sharon; Maxwell, Kelly; Clifford, Richard

2009-01-01

FirstSchool is part of a national PreK-3rd movement of schools, districts, educators and universities seeking to improve how children from ages 3 to 8 learn and develop in schools. While these different projects use a variety of names, all are working to connect high-quality PreK programs with high-quality elementary schools. FirstSchool is…
RESIDENTIAL PESTICIDE USE AND URINARY ORGANOPHOSPHATE METABOLITES IN PRE-SCHOOL CHILDREN

EPA Science Inventory

Residential Pesticide Use and Urinary Organophosphate Metabolites in Pre-School Children
CL Carty1, P Mendola1, D Barr2, L Needham2, D Walsh1

1Epidemiology and Biomarkers Branch, Human Studies Division, National Health and Environmental Effects Research Laboratory, U.S....
A 'Benign Addiction'? Research on ICT and Pre-School Children.

ERIC Educational Resources Information Center

Plowman, Lydia; Stephen, C.

2003-01-01

Reviews the international research evidence on the ways in which information and communication technologies (ICT) are used in both formal and informal pre-school settings. Addresses the debate over the value and desirability of young children using computers and computational toys; relationship to the media environment; literacies involved; and…
Teaching school teachers to recognize respiratory distress in asthmatic children.

PubMed

Sapien, Robert E; Fullerton-Gleason, L; Allen, N

2004-10-01

To demonstrate that school teachers can be taught to recognize respiratory distress in asthmatic children. Forty-five school teachers received a one-hour educational session on childhood asthma. Each education session consisted of two portions, video footage of asthmatic children exhibiting respiratory distress and didactic. Pre- and posttests on general asthma knowledge, signs of respiratory distress on video footage and comfort level with asthma knowledge and medications were administered. General asthma knowledge median scores increased significantly, pre = 60% correct, post = 70% (p < 0.0001). The ability to visually recognize respiratory distress also significantly improved (pre-median = 66.7% correct, post = 88.9% [p < 0.0001]). Teachers' comfort level with asthma knowledge and medications improved. Using video footage, school teachers can be taught to visually recognize respiratory distress in asthmatic children. Improvement in visual recognition of respiratory distress was greater than improvement in didactic asthma information.
Consensus-based guidelines for Video EEG monitoring in the pre-surgical evaluation of children with epilepsy in the UK.

PubMed

Pressler, Ronit M; Seri, Stefano; Kane, Nick; Martland, Tim; Goyal, Sushma; Iyer, Anand; Warren, Elliott; Notghi, Lesley; Bill, Peter; Thornton, Rachel; Appleton, Richard; Doyle, Sarah; Rushton, Sarah; Worley, Alan; Boyd, Stewart G

2017-08-01

Paediatric Epilepsy surgery in the UK has recently been centralised in order to improve expertise and quality of service available to children. Video EEG monitoring or telemetry is a highly specialised and a crucial component of the pre-surgical evaluation. Although many Epilepsy Monitoring Units work to certain standards, there is no national or international guideline for paediatric video telemetry. Due to lack of evidence we used a modified Delphi process utilizing the clinical and academic expertise of the clinical neurophysiology sub-specialty group of Children's Epilepsy Surgical Service (CESS) centres in England and Wales. This process consisted of the following stages I: Identification of the consensus working group, II: Identification of key areas for guidelines, III: Consensus practice points and IV: Final review. Statements that gained consensus (median score of either 4 or 5 using a five-point Likerttype scale) were included in the guideline. Two rounds of feedback and amendments were undertaken. The consensus guidelines includes the following topics: referral pathways, neurophysiological equipment standards, standards of recording techniques, with specific emphasis on safety of video EEG monitoring both with and without drug withdrawal, a protocol for testing patient's behaviours, data storage and guidelines for writing factual reports and conclusions. All statements developed received a median score of 5 and were adopted by the group. Using a modified Delphi process we were able to develop universally-accepted video EEG guidelines for the UK CESS. Although these recommendations have been specifically developed for the pre-surgical evaluation of children with epilepsy, it is assumed that most components are transferable to any paediatric video EEG monitoring setting. Copyright © 2017 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.
Language Abilities of Secondary Age Pupils at Risk of School Exclusion: A Preliminary Report

ERIC Educational Resources Information Center

Clegg, Judy; Stackhouse, Joy; Finch, Katy; Murphy, Claire; Nicholls, Shelley

2009-01-01

In the UK, exclusions from school because of behaviour problems usually occur when other alternatives have proved unsuccessful. There is some evidence to suggest that behaviour problems and resulting school exclusions are associated with language impairment. In older children who are permanently excluded, expressive rather than receptive language…
A Survey of Swedish Teachers' Concerns for Preschool Children at Risk of Maltreatment

ERIC Educational Resources Information Center

Svensson, Birgitta; Andershed, Henrik; Janson, Staffan

2015-01-01

The aim of this study was to investigate a problem that is related to pre-school teachers' prolonged and temporary concerns for children's home situations and the extent to which these children were in need of special support in pre-school and/or were reported to the CPA. Data were obtained from a Swedish prospective study (the SOFIA-study)…
How Do Children Reformulate Their Search Queries?

ERIC Educational Resources Information Center

Rutter, Sophie; Ford, Nigel; Clough, Paul

2015-01-01

Introduction: This paper investigates techniques used by children in year 4 (age eight to nine) of a UK primary school to reformulate their queries, and how they use information retrieval systems to support query reformulation. Method: An in-depth study analysing the interactions of twelve children carrying out search tasks in a primary school…
Exploring British Pakistani Mothers' Perception of Their Child with Disability: Insights from a UK Context

ERIC Educational Resources Information Center

Rizvi, Sana

2017-01-01

This research lends insight into disabling discourses on South Asian families of children with disabilities. It explores immigrant Pakistani maternal understanding of their children's disability, uniquely through an educational perspective, highlighting maternal roles which schools must acknowledge to improve outcomes for children. The findings of…
Understanding Gender Differences in Context: Implications for Young Children's Everyday Lives

ERIC Educational Resources Information Center

Morrow, Virginia

2006-01-01

This article reviews recent UK-based research that has prioritised children's accounts of their experiences of their daily lives, and focuses on gender differences in these accounts of family life, friendships, use of public space, use of out-of-school care, popular culture and consumption, and children's views of gender differences--drawing…

Translanguaging Knowledge and Identity in Complementary Classrooms for Multilingual Minority Ethnic Children

ERIC Educational Resources Information Center

Wei, Li

2014-01-01

This article examines multilingual interactions in the complementary school classroom for ethnic Chinese children in the UK. Through a detailed analysis of classroom exchanges amongst the children and their teachers, the study aims to demonstrate how they alternate between different varieties of Chinese and English and different modes of…
Indirect language therapy for children with persistent language impairment in mainstream primary schools: outcomes from a cohort intervention.

PubMed

McCartney, Elspeth; Boyle, James; Ellis, Sue; Bannatyne, Susan; Turnbull, Mary

2011-01-01

A manualized language therapy developed via a randomized controlled trial had proved efficacious in the short-term in developing expressive language for mainstream primary school children with persistent language impairment. This therapy had been delivered to a predetermined schedule by speech and language therapists or speech and language therapy assistants to children individually or in groups. However, this model of service delivery is no longer the most common model in UK schools, where indirect consultancy approaches with intervention delivered by school staff are often used. A cohort study was undertaken to investigate whether the therapy was equally efficacious when delivered to comparable children by school staff, rather than speech and language therapists or speech and language therapy assistants. Children in the cohort study were selected using the same criteria as in the randomized controlled trial, and the same manualized therapy was used, but delivered by mainstream school staff using a consultancy model common in the UK. Outcomes were compared with those of randomized controlled trial participants. The gains in expressive language measured in the randomized controlled trial were not replicated in the cohort study. Less language-learning activity was recorded than had been planned, and less than was delivered in the randomized controlled trial. Implications for 'consultancy' speech and language therapist service delivery models in mainstream schools are outlined. At present, the more efficacious therapy is that delivered by speech and language therapists or speech and language therapy assistants to children individually or in groups. This may be related to more faithful adherence to the interventions schedule, and to a probably greater amount of language-learning activity undertaken. Intervention delivered via school-based 'consultancy' approaches in schools will require to be carefully monitored by schools and SLT services. © 2010 Royal College of Speech & Language Therapists.
Integrating Conceptions of Scaffolding and Co-Construction to Enhance Parental Involvement in the Pre-Nursery of a British International School

ERIC Educational Resources Information Center

Brinn, Michelle

2016-01-01

Whilst many practitioners value positive and effective working relationships with parents, enhancing home-school interactions can be complex, especially within highly diverse contexts. Within the UK, partnership working with parents is widely advocated. However, there may exist subtle, but crucial differences between interactions that…
Magazines for children and young people and the links to Internet food marketing: a review of the extent and type of food advertising.

PubMed

Cowburn, Gill; Boxer, Anna

2007-10-01

To examine the nature of the link between food advertising in UK magazines aimed at children and young people and Internet food marketing, to establish whether consideration should be given to tightening existing controls. A review and descriptive analysis of food advertising found in a sample of the top five magazine titles aimed at a range of ages of children and young people between November 2004 and August 2005 and of the Internet food marketing sites to which readers were directed. Food advertising appeared as 'cover-mount' free gifts and as part of the main bound issue. Children aged 6-10 years were the most frequent recipients of food-based free gifts, all of which were confectionery. No food advertising was found in magazines aimed at pre-school children and it formed a small percentage of total advertising in the magazines aimed at children of school age and above. Most food advertisements were for 'less healthy' foods, although advertisements for 'healthier' food products did appear infrequently. Almost half of food advertisements directed readers towards Internet food marketing sites. We found evidence that these sites are using at least some of the 'marketing tricks' which have been identified as a cause for concern. Proposed restrictions on broadcast media may lead to more food advertising via other non-broadcast means. We suggest monitoring the effect of such changes in print and online advertising and that consideration be given to restricting marketing techniques used on websites aimed at children and young people.
Enterobius vermicularis infection and its risk factors among pre-school children in Taipei, Taiwan.

PubMed

Chen, Kuang-Yao; Yen, Chuan-Min; Hwang, Kao-Pin; Wang, Lian-Chen

2017-06-29

The prevalence of pinworm infection is extremely low in Taipei, Taiwan. This population study was designed to determine the current status and the associated risk factors of this infection among pre-school children. Perianal swab specimens were obtained from the parents or guardians using a two-consecutive-day adhesive cellophane perianal swab kit. Information of family background, personal hygiene, and household sanitary conditions were collected by asking the parents or guardians to complete a questionnaire. Of 44,163 children, 0.21% was found to infect with pinworm. The positive rate was highest in Datong (0.59%) and Nangang (0.58%) Districts and lowest in Neihu District (0.02%). There was no significant difference in the rates by gender (boys 0.24% and girls 0.19%) or school (kindergartens 0.25% and nurseries 0.17%). Significantly higher positive rates were found in children having parent with lower educational level and elder brother(s)/sister(s). Children taking bath by themselves and those sleeping in bed with matting had significantly higher positive rates. Five significant independent predictors of pinworm infection were determined by multivariate analysis: having elder brother(s), having elder sister(s), infrequent washing hands after using toilet facilities, bathing without the help of family members, and sleeping on bed with matting. The prevalence of pinworm infection in the pre-school children of Taipei is extremely low and decreasing. Good hand washing habit should be an important preventive measure. Transmission of this infection in pre-school children may occur in the family through their school-age siblings. Copyright © 2017. Published by Elsevier B.V.
Race, Rurality and Representation: Black and Minority Ethnic Mothers' Experiences of Their Children's Education in Rural Primary Schools in England, UK

ERIC Educational Resources Information Center

Bhopal, Kalwant

2014-01-01

There is little research that has examined the role of mothers in their children's education in the rural space of the school, particularly in relation to the experiences of Black and minority ethnic (BME) families who are newcomers to the rural space. This article attempts to redress the balance and examine how BME mothers are positioned in rural…
How Am I Using My Own Understanding and Development of Gifts and Talents to Promote the Learning of Children?

ERIC Educational Resources Information Center

Clayton, Nina

2016-01-01

My enquiry, which formed the subject of my Master's module on gifts and talents in education in 2008, was part of my journey as a classroom teacher during a pressured year when the Office for Standards in Education (UK) gave our school "notice to improve." I specifically write "our school" as this is what the children called it…
The relationship between school type and academic performance at medical school: a national, multi-cohort study

PubMed Central

Cleland, Jennifer A; Walker, Kim; Lee, Amanda J; Greatrix, Rachel

2017-01-01

Objectives Differential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years’ performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes. Methods This retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates’ demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme’s educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students’ background characteristics and EPM ranking. Results Students from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools. Conclusions This is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission. PMID:28860227
The relationship between school type and academic performance at medical school: a national, multi-cohort study.

PubMed

Kumwenda, Ben; Cleland, Jennifer A; Walker, Kim; Lee, Amanda J; Greatrix, Rachel

2017-08-31

Differential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years' performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes. This retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates' demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme's educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students' background characteristics and EPM ranking. Students from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools. This is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
[Hearing screening at nursery schools: results of an evaluation study].

PubMed

Weichbold, Viktor; Rohrer, Monika; Winkler, Cornelia; Welzl-Müller, Kunigunde

2004-07-31

This study aimed to evaluate the hearing screening of pre-school children at nursery schools in Tyrol, Austria. 47 nursery schools with a total of 2199 enrolled children participated in the study. At the screening, the children were presented a series of tones at frequencies 0.5 kHz (25dB), 1 kHz, 2 kHz, 3 kHz, and 4 kHz (20 dB each) from portable audiometers. The tones were presented over headphones for each ear separately and at irregular intervals. Failure to respond to any of the frequencies was considered failure of the screening. Parents were then advised in written form to have the child examined by an ENT-specialist. 1832 individuals were screened (coverage: 83% of nursery school children; corresponding to at least 63% of all Tyrolean children aged 3 to 5 years). Of these, 390 failed the test (referral rate: 21% of all screened). Examination through an ENT-specialist occurred with 217 children, and this confirmed the positive test in 139 children (hit rate: 64%). In most cases, a temporary conductive hearing loss due to external or middle ear problems (glue ear, tube dysfunction, cerumen, otitis media) was diagnosed. A sensorineural hearing loss was found in 4 children (in 3 of them bilateral). The need for therapy was recognized in 81 children (4% of all screened). Pre-school hearing screening identifies children with ear and hearing problems that need therapeutical intervention. Although the hearing problems are mostly of a temporary nature, some may require monitoring over some period. Also some children with permanent sensorineural hearing loss may be detected through this measure. Hearing screening is an efficient means of assessing ear and hearing problems in pre-school children. However, the follow-up rate needs to be improved for optimizing the efficacy.
Pre-Professional Training for Serving Children with ASD: An Apprenticeship Model of Supervision

ERIC Educational Resources Information Center

Donaldson, Amy L.

2015-01-01

Children with autism spectrum disorder (ASD) often present with varied skill profiles and levels of severity making development and implementation of specialized school services challenging. Research indicates that school professionals require and desire additional ASD-specific professional development, both at the pre-and in-service levels.…
Collaborative Philosophical Enquiry for School Children: Socio-Emotional Effects at 11 to 12 Years

ERIC Educational Resources Information Center

Trickey, S.; Topping, K. J.

2006-01-01

Two measures were used to investigate the socioemotional effects of collaborative philosophical enquiry on children aged 11 at pre-test in five experimental and three control primary (elementary) school mainstream classes. Experimental teachers received initial and follow-up professional development. In a pre-post controlled design, experimental…
New insights into the molecular epidemiology and population genetics of Schistosoma mansoni in Ugandan pre-school children and mothers.

PubMed

Betson, Martha; Sousa-Figueiredo, Jose C; Kabatereine, Narcis B; Stothard, J Russell

2013-01-01

Significant numbers of pre-school children are infected with Schistosoma mansoni in sub-Saharan Africa and are likely to play a role in parasite transmission. However, they are currently excluded from control programmes. Molecular phylogenetic studies have provided insights into the evolutionary origins and transmission dynamics of S. mansoni, but there has been no research into schistosome molecular epidemiology in pre-school children. Here, we investigated the genetic diversity and population structure of S. mansoni in pre-school children and mothers living in lakeshore communities in Uganda and monitored for changes over time after praziquantel treatment. Parasites were sampled from children (<6 years) and mothers enrolled in the longitudinal Schistosomiasis Mothers and Infants Study at baseline and at 6-, 12- and 18-month follow-up surveys. 1347 parasites from 35 mothers and 45 children were genotyped by direct sequencing of the cytochrome c oxidase (cox1) gene. The cox1 region was highly diverse with over 230 unique sequences identified. Parasite populations were genetically differentiated between lakes and non-synonymous mutations were more diverse at Lake Victoria than Lake Albert. Surprisingly, parasite populations sampled from children showed a similar genetic diversity to those sampled from mothers, pointing towards a non-linear relationship between duration of exposure and accumulation of parasite diversity. The genetic diversity six months after praziquantel treatment was similar to pre-treatment diversity. Our results confirm the substantial genetic diversity of S. mansoni in East Africa and provide significant insights into transmission dynamics within young children and mothers, important information for schistosomiasis control programmes.
The effect of group play therapy on social-emotional skills in pre-school children.

PubMed

Chinekesh, Ahdieh; Kamalian, Mehrnoush; Eltemasi, Masoumeh; Chinekesh, Shirin; Alavi, Manijeh

2013-12-24

Childhood is important and critical period in human life. The foundation of ego is shaped in childhood. Play therapy is one of the successful strategies to help children with inner conflicts problems. This method of psychotherapy is base on the normal learning processes of children, provides solutions to relieve feelings of stress, and expands self-expression. Group play therapy can enhance the self-awareness, self- regulation, social communication, empathy and adoptability in children. Present study investigated the effects of play therapy on relational and emotional skills of pre-school children. For this purpose, the total numbers of 372 pre-school children were randomly selected, and divided into two equal groups (case and control). In next step, the BUSSE-SR methodology was used for evaluation and comparison of self-awareness, self-regulation, social interaction, empathy, adoptability, and control groups. Pre-test were performed for both groups and case group was involved in-group play therapy. According to the results of post-test, correlation of variables between case-control groups was examined by multivariate analysis of covariance. Frequency of boys and girls in our sample were 51.3 and 48.7 percent, respectively. The mean age of children was 5.1±0.6 year. According to the results of present study, play therapy significantly enhanced the social-emotional skills (P< 0.001). Our findings are consistent with the results of previous studies in other nations with different environmental and cultural properties. In conclusion, it seems that play therapy can be used in pre-school centers to help children learn problem-solving skills and communicate with others.
THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN. MANUAL OF INSTRUCTIONS FOR ADMINISTERING AND SCORING MOTHER'S ROLE IN TEACHER/CHILD AND CHILD/PEER SCHOOL SITUATIONS.

ERIC Educational Resources Information Center

HESS, ROBERT D.; AND OTHERS

THIS MANUAL DESCRIBES MEASURES USED IN "THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN" PROJECT AT THE UNIVERSITY OF CHICAGO. THE SAMPLE FOR THE STUDY CONSISTED OF 163 NEGRO MOTHER-CHILD PAIRS SELECTED FROM 3 SOCIOECONOMIC CLASSES BASED ON THE FATHER'S OCCUPATION AND THE PARENTS' EDUCATION. A FOURTH GROUP INCLUDED FATHER-ABSENT…
Kindergarten attendance may reduce developmental impairments in children: results from the Bavarian Pre-School Morbidity Survey.

PubMed

Caniato, Riccardo N; Alvarenga, Marlies E; Stich, Heribert L; Jansen, Holger; Baune, Berhard T

2010-08-01

The relative risks and benefits of children attending kindergarten or pre-school remain uncertain and controversial. We used data from the Bavarian Pre-School Morbidity Survey (BPMS) to look at the prevalence of developmental impairments in pre-school children entering primary school and to assess if these were correlated with the duration of kindergarten attendance. We collected data from all school beginners in the district of Dingolfing, Bavaria from 2004 to 2007 (n = 4,005) and utilised a retrospective cross-sectional study design to review the information. The children were assessed for motor, cognitive, language and psychosocial impairments using a standardized medical assessment. Point prevalence of impairments of speech, cognition, motor functioning and psychosocial functioning were compared by chi(2)-test for the variable of time spent in kindergarten. We detected a high incidence of impairments, with boys showing higher rates than girls in all the areas assessed. Longer length of time spent in kindergarten was associated with reduced rates of motor, cognitive and psychosocial impairments. There was no clear correlation between length of kindergarten attendance and speech disorders. Kindergarten attendance may have a positive effect on a number of domains of development including motor, cognitive and psychosocial development, but no significant effect on speech impairments. Implications for public health policies are discussed.
The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement

ERIC Educational Resources Information Center

Aldemir, Ozgul; Gursel, Oguz

2014-01-01

Children with developmental disabilities are trained using different teaching arrangements. One of these arrangements is called small-group teaching. It has been ascertained that a small-group teaching arrangement is more effective than a one-to-one teaching arrangement. In that sense, teaching academic skills to pre-school children in small-group…
The Role of Radio and TV in the Lives of Pre-School Children. Summary. No. 52-75/76.

ERIC Educational Resources Information Center

Filipson, Leni

This 2-part report investigates the role of mass media in the lives of pre-school Scandinavian children. The first part presents a portrait of one child, giving a personal picture of the child's family life and her relationships to various forms of media. Part II continues the discussion of the role of media in children's lives, based on the…
Low socio-economic environmental determinants of children's physical activity in Coventry, UK: A Qualitative study in parents.

PubMed

Eyre, E L J; Duncan, M J; Birch, S L; Cox, V M

2014-01-01

Children's physical activity (PA) is affected by socio-economic status (SES) and the environment. Children are not fully autonomous in their decision making; parental decisions thus affect how children utilise their surrounding environments for PA. The aim was to examine environmental influences on children's PA from a qualitative perspective in parents from low SES wards in Coventry, UK. 59 parents of children in year 4 (aged 8-9years) completed the ALPHA environmental questionnaire. 16 of these parents took part in focus group discussions examining environmental facilitators and barriers to their child's PA (March-April, 2013). Emerging themes related to physical (i.e. poor access, safety and quality of the neighbourhood) and social environment (i.e. 'rough' neighbourhood due to crime and anti-social behaviour) influences on the PA behaviour of children. The parents believed these environmental factors resulted in the children engaging in greater sedentary activity (watching TV) indoors. The school environment was perceived as a supportive physical environment for children's PA behaviour. Parent's perceptions of an unsupportive physical and social environment restrict children's opportunities to play outside and be physically active and may lead to increased body fat (BF). Schools provide a supportive environment for children from low SES to be physically active in.
A simple assessment of physical activity is associated with obesity and motor fitness in pre-school children.

PubMed

Bayer, Otmar; Bolte, Gabriele; Morlock, Gabriele; Rückinger, Simon; von Kries, Rüdiger

2009-08-01

Physical activity is an important determinant of energy balance. However, its impact on overweight/obesity has proved difficult to measure in pre-school children and few studies have found significant associations. A set of simple questions was used to distinguish pre-school children with high and low physical activity, and the association of this classification with childhood overweight/obesity and performance in an established motor test was investigated. Survey, cross-sectional. Weight and height were measured in 12,556 children taking part in the obligatory school entrance health examination 2004-5 and 2005-6 in three urban and three rural Bavarian regions. Their parents were asked to answer a questionnaire with a set of questions on physical activity. The mean age of the children evaluated was 5.78 (sd 0.43) years, 6535 (52.1 %) were boys. Physically active children were less likely to be overweight (OR = 0.786, 95 % CI 0.687, 0.898) or obese (OR = 0.655, 95 % CI 0.506, 0.849) and achieved 6.7 (95 % CI 5.8, 7.7) % more jumps per 30 s than less active children in a motor test, adjusted for a number of potentially confounding variables. Classification of pre-school children as physically active or not, based on a small set of questions, revealed significant associations with overweight/obesity and a motor test. Once further validated, this classification might provide a valuable tool to assess the impact of physical activity on the risk of childhood overweight and obesity.

Diet and socio-economic factors and their association with the nutritional status of pre-school children in a low income suburb of Kampala City, Uganda.

PubMed

Kikafunda, J K; Tumwine, J K

2006-10-01

To establish dietary and socio-economic factors and their association with the nutritional status of pre-school children in a poor suburb of Kampala city, Uganda. A cross-sectional study. Three nursery schools in a low income suburb of Kampala city, Uganda. A sub-sample of forty one randomly selected pre-school children (three to six years of age) from a larger intervention study, participated in the present investigation. The results reveal high levels of chronic malnutrition (stunting and underweight) among the children. Almost half (46.3%) and one third (29.3%) of the children had height-for-age and weight-for-age centiles, respectively, below the 20th centile. The father's educational status was significantly (p = 0.017) associated with the children's nutritional status with all the children whose fathers had tertiary education and above having better weight-for-age centiles (above the 50th). Economic status too was significantly (p = 0.026) associated with the nutritional status of the children with children from the upper and mid-upper socio-economic classes having better weight-for-age centiles than children from the lower socio-economic status. Analysis of the diet showed a significant association between the nutrition status of the children and some of the foods consumed. Children who were above the 50th weight-for-age centiles consumed significantly more bread (p = 0.008) and light-green-leafy vegetables (p = 0.020) than those who had lower weight-for-age centiles. Children who were above their 50th height-for-age centiles consumed significantly (p = 0.049) more soybeans than children who had lower height-for-age centiles. Socio-economic as well as dietary factors were found to be inextricably linked and have been shown to be significantly associated with the nutritional status in this group of suburban pre-school children in Kampala city, Uganda.
Commercial Breaks: An Overview of Corporate Opportunities for Commercializing Education in US and English Schools

ERIC Educational Resources Information Center

Wilkinson, Gary

2006-01-01

This article outlines how the commercialization of structures and management in education risks accelerating the intensification of corporate marketing in schools. It is argued that marketing promotes materialistic values which are harmful to children and US and UK examples are offered to demonstrate how companies seek to use schools as…
The Social, Physical and Temporal Characteristics of Primary School Dining Halls and Their Implications for Children's Eating Behaviours

ERIC Educational Resources Information Center

Moore, Sue N.; Murphy, Simon; Tapper, Katy; Moore, Laurence

2010-01-01

Purpose: Social, physical and temporal characteristics are known to influence the eating experience and the effectiveness of nutritional policies. As the school meal service features prominently in UK nutritional and health promotion policy, the paper's aim is to investigate the characteristics of the primary school dining context and their…
Children's Socialisation into Schools' Learning Contexts: Ability Grouping in the UK Primary School.

ERIC Educational Resources Information Center

Hallam, Susan; Ireson, Judith; Mortimore, Peter; Davies, Jane

As the incidence of ability grouping at the primary level increases in the United Kingdom, questions remain regarding the effect of various grouping arrangements on students' personal and social development and the role of the school ethos in adopting particular ability grouping structures. This research explored the rationale given by primary…
A disorder of anger and aggression: Children’s perspectives on attention deficit/hyperactivity disorder in the UK

PubMed Central

Singh, Ilina

2011-01-01

This article investigates the social and moral dimensions of Attention Deficit/Hyperactivity Disorder (ADHD) diagnosis, asking what ADHD means in UK children’s everyday lives, and what children do with this diagnosis. Drawing on interviews with over 150 children, the analysis examines the influence of a UK state school-based culture of aggression on the form and intensity of diagnosed children’s difficulties with behavioral self-control. Diagnosed children’s mobilization of ADHD behaviors and their exploitation of the diagnosis shows how children’s active moral agency can support and compromise cognitive, behavioral and social resilience. The findings support a proposal for a complex sociological model of ADHD diagnosis and demonstrate the relevance of this model for national policy initiatives related to mental health and wellbeing in children. PMID:21684645
Working with Pre-School Practitioners to Improve Interactions

ERIC Educational Resources Information Center

Ahsam, Suki; Shepherd, Julie; Warren-Adamson, Chris

2006-01-01

Eight pre-schools took part in offsite and onsite speech and language training to improve their interaction skills with children and learn some group language activities. An evaluation was undertaken where practitioners at one pre-school were videoed running a language activity before and after training. The video was analysed to assess change in…
Measuring Developmental Progress of Children with Autism Spectrum Disorder on School Entry Using Parent Report

ERIC Educational Resources Information Center

Charman, Tony; Howlin, Patricia; Berry, Bryony; Prince, Emily

2004-01-01

Increasing numbers of children with autism spectrum disorder (ASD) are diagnosed in the preschool years, and their educational progress must be monitored. Parent questionnaire data can augment psychometric assessments and individual planning at low cost. One hundred and twenty-five parents of UK children who entered dedicated autism primary…
Assessing community readiness for overweight and obesity prevention in pre-adolescent girls: a case study

PubMed Central

2013-01-01

Background Childhood overweight and obesity is a global public health concern. For girls in particular, being overweight or obese during pre-adolescence (aged 7–11 years) has intergenerational implications for both the mother and her future offspring. In the United Kingdom (UK) there is increasing interest in community targeted interventions but less is known about how to tailor these approaches to the needs of the community. This study applied the Community Readiness Model (CRM), for the first time in the UK, to demonstrate its applicability in designing tailored interventions. Methods Community readiness assessment was conducted using semi-structured key informant interviews. The community’s key informants were identified through focus groups with pre-adolescent girls. The interviews addressed the community’s efforts; community knowledge of the efforts; leadership; community climate; community knowledge of the issue and resources available to support the issue. Interviews were conducted until the point of theoretical saturation and questions were asked separately regarding physical activity (PA) and healthy eating and drinking (HED) behaviours. The interviews were transcribed verbatim and were firstly analysed thematically and then scored using the assessment guidelines produced by the CRM authors. Results Readiness in this community was higher for PA than for HED behaviours. The lowest scores related to the community’s ’resources’ and the ’community knowledge of the issue’; affirming these two issues as the most appropriate initial targets for intervention. In terms of resources, there is also a need for resources to support the development of HED efforts beyond the school. Investment in greater physical education training for primary school teachers was also identified as an intervention priority. To address the community’s knowledge of the issue, raising the awareness of the prevalence of pre-adolescent girls’ health behaviours is a priority at the local community level. Inconsistent school approaches contributed to tensions between schools and parents regarding school food policies. Conclusions This study has identified the readiness level within a UK community to address the behaviours related to overweight and obesity prevention in pre-adolescent girls. The focus of an intervention in this community should initially be resources and raising awareness of the issue within the community. PMID:24359213
Beyond behavior modification: Benefits of social-emotional/self-regulation training for preschoolers with behavior problems.

PubMed

Graziano, Paulo A; Hart, Katie

2016-10-01

The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; Mage=5.16years; 84% Hispanic/Latino background) with at-risk or clinically elevated levels of EBP. During the summer between preschool and kindergarten, children were randomized to receive three newly developed intervention packages. The first and most cost effective intervention package was an 8-week School Readiness Parenting Program (SRPP). Families randomized into the second and third intervention packages received not only the weekly SRPP, but children also attended two different versions of an intensive kindergarten summer readiness class (M-F, 8a.m.-5p.m.) that was part of an 8-week summer treatment program for pre-kindergarteners (STP-PreK). One version included the standard behavioral modification system and academic curriculum (STP-PreK) while the other additionally contained social-emotional and self-regulation training (STP-PreK Enhanced). Baseline, post-intervention, and 6-month follow-up data were collected on children's school readiness outcomes including parent, teacher, and objective assessment measures. Analyses using linear mixed models indicated that children's behavioral functioning significantly improved across all groups in a similar magnitude. Children in the STP-PreK Enhanced group, however, experienced greater growth across time in academic achievement, emotion knowledge, emotion regulation, and executive functioning compared to children in the other groups. These findings suggest that while parent training is sufficient to address children's behavioral difficulties, an intensive summer program that goes beyond behavioral modification and academic preparation by targeting socio-emotional and self-regulation skills can have incremental benefits across multiple aspects of school readiness. Published by Elsevier Ltd.
An Evaluation of the Social and Emotional Aspects of Learning (SEAL) Programme: Promoting Positive Behaviour, Effective Learning and Well-Being in Primary School Children

ERIC Educational Resources Information Center

Hallam, Susan

2009-01-01

The Social and Emotional Aspects of Learning programme (SEAL), designed to develop children's social, emotional and behavioural skills in the primary school, was part of the Primary Behaviour and Attendance Pilot funded by the then Department for Education and Skills (DfES) and piloted in 25 Local Authorities in the UK. The data collected in the…
Impact of nutrition and health education on rural pre-school children.

PubMed

Puri, R; Mehta, S

1994-01-01

Pre-school children (n = 155) belonging to low socio-economic group from eight creches in villages around Chandigarh, were imparted nutrition and health education (NHE) for one year. Appropriate teaching material in the form of songs, rhymes and roleplays were scientifically developed for the purpose. For impact evaluation, objective tools in the form of checklists were formulated and used. NHE on three aspects, i.e., personal hygiene (PH), food hygiene (FH) and recognition of foods (RF) was imparted by Balsevikas (BSs) incharge of the creches, daily in a non-formal manner, for one year and evaluated periodically. On PH only, children of the lowest income group improved significantly. On FH and RF, all children registered significant improvement as these two aspects, were under the direct control of BSs who enthused and involved the children by providing an interacting and stimulating environment. The results are encouraging and indicate the pre-school children are educable in NHE provided participatory and appropriate material and methods are used.
A survey of UK optometry trainees' smoking cessation training.

PubMed

Lorencatto, Fabiana; Harper, Alice M; Francis, Jill J; Lawrenson, John G

2016-07-01

Smoking is a risk factor for a number of eye conditions, including age-related macular degeneration, cataracts and thyroid eye disease. Smoking cessation interventions have been shown to be highly cost-effective when delivered by a range of healthcare professionals. Optometrists are well placed to deliver smoking cessation advice to a wide population of otherwise healthy smokers. Yet optometrists remain a relatively neglected healthcare professional group in smoking cessation research and policy. Surveys of UK medical/nursing schools and of optometrists' training internationally demonstrate significant deficits in current curricular coverage regarding smoking cessation. This study aimed to identify the extent of smoking cessation training in UK optometry trainees' undergraduate and pre-registration training. All undergraduate optometry schools in the UK (n = 9) were invited to participate in a web-based survey of their curricular coverage and assessment related to smoking cessation, and of perceived barriers to delivering smoking cessation training. A content analysis of the College of Optometrists Scheme for Registration Trainee Handbook 2014 was conducted to identify competence indicators related to smoking cessation. Nine undergraduate optometry schools (100%) responded to the survey. The majority reported dedicating limited hours (0-3) to teaching smoking cessation, and predominantly focused on teaching the harmful effects of smoking (89%). Only one school provides practical skills training for delivering evidence-based smoking cessation interventions, including very brief advice. The majority of schools (78%) reported that they did not formally examine students on their knowledge or skills for supporting smoking cessation, and rated confidence in their graduates' abilities to deliver smoking cessation interventions as 'poor' (78%). Lack of knowledge amongst staff was identified as the key barrier to teaching about smoking cessation support. The pre-registration competency framework does not include any competence indicators related to providing support for quitting smoking. There are substantial gaps in the current curricula of UK optometry training, particularly regarding practical skills for supporting smoking cessation. Increased curricular coverage of these issues is essential to ensure trainee optometrists are adequately trained and competent in supporting patients to quit smoking. © 2016 The Authors. Ophthalmic and Physiological Optics published by John Wiley & Sons Ltd on behalf of College of Optometrists.
Piaget's Theory of Intellectual Development and Its Implication for Instructional Management at Pre-Secondary School Level

ERIC Educational Resources Information Center

Simatwa, Enose M. W.

2010-01-01

Instructional management focuses on planning, execution and evaluation of learning experiences. For teachers in pre-secondary schools to plan, execute and evaluate learning experiences effectively, they need to have good understanding of the process of cognitive development in children. Piaget has postulated that children progress through a series…
A Study on Social Competence and Temperament of Pre-School Children's

ERIC Educational Resources Information Center

Pekdogan, Serpil; Kanak, Mehmet

2016-01-01

The purpose of this research is to explore the social competence and temperament of 4-6 age group children attending pre-school education institutions, to identify whether their social competence levels vary by gender, and to show the relationship between the sub-dimensions of social competence and those of temperament. The study group consists of…
Better Outcomes for All: Promoting Partnerships Between Head Start and State Pre-K

ERIC Educational Resources Information Center

Stebbins, Helene; Scott, L. Carol

2007-01-01

Every day, millions of three- and four-year-old children attend early education programs. The range of early childhood education program models includes, among others, state-funded pre-k, Head Start, and child care programs. Children attend these programs in public schools, private schools, colleges, businesses, community-based centers, and homes.…
A lack of vision: evidence for poor communication of visual problems and support needs in education statements/plans for children with SEN.

PubMed

Little, J-A; Saunders, K J

2015-02-01

Visual dysfunction is more common in children with neurological impairments and previous studies have recommended such children receive visual and refractive assessment. In the UK, children with neurological impairment often have educational statementing for Special Educational Needs (SEN) and the statement should detail all health care and support needs to ensure the child's needs are met during school life. This study examined the representation of visual information in statements of SEN and compared this to orthoptic visual information from school visual assessments for children in a special school in Northern Ireland, UK. The parents of 115 school children in a special school were informed about the study via written information. Participation involved parents permitting the researchers to access their child's SEN educational statement and orthoptic clinical records. Statement information was accessed for 28 participants aged between four and 19 years; 25 contained visual information. Two participants were identified in their statements as having a certification of visual impairment. An additional 10 children had visual acuity ≥ 0.3 logMAR. This visual deficit was not reported in statements in eight out of these 12 cases (67%). 11 participants had significant refractive error and wore spectacles, but only five (45%) had this requirement recorded in their statement. Overall, 10 participants (55%) had either reduced visual acuity or significant refractive error which was not recorded in their statement. Despite additional visual needs being common, and described in clinical records, the majority of those with reduced vision and/or spectacle requirements did not have this information included in their statement. If visual limitations are not recognized by educational services, the child's needs may not be met during school life. More comprehensive eye care services, embedded with stakeholder communication and links to education are necessary to improve understanding of vision for children with neurological impairments. Copyright © 2014 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.
Pedagogy for Ethnic Minority Pupils with Special Educational Needs in England: Common yet Different?

ERIC Educational Resources Information Center

Tan, Andrea Geok Poh; Ware, Jean; Norwich, Brahm

2017-01-01

The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the…
Education for the Other: Policy and Provision for Muslim Children in the UK and Swedish Education System

ERIC Educational Resources Information Center

Parker-Jenkins, Marie; Francia, Guadalupe; Edling, Silvia

2017-01-01

The European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How…
Embracing the UNCRC in Wales (UK): Policy, Pedagogy and Prejudices

ERIC Educational Resources Information Center

Lyle, Sue

2014-01-01

Most countries are signatories to the United Nations Convention on the Rights of the Child (UNCRC). In 1999, the Government of Wales was devolved from the UK, and in 2011 the "Children and Young Persons Rights Measure" put the UNCRC as the basis of all its work. Any programme introduced in schools should therefore promote the UNCRC. To…
Possible Impacts of Nanoparticles on Children of Thai Construction Industry

NASA Astrophysics Data System (ADS)

Musikaphan, W.; Kitisriworaphan, T.

A possible impact of nanoparticles on human health becomes a concerned issue especially among children who probably lack of self protection. For Thai construction workers, their pre-school children are more likely to expose such the fine particles due to they have to spend their lives in construction site. This study points out the health problems related to nanoparticles exposition among pre-school children of Thai construction workers. The finding indicated that children who reside and play in construction site are more likely to expose to chemical particles and left behind toxic materials during pre and post construction process than others. Thus, urgent policy is strongly recommended for this vulnerable group since all children are very important as the main source of the national productivity in the future, especially in the aging society.

Development of the Grammar and Phonology Screening (GAPS) test to assess key markers of specific language and literacy difficulties in young children.

PubMed

Gardner, Hilary; Froud, Karen; McClelland, Alastair; van der Lely, Heather K J

2006-01-01

Despite a large body of evidence regarding reliable indicators of language deficits in young children, there has not been a standardized, quick screen for language impairment. The Grammar and Phonology Screening (GAPS) test was therefore designed as a short, reliable assessment of young children's language abilities. GAPS was designed to provide a quick screening test to assess whether pre- and early school entry children have the necessary grammar and pre-reading phonological skills needed for education and social development. This paper reports the theoretical background to the test, the pilot study and reliability, and the standardization. This 10-min test comprises 11 test sentences and eight test nonsense words for direct imitation and is designed to highlight significant markers of language impairment and reading difficulties. To standardize the GAPS, 668 children aged 3.4-6.6 were tested across the UK, taking into account population distribution and socio-economic status. The test was carried out by a range of health and education professionals as well as by students and carers using only simple, written instructions. GAPS is effective in detecting a range of children in need of further in-depth assessment or monitoring for language difficulties. The results concur with those from much larger epidemiological studies using lengthy testing procedures. The GAPS test (1) provides a successful screening tool; (2) is designed to be administered by professionals and non-professionals alike; and (3) facilitates identification of language impairment or at-risk factors of reading impairment in the early educational years. Thus, the test affords a first step in a process of assessment and targeted intervention to enable children to reach their potential.
"Doing School": Cross Cultural Encounters

ERIC Educational Resources Information Center

Edwards, Viv

2015-01-01

In this paper, a series of vignettes is used to explore important current challenges in TESOL. These vignettes are drawn from many different settings, including Bengali-, Pahari- and Chinese-speaking children in UK primary schools, speakers of Aboriginal English in Australia and Chinese teachers of English on courses in Higher Education. A number…
Sustainable Schools through Science Across the World

ERIC Educational Resources Information Center

Cutler, Marianne

2007-01-01

Children need new skills if they are to become part of the solution to challenges such as climate change rather than part of the problem. So states the UK's National Framework for Sustainable Schools. Skills include expressing points of view, weighing up evidence, cooperating, thinking critically, tackling real problems, participating in…
The Intergenerational Effect of Parental Education on Child Health: Evidence from the UK

ERIC Educational Resources Information Center

Silles, Mary A.

2015-01-01

While many earlier studies have shown a positive correlation between parents' education and children health, little attempt has been made to address the possibility that unobserved characteristics underlie this intergenerational relationship. This paper explores the effect of additional schooling induced through compulsory schooling laws in Great…
Young "Science Ambassadors" Raise the Profile of Science

ERIC Educational Resources Information Center

Ridley, Katie

2014-01-01

Katie Ridley, science coordinator at St. Gregory's Catholic Primary School, Liverpool, UK, states that the inspiration for "science ambassadors" came after embarking on the Primary Science Quality Mark programme at their school. Ridley realized that science was just not recognised as such by the children, they talked about scientific…
Environment for Meaningful Development of Reading Literacy in Pre-School

ERIC Educational Resources Information Center

Zarina, Sandra; Belousa, Inga

2011-01-01

At a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It…
Is Pre-K Classroom Quality Associated with Kindergarten and Middle-School Academic Skills?

ERIC Educational Resources Information Center

Anderson, Sara; Phillips, Deborah

2017-01-01

We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in…
Moving House for Education in the Pre-School Years

ERIC Educational Resources Information Center

Hansen, Kirstine

2014-01-01

This paper uses data from the Millennium Cohort Study (MCS) to examine house moves that take place in the pre-school years, focusing on families who move for the education of their children. We present results showing that education- related house moves do indeed occur in the pre-school years with particular types of parents making these…
Finnish and UK English Pre-Teen Children's Text Message Language and Its Relationship with Their Literacy Skills

ERIC Educational Resources Information Center

Plester, B.; Lerkkanen, M.-K.; Linjama, L. J.; Rasku-Puttonen, H.; Littleton, K.

2011-01-01

The aim of the study was to demonstrate the style of text language used by Finnish pre-teen texters (n = 65) and determine how their text language related to their traditional literacy skills, and compare descriptively these results with earlier results from work with young English texters. Three kinds of text messages (natural texts, elicited…
The Effect of Group Play Therapy on Social-Emotional Skills in Pre-School Children

PubMed Central

Chinekesh, Ahdieh; Kamalian, Mehrnoush; Eltemasi, Masoumeh; Chinekesh, Shirin; Alavi, Manijeh

2014-01-01

Background: Childhood is important and critical period in human life. The foundation of ego is shaped in childhood. Play therapy is one of the successful strategies to help children with inner conflicts problems. This method of psychotherapy is base on the normal learning processes of children, provides solutions to relieve feelings of stress, and expands self-expression. Group play therapy can enhance the self-awareness, self- regulation, social communication, empathy and adoptability in children. Methods: Present study investigated the effects of play therapy on relational and emotional skills of pre-school children. For this purpose, the total numbers of 372 pre-school children were randomly selected, and divided into two equal groups (case and control). In next step, the BUSSE-SR methodology was used for evaluation and comparison of self-awareness, self-regulation, social interaction, empathy, adoptability, and control groups. Pre-test were performed for both groups and case group was involved in-group play therapy. According to the results of post-test, correlation of variables between case-control groups was examined by multivariate analysis of covariance. Results: Frequency of boys and girls in our sample were 51.3 and 48.7 percent, respectively. The mean age of children was 5.1±0.6 year. According to the results of present study, play therapy significantly enhanced the social-emotional skills (P< 0.001). Our findings are consistent with the results of previous studies in other nations with different environmental and cultural properties. In conclusion, it seems that play therapy can be used in pre-school centers to help children learn problem-solving skills and communicate with others. PMID:24576376
Is non-linear frequency compression amplification beneficial to adults and children with hearing loss? A systematic review.

PubMed

Akinseye, Gladys Atinuke; Dickinson, Ann-Marie; Munro, Kevin J

2018-04-01

To conduct a systematic review of the benefits of non-linear frequency compression (NLFC) in adults and children. Ten databases were searched for studies comparing the effects of NLFC and conventional processing (CP) for the period January 2008 to September 2017. Twelve articles were included in this review: four adults and school-aged only, one pre-school only and three with both adults and school-aged children. A two-stage process was implemented to grade the evidence. The individual studies were graded based on their study type (from 1 = highest quality of evidence to 5 = the lowest quality) and then sub-graded based on their quality ("a" for "good quality" or "b" for "lesser quality"). All studies were awarded 4a, except the single pre-school study, which was awarded 2a. The overall evidence for each population was graded based on the quality, quantity and consistency of the studies. The body of evidence was rated as very low for both adults and school-aged children, but high for pre-school children. The low number (and quality) of studies means that evidence supporting the benefit from NLFC is inconclusive. Further high-quality RCTs are required to provide a conclusive answer to this question.
Whooping cough in school age children presenting with persistent cough in UK primary care after introduction of the preschool pertussis booster vaccination: prospective cohort study.

PubMed

Wang, Kay; Fry, Norman K; Campbell, Helen; Amirthalingam, Gayatri; Harrison, Timothy G; Mant, David; Harnden, Anthony

2014-06-24

To estimate the prevalence and clinical severity of whooping cough (pertussis) in school age children presenting with persistent cough in primary care since the introduction and implementation of the preschool pertussis booster vaccination. Prospective cohort study (November 2010 to December 2012). General practices in Thames Valley, UK. 279 children aged 5 to 15 years who presented in primary care with a persistent cough of two to eight weeks' duration. Exclusion criteria were cough likely to be caused by a serious underlying medical condition, known immunodeficiency or immunocompromise, participation in another clinical research study, and preschool pertussis booster vaccination received less than one year previously. Evidence of recent pertussis infection based on an oral fluid anti-pertussis toxin IgG titre of at least 70 arbitrary units. Cough frequency was measured in six children with laboratory confirmed pertussis. 56 (20%, 95% confidence interval 16% to 25%) children had evidence of recent pertussis infection, including 39 (18%, 13% to 24%) of 215 children who had been fully vaccinated. The risk of pertussis was more than three times higher (21/53; 40%, 26% to 54%) in children who had received the preschool pertussis booster vaccination seven years or more previously than in those who had received it less than seven years previously (20/171; 12%, 7% to 17%). The risk of pertussis was similar between children who received five and three component preschool pertussis booster vaccines (risk ratio for five component vaccine 1.14, 0.64 to 2.03). Four of six children in whom cough frequency was measured coughed more than 400 times in 24 hours. Pertussis can still be found in a fifth of school age children who present in primary care with persistent cough and can cause clinically significant cough in fully vaccinated children. These findings will help to inform consideration of the need for an adolescent pertussis booster vaccination in the United Kingdom. UK Clinical Research Network portfolio ID 8361. © Wang et al 2014.
Whooping cough in school age children presenting with persistent cough in UK primary care after introduction of the preschool pertussis booster vaccination: prospective cohort study

PubMed Central

Fry, Norman K; Campbell, Helen; Amirthalingam, Gayatri; Harrison, Timothy G; Mant, David; Harnden, Anthony

2014-01-01

Objective To estimate the prevalence and clinical severity of whooping cough (pertussis) in school age children presenting with persistent cough in primary care since the introduction and implementation of the preschool pertussis booster vaccination. Design Prospective cohort study (November 2010 to December 2012). Setting General practices in Thames Valley, UK. Participants 279 children aged 5 to 15 years who presented in primary care with a persistent cough of two to eight weeks’ duration. Exclusion criteria were cough likely to be caused by a serious underlying medical condition, known immunodeficiency or immunocompromise, participation in another clinical research study, and preschool pertussis booster vaccination received less than one year previously. Main outcome measures Evidence of recent pertussis infection based on an oral fluid anti-pertussis toxin IgG titre of at least 70 arbitrary units. Cough frequency was measured in six children with laboratory confirmed pertussis. Results 56 (20%, 95% confidence interval 16% to 25%) children had evidence of recent pertussis infection, including 39 (18%, 13% to 24%) of 215 children who had been fully vaccinated. The risk of pertussis was more than three times higher (21/53; 40%, 26% to 54%) in children who had received the preschool pertussis booster vaccination seven years or more previously than in those who had received it less than seven years previously (20/171; 12%, 7% to 17%). The risk of pertussis was similar between children who received five and three component preschool pertussis booster vaccines (risk ratio for five component vaccine 1.14, 0.64 to 2.03). Four of six children in whom cough frequency was measured coughed more than 400 times in 24 hours. Conclusions Pertussis can still be found in a fifth of school age children who present in primary care with persistent cough and can cause clinically significant cough in fully vaccinated children. These findings will help to inform consideration of the need for an adolescent pertussis booster vaccination in the United Kingdom. Study registration UK Clinical Research Network portfolio ID 8361. PMID:24961836
The educational settings of profoundly deaf children with cochlear implants compared with age-matched peers with hearing aids: implications for management.

PubMed

Archbold, Sue M; Nikolopoulos, Thomas P; Lutman, Mark E; O'Donoghue, Gerard M

2002-04-01

The educational settings of 42 implanted profoundly deaf children 3 years after implantation were compared with the respective settings of 635 age-matched severely deaf and 511 profoundly deaf children with hearing aids. All implanted children received their implants before beginning school. The results revealed that 3 years after implantation. 38% (16 children) of the implanted profoundly deaf children attended mainstream schools, whereas 57% (24 children) were in a unit, or special class, in a mainstream school, and 5% (two children) were in schools for the deaf. With regard to the age-matched profoundly deaf children with hearing aids, 12% (63 children) attended mainstream schools, whereas 55% (281 children) were in a unit of a mainstream school, and 33% (167 children) were in schools for the deaf. In the group of age-matched severely deaf children, 38% (239 children) attended mainstream schools, whereas 51% (326 children) were in a unit of a mainstream school, and 11% (70 children) were in schools for the deaf. Statistical analysis revealed a highly significant difference between the educational placement of implanted children and hearing-aided profoundly deaf children (p<0.00001), whereas there was no statistically significant difference between implanted children and hearing-aided severely deaf children. In conclusion, implanted profoundly deaf children who have received their implants before beginning school have the same profile of educational placement as aided severely deaf children rather than aided profoundly deaf children of the same age in the UK. This is likely to have significant implications for the future management of profoundly deaf children and to influence future planning of educational support services.
Including Migrant Worker Children in the Learning and Social Context of the Rural Primary School

ERIC Educational Resources Information Center

Hamilton, Paula

2013-01-01

Many of the larger towns and cities within the UK have long experienced a cosmopolitan mix of cultures, resulting in ethnically and linguistically diverse schools. However, the wider expansion of the European Union in 2004 has brought about significant changes and challenges for many schools, particularly for those in more rural areas. This…
School's Out: Pathways for Young People with Intellectual Disabilities from Out-of-Area Residential Schools or Colleges

ERIC Educational Resources Information Center

Heslop, P.; Abbott, D.

2007-01-01

Background: Previous research, and official guidance, has suggested that planning for the transition between children's and adults' services is failing young people with intellectual disabilities and their families in the UK. Youngsters placed away from home in residential schools or colleges are likely to be at even greater risk of poor…
The Closeness of Fit: Towards an Ecomap for the Inclusion of Pupils with ASD in Mainstream Schools

ERIC Educational Resources Information Center

Emam, Mahmoud Mohamed

2014-01-01

The number of pupils with autism spectrum disorder (ASD) who join mainstream schools in the UK has been increasing over the last decade. Given the difficulties in social and emotional understanding which these children have, their inclusion in schools is likely to be challenging. Their ASD-related manifestations, moreover, tend to allow for…
Taking Active Learning into the Primary School: A Matter of New Practices?

ERIC Educational Resources Information Center

Stephen, Christine; Ellis, Jennifer; Martlew, Joan

2010-01-01

This paper examines the extension of active learning pedagogical practices familiar in preschool settings to the first class of primary school. Policy and practice guidance in the UK is advocating the benefits of experiential learning as a way of engaging young children as they move into primary school but for teachers this means a move to new…
Pre-K Classroom-Economic Composition and Children's Early Academic Development

ERIC Educational Resources Information Center

Miller, Portia; Votruba-Drzal, Elizabeth; McQuiggan, Meghan; Shaw, Alyssa

2017-01-01

There are currently 2 principal models of publicly funded prekindergarten programs (pre-K): targeted pre-K, which is means-tested, and universal pre-K. These programs often differ in terms of the economic characteristics of the preschoolers enrolled. Studies have documented links between individual achievement in school-age children and the…
High prevalence of intestinal worms in children up to 5 years of age in Huaphan province, Lao People's Democratic Republic (PDR).

PubMed

Nanthavong, Naphavanh; Black, Antony P; Khattignavong, Phonepadith; Lorphachan, Lavy; Vilivong, Keooudomphone; Goossens, Sylvie; Buisson, Yves; Quet, Fabrice; Muller, Claude P; Nakamura, Satoshi

2017-08-01

The prevalence of soil-transmitted helminth infection is high in Lao People's Democratic Republic (PDR), reaching 62% among school-children. However, this prevalence presents wide regional variations, due to differences in healthcare access and environmental factors. Curiously, there are few studies on helminth infections in pre-school children - an age group targeted by the national de-worming campaign. Therefore, a preliminary study was conducted in a remote region of Huaphan Province, North Laos, to determine the prevalence of helminth infections in pre-school children. A total of 74 pre-school aged children provided stool samples for this study. Parasite eggs were detected in 41.9% with Ascaris lumbricoides being most common (32.4%). Presence of parasites was significantly associated with distance from health centres. Such a high prevalence of helminth infection indicates that the national deworming campaign is not adequate in the remote areas, in particular in villages distant from health care centres. It is necessary to ensure the proper administration of anti-helminthics to all children and to adapt the implementation of deworming campaigns to the specificities of each province.

Decline in the prevalence of anaemia among children of pre-school age after implementation of wheat flour fortification with multiple micronutrients in Jordan.

PubMed

Al Rifai, Rami; Nakamura, Keiko; Seino, Kaoruko

2016-06-01

To examine changes in the prevalence of anaemia and its correlates among children of pre-school age after implementation of wheat flour fortification with multiple micronutrients in Jordan. Retrospective analysis of the data from two repeated national cross-sectional panels of pre-school children. The two surveys were conducted in 2007 and 2009, 16-20 months and 34-36 months, respectively, after implementation of wheat flour fortification with multiple micronutrients in Jordan. Anaemia was considered if Hb level was <11 g/dl. An anaemia prevalence of ≥40 % was considered a severe public health problem, while that of 20-39·9 % was considered a moderate public health problem. A total of 3789 and 3447 children aged 6-59 months tested in 2007 and 2009, respectively. The prevalence of anaemia in pre-school children declined from 40·4 % in 2007 to 33·9 % in 2009 (adjusted OR=0·74; P24 months (-13·7 points), children living in urban areas (-8·0 points), children from rich households (-9·0 points), children who had never been breast-fed (-17·0 points) and well-nourished children (-6·8 points). In both surveys, presence of childhood anaemia was strongly associated with child age ≤24 months, living in poor households, breast-feeding for ≥6 months, malnourishment, poor maternal education and maternal anaemia. The public health problem of childhood anaemia declined from severe in 2007 to moderate in 2009, after the implementation of wheat flour fortification with multiple micronutrients in Jordan.
Human parvovirus B19-induced anaemia in pre-school children in Ilorin, Nigeria

PubMed Central

Agbede, Olajide O.; Omoare, Adesuyi A.; Ernest, Samuel K.

2018-01-01

Sera collected from 57 anaemic and 115 non-anaemic age-matched pre-school children in Ilorin, Nigeria, between November 2014 and December 2015 were assayed for human parvovirus B19-specific IgM antibodies by using the enzyme linked immunosorbent assay technique. A total of 17 (29.8%) anaemic children and 18 (15.7%) non-anaemic children were positive for parvovirus B19 infection. Infection with parvovirus B19 is common in this population, and screening for the virus during differential diagnosis is recommended. PMID:29850435
Physical Activity Pattern of Prepubescent Filipino School Children during School Days

ERIC Educational Resources Information Center

Gonzalez-Suarez, Consuelo B.; Grimmer-Somers, Karen

2009-01-01

Background: Little is known about pre-pubescent Filipino children's involvement in moderate-to-vigorous physical activity (MVPA). There are international guidelines regarding required levels of MVPA for healthy children. Methods: This study describes participation of 11- to 12-year-olds in randomly selected public and private schools in San Juan,…
Educational Interventions for Visual-Motor Deficiencies That Affect Handwriting in School-Aged Children.

ERIC Educational Resources Information Center

Dikowski, Timothy J.

This practicum was designed to remediate handwriting skills in school-aged children who displayed visual-motor deficiencies that affect mechanical skills. Practicum goals were to: (1) identify and diagnose children with handwriting delays; (2) involve school and parent interaction by involving them with pre- and post-program assessment; (3)…
Adopted Children: A Question of Identity

ERIC Educational Resources Information Center

Mahmood, Samina; Visser, John

2015-01-01

This article draws upon a study completed in a specific school in Bangalore where most children enter at the pre-school level and continue till high school. While the particular children in the study constitute a small number--four--it was observed that questions of identity mainly arose when they started questioning the circumstances behind their…
A Comparison of European American and Puerto Rican Parents' Goals and Expectations about the Socialization and Education of Pre-School Children

ERIC Educational Resources Information Center

Achhpal, Beena; Goldman, Jane A.; Rohner, Ronald P.

2007-01-01

This article identifies similarities and differences between Head Start parents of European American and Puerto Rican backgrounds regarding their socialization goals and expectations concerning the early educational experiences of their pre-school children. Semi-structured interviews were conducted with 60 parents (30 European American and 30…
Parents Plus Programme 1: Evaluation of Its Effectiveness for Pre-School Children with Developmental Disabilities and Behavioural Problems

ERIC Educational Resources Information Center

Quinn, Mark; Carr, Alan; Carroll, Louise; O'Sullivan, David

2007-01-01

Background: This study aimed to evaluate the effectiveness of the Parents Plus programme with families of pre-school children with developmental disabilities and significant behavioural problems in the Irish health service. The Parents Plus programme is a group-based parent training package involving video modelling, which was designed to be…
Parent weight change predicts child weight change in family-based weight control program for pre-school children (Buffalo healthy tots)

USDA-ARS?s Scientific Manuscript database

Title: PARENT WEIGHT CHANGE PREDICTS CHILD WEIGHT CHANGE IN FAMILY-BASED WEIGHT CONTROL PROGRAM FOR PRE-SCHOOL CHILDREN (BUFFALO HEALTHY TOTS), Teresa Quattrin, MOl, James N Roemmich, PhDI, Rocco Paluch, MAl, Jihnhee Yu, PhD2, Leonard H Epstein, PhDI and Michelle A Ecker, RD, CDEI . lpediatrics, Uni...
Engaging with Emergent Bilinguals and Their Families in the Pre-Primary Classroom to Foster Well-Being, Learning and Inclusion

ERIC Educational Resources Information Center

Mary, Latisha; Young, Andrea S.

2017-01-01

This article presents data from a longitudinal study undertaken in a pre-primary classroom of 3-4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher's intercultural competence facilitated the emergent bilingual children's transition from home to school and fostered…
Pre-Teenage Pupils' Experiences of Education in School on the Subject of Illegal Drugs

ERIC Educational Resources Information Center

McIntosh, James; MacDonald, Fiona; McKeganey, Neil

2004-01-01

There is mounting evidence that the age at which children are using and becoming exposed to illegal drugs is declining and that such use and exposure is becoming an increasing problem within pre-teenage populations. This suggests that there is an important role for drug education in primary schools in encouraging and helping young children to…
Creating Cube Nets by Using Educational Tools in Pre-School

ERIC Educational Resources Information Center

Shiakalli, Maria Angela; Zacharos, Konstantinos; Markopoulos, Christos

2015-01-01

Our research programme, a part of which is presented in this paper, looked at four year old children's ability to use manipulatives in the construction of cube models. We looked at how pre-school children managed the creation of cube nets as a mathematical problem and whether graphical representations of solutions could become a useful tool in a…
Role of Assessment Tests in the Stability of Intelligence Scoring of Pre-School Children with Uneven/Delayed Cognitive Profile

ERIC Educational Resources Information Center

Yang, P.; Jong, Y-J.; Hsu, H-Y.; Lung, F-W.

2011-01-01

Background: As part of an ongoing clinical service programme for pre-school children with developmental delay in an Asian developing country, we analysed the effect of three assessment tests, that is, Bayley Scale of Infant Development-II, Leiter International Performance Scale-Revised and Wechsler Preschool and Primary Scale of…
THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN. MANUAL OF INSTRUCTIONS FOR ADMINISTERING AND SCORING TOY SORTING TASK.

ERIC Educational Resources Information Center

HESS, ROBERT D.; AND OTHERS

THIS MANUAL DESCRIBES MEASURES USED IN "THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN" PROJECT AT THE UNIVERSITY OF CHICAGO. THE SAMPLE FOR THE STUDY CONSISTED OF 163 NEGRO MOTHER-CHILD PAIRS SELECTED FROM 3 SOCIOECONOMIC CLASSES BASED ON THE FATHER'S OCCUPATION AND THE PARENTS' EDUCATION. A FOURTH GROUP INCLUDED FATHER-ABSENT…
Ocular wavefront aberration and refractive error in pre-school children

NASA Astrophysics Data System (ADS)

Thapa, Damber; Fleck, Andre; Lakshminarayanan, Vasudevan; Bobier, William R.

2011-11-01

Hartmann-Shack images taken from an archived collection of SureSight refractive measurements of pre-school children in Oxford County, Ontario, Canada were retrieved and re-analyzed. Higher-order aberrations were calculated over the age range of 3 to 6 years. These higher-order aberrations were compared with respect to magnitudes of ametropia. Subjects were classified as emmetropic (range -0.5 to + 0.5D), low hyperopic (+ 0.5 to +2D) and high hyperopic (+2D or more) based upon the resulting spherical equivalent. Higher-order aberrations were found to increase with higher levels of hyperopia (p < 0.01). The strongest effect was for children showing more than +2.00D of hyperopia. The correlation coefficients were small in all of the higher-order aberrations; however, they were significant (p < 0.01). These analyses indicate a weak association between refractive error and higher-order aberrations in pre-school children.
Humoral and B-cell memory responses in children five years after pertussis acellular vaccine priming.

PubMed

Carollo, Maria; Pandolfi, Elisabetta; Tozzi, Alberto Eugenio; Buisman, Anne-Marie; Mascart, Françoise; Ausiello, Clara Maria

2014-04-11

The resurgence of pertussis suggests the need for greater efforts in understanding the long-lasting protective responses induced by vaccination. In this paper we dissect the persistence of humoral and B-cell memory responses induced by primary vaccination with two different acellular pertussis (aP) vaccines, hexavalent Hexavac(®) vaccine (Hexavac) (Sanofi Pasteur MSD) and Infanrix hexa(®) (Infanrix) (GlaxoSmithKline Biologicals). We evaluated the specific immune responses in the two groups of children, 5 years after primary vaccination by measuring the persistence of IgG and antibody secreting cells (ASC) specific for vaccine antigens. Part of the enrolled children received only primary vaccination, while others had the pre-school boost dose. A similar level of antigen-specific IgG and ASC was found in Infanrix and Hexavac vaccinated children. The mean IgG levels were significantly higher in children that received the pre-school boost as compared with children that did not receive the boost dose. A longer persistence after the pre-school boost of IgG-Pertussis Toxin (PT) and IgG-pertactin levels was observed in Infanrix primed children, but it was not statistically significant. More than 80% of children presented a positive ASC B memory response. Around 50% of children still presented protective IgG-PT levels which are reduced to 36% in no-boosted children. The pre-school booster dose restores the percentage of protected children above 50%. In conclusion our data underline the importance of giving a booster dose 5 years after primary vaccination and suggest the need for a new vaccine able to induce a long lasting protective response. Copyright © 2014 Elsevier Ltd. All rights reserved.
Physical activity patterns of ethnic children from low socio-economic environments within the UK.

PubMed

Eyre, Emma Lisa Jane; Duncan, Michael Joseph; Birch, Samantha Louise; Cox, Valerie; Blackett, Matthew

2015-01-01

Many children fail to meet physical activity (PA) guidelines for health benefits. PA behaviours are complex and depend on numerous interrelated factors. The study aims to develop current understanding of how children from low Socio-economic environments within the UK use their surrounding built environments for PA by using advanced technology. The environment was assessed in 96 school children (7-9 years) using global positioning system (GPS) monitoring (Garmin Forerunner, 305). In a subsample of 46 children, the environment and PA were assessed using an integrated GPS and heart rate monitor. The percentage of time spent indoor, outdoor, in green and non-green environments along with time spent in moderate-to-vigorous PA (MVPA) in indoor and outdoor environments were assessed. A 2-by-2 repeated measures analysis of covariance, controlling for body mass index, BF%, assessed the environmental differences. The findings show that 42% of children from deprived wards of Coventry fail to meet PA guidelines, of which 43% was accumulated during school. Children engaged in more MVPA outdoor than indoor environments (P < 0.01) and a greater amount of time was spent in non-green environments (P < 0.01). Increased time outdoors was negatively associated with BF%. In conclusion, outdoor environments are important for health-enhancing PA and reducing fatness in deprived and ethnic children.
Associations between usual school lunch attendance and eating habits and sedentary behaviour in French children and adolescents.

PubMed

Dubuisson, C; Lioret, S; Dufour, A; Volatier, J L; Lafay, L; Turck, D

2012-12-01

Our objective was to investigate whether school lunch attendance was associated with overall eating habits and sedentary behaviour in a French sample of children and adolescents. Data for the study were taken from the second French cross-sectional dietary survey (INCA2-2006-07). In total, 1413 school children aged 3-17 years old were classified according to their school type and their usual school lunch attendance. Eating habits included meal regularity, dietary diversity, purchase in vending machine, snacking habits and frequency of eating in fast-foods. Two composite indices of eating habits were derived from multiple correspondence analyses. Sedentary behaviour was assessed by the average daily screen times for TV and computer. The association between school lunch attendance and each variable was tested. Multivariate association between school lunch attendance and the composite indices of eating habits and sedentary behaviours was studied. In all, 69.0% (CI(95%): 64.2-73.9) of secondary school children and 63.0% (CI(95%): 58.5-67.5) of pre- and elementary school children usually attended school lunch at least once a week. Pre- and elementary school children attending school lunches showed a higher dietary diversity score (P=0.02) and ate morning snacks more frequently (P=0.02). In secondary school children, attending school canteen was related to a lower rate of skipping breakfast (P=0.04) and main meals (P=0.01). In all school children, school lunch attendance was simultaneously associated with healthier overall eating habits and less sedentary behaviour. In France, children attending school canteens seem to have healthier eating habits and display less sedentary behaviour, independently of their socio-economic and demographic background.
Construct validity of the Wechsler Intelligence Scale for Children - Fourth UK Edition with a referred Irish sample: Wechsler and Cattell-Horn-Carroll model comparisons with 15 subtests.

PubMed

Canivez, Gary L; Watkins, Marley W; Good, Rebecca; James, Kate; James, Trevor

2017-09-01

Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children - Fourth UK Edition (WISC-IV UK ; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV UK standardization sample have not yet been reported. Watkins et al. (2013, International Journal of School and Educational Psychology, 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC-IV UK core subtests in clinical assessments of learning difficulties and dominance of general intelligence. Because only 10 subtests were available, Cattell-Horn-Carroll (CHC; McGrew, 1997, 2005, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY: Guilford; Schneider & McGrew, 2012, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY, Guilford Press) models could not be tested and compared. The present study utilized confirmatory factor analyses to test the latent factor structure of the WISC-IV UK with a sample of 245 Irish children administered all 15 WISC-IV UK subtests in evaluations assessing learning difficulties in order to examine CHC- and Wechsler-based models. One through five, oblique first-order factor models and higher order versus bifactor models were examined and compared using CFA. Meaningful differences in fit statistics were not observed between the Wechsler and CHC representations of higher-order or bifactor models. In all four structures, general intelligence accounted for the largest portions of explained common variance, whereas group factors accounted for small to miniscule portions of explained common variance. Omega-hierarchical subscale coefficients indicated that unit-weighted composites that would be generated by WISC-IV UK group factors (Wechsler or CHC) would contain little unique variance and thus be of little value. These results were similar to those from other investigations, further demonstrating the replication of the WISC-IV factor structure across cultures and the importance of focusing primary interpretation on the FSIQ. © 2017 The British Psychological Society.
Effects of ordinary and adaptive toys on pre-school children with developmental disabilities.

PubMed

Hsieh, Hsieh-Chun

2008-01-01

Toys help children in mastering developmental tasks. This study investigated toy effect on children with developmental disabilities as they engage in using ordinary and adaptive toys. A single-subject design was used to identify the effects on their toy play abilities. Differences in toy effects between playing ordinary and adaptive toys were examined. Three special education teachers chose ordinary toys and modified ordinary toys. Modified ordinary toys, i.e., adaptive toys, were designed according to the individual disabilities of participating children, treatment goals, and the toy types. Three children with developmental disabilities from pre-schools in Taiwan were enrolled. Appropriate participation of three pre-schoolers increased dramatically in playing adaptive toys during intervention phase. The toy effects demonstrate that when using adaptive toys, children with developmental disabilities may response better during toy play sessions.
School Radio: Children's Attention and Involvement

ERIC Educational Resources Information Center

Armour, Charles

1978-01-01

Three phases of pupil involvement with school radio are considered: (1) pre-listening preparatory phase, (2) listening phase, and (3) post-listening. The importance of the teachers role in creating an atmosphere conducive to children's enjoyment of school radio is stressed. (Author/STS)

Play with your food! Sensory play is associated with tasting of fruits and vegetables in preschool children.

PubMed

Coulthard, Helen; Sealy, Annemarie

2017-06-01

The objective of the current study was to ascertain whether taking part in a sensory play activity with real fruits and vegetables (FV) can encourage tasting in preschool children, compared to a non-food activity or visual exposure to the activity. Three to four year old pre-school children (N = 62) were recruited from three preschool nursery classes from a school in Northamptonshire, UK. A between participants experimental study was conducted with each class assigned to one of three conditions; sensory FV play, sensory non-food play and visual FV exposure. Parental report of several baseline variables were taken; child baseline liking of the foods used in the study, parental and child FV consumption (portions/day), child neophobia and child tactile sensitivity. Outcome measures were the number of fruits and vegetables tasted in a post experiment taste test which featured (n = 5) or did not feature (n = 3) in the task. Analyses of covariance controlling for food neophobia and baseline liking of foods, showed that after the activity children in the sensory FV play condition tried more FV than both children in the non-food sensory play task (p < 0.001) and children in the visual FV exposure task (p < 0.001). This was true not only for five foods used in the activity (p < 0.001), but also three foods that were not used in the activity (p < 0.05). Sensory play activities using fruits and vegetables may encourage FV tasting in preschool children more than non food play or visual exposure alone. Long term intervention studies need to be carried out to see if these effects can be sustained over time. Copyright © 2017 Elsevier Ltd. All rights reserved.
Why good placements matter: Pre-placement and placement risk factors associated with mental health disorders in pre-school children in foster care.

PubMed

Hillen, Thomas; Gafson, Leonie

2015-07-01

Pre-school children placed in local authority care show elevated rates of mental health disorders when compared to the general population. This study investigated risk factors for mental health disorders relating to the period prior to entering care and while in care. A representative sample of 43 children in care aged 0-72 months in an inner London borough underwent comprehensive multidimensional assessments. Presence of emotional, behavioural, attachment and adaptive disorders was ascertained. Exposure to two pre-placement risk factors and six placement risk factors was compared between children with and without a disorder. A total of 26 children (60.5%) had at least one mental health disorder. The two pre-placement risk factors, multiple types of maltreatment and entry into care after the age of 6 months, were both significantly associated with mental health disorders. The three placement risk factors of sudden placement moves, multiple placement moves and child-carer alienation showed a significant association with mental health disorders. There was a strong correlation between the number of risk factors and the number of co-morbid mental health disorders per child (r = .67, p < .001). In conclusion, this study identified five modifiable risk factors related to the quality of safeguarding and fostering services which showed a significant association with pre-school mental health. © The Author(s) 2014.
Transitions to School: Reframing Professional Relationships

ERIC Educational Resources Information Center

Boyle, Tess; Petriwskyj, Anne

2014-01-01

Systemic splits between pre-compulsory and compulsory early years education impact on transitions to school through discontinuities in children's experience. This paper presents data from a critical participatory action research project about transitions between pre-compulsory and compulsory early education schooling in Australia. The project aim…
Quality of Life and School Absenteeism in Children With Chronic Illness.

PubMed

Emerson, Natacha D; Distelberg, Brian; Morrell, Holly E R; Williams-Reade, Jackie; Tapanes, Daniel; Montgomery, Susanne

2016-08-01

Children and adolescents with a chronic illness (CI) tend to demonstrate diminished physical and social functioning, which contribute to school attendance issues. We investigated the role of social and physical functioning in reducing school absenteeism in children participating in Mastering Each New Direction (MEND), a family-based psychosocial intervention for youths with CI. Forty-eight children and adolescents with a CI (70.8% female, M age = 14.922, SD = 2.143) and their parent(s) completed a health-related quality of life (HRQOL) measure pre- and postintervention. Using multiple mediation, we examined whether parent- and child-rated physical and social HRQOL mediated the relationship between school attendance before and after MEND. Once the mediational model was not supported, we investigated whether HRQOL moderated the relationship between missed school days pre- and postintervention. Neither physical nor social functioning mediated or moderated the relationship between missed school days pre- and postintervention. Instead, higher parent-rated physical functioning directly predicted decreased number of missed school days, while lower parent-rated social and child-rated physical functioning predicted increased missed school days. Parent-perceived HRQOL may have a direct effect on health-related behaviors such as school attendance. Future research should determine whether gains in parent-rated QOL are maintained in the long term and whether these continue to impact markers of functional well-being. © The Author(s) 2015.
Pre-Adoption Adversity, Maternal Stress, and Behavior Problems at School-Age in International Adoptees

ERIC Educational Resources Information Center

Gagnon-Oosterwaal, Noemi; Cossette, Louise; Smolla, Nicole; Pomerleau, Andree; Malcuit, Gerard; Chicoine, Jean-Francois; Belhumeur, Celine; Jeliu, Gloria; Begin, Jean; Seguin, Renee

2012-01-01

Internationally adopted children present more behavior problems than non-adopted children and are overrepresented in mental health services. These problems are related to children's pre-adoption environment, but adoptive families' functioning and characteristics may also affect the development of behavior problems in adopted children. The aim of…
The production of direct object clitics in pre-school- and primary school-aged children with specific language impairments.

PubMed

Guasti, Maria Teresa; Palma, Silvia; Genovese, Elisabetta; Stagi, Paolo; Saladini, Gabriella; Arosio, Fabrizio

2016-01-01

Third-person direct object (DO) clitic pronoun production is examined through an elicited production method in pre-school- and primary school-aged groups of Italian children with specific language impairment (SLI) to establish whether there is an improvement from age 5 years to age 7 years and whether there are qualitative differences in the two groups' responses. It was found that 5- and 7-year-old Italian children with SLI produce fewer third-person DO clitics than same-age peers. The kind of responses they provide changes: at 5 years, children with SLI tend to omit clitics, while at 7 years, they use a full noun. Production of third-person DO clitics is a persistent challenge for children with SLI and is confirmed to be a good clinical marker both at 5 and 7 years of age.
Air Pollution Exposure in Relation to the Commute to School: A Bradford UK Case Study

PubMed Central

Dirks, Kim N.; Wang, Judith Y. T.; Khan, Amirul; Rushton, Christopher

2016-01-01

Walking School Buses (WSBs) provide a safe alternative to being driven to school. Children benefit from the contribution the exercise provides towards their daily exercise target, it gives children practical experience with respect to road safety and it helps to relieve traffic congestion around the entrance to their school. Walking routes are designed largely based in road safety considerations, catchment need and the availability of parent support. However, little attention is given to the air pollution exposure experienced by children during their journey to school, despite the commuting microenvironment being an important contributor to a child’s daily air pollution exposure. This study aims to quantify the air pollution exposure experienced by children walking to school and those being driven by car. A school was chosen in Bradford, UK. Three adult participants carried out the journey to and from school, each carrying a P-Trak ultrafine particle (UFP) count monitor. One participant travelled the journey to school by car while the other two walked, each on opposite sides of the road for the majority of the journey. Data collection was carried out over a period of two weeks, for a total of five journeys to school in the morning and five on the way home at the end of the school day. Results of the study suggest that car commuters experience lower levels of air pollution dose due to lower exposure and reduced commute times. The largest reductions in exposure for pedestrians can be achieved by avoiding close proximity to traffic queuing up at intersections, and, where possible, walking on the side of the road opposite the traffic, especially during the morning commuting period. Major intersections should also be avoided as they were associated with peak exposures. Steps to ensure that the phasing of lights is optimised to minimise pedestrian waiting time would also help reduce exposure. If possible, busy roads should be avoided altogether. By the careful design of WSB routes, taking into account air pollution, children will be able to experience the benefits that walking to school brings while minimizing their air pollution exposure during their commute to and from school. PMID:27801878
Air Pollution Exposure in Relation to the Commute to School: A Bradford UK Case Study.

PubMed

Dirks, Kim N; Wang, Judith Y T; Khan, Amirul; Rushton, Christopher

2016-10-29

Walking School Buses (WSBs) provide a safe alternative to being driven to school. Children benefit from the contribution the exercise provides towards their daily exercise target, it gives children practical experience with respect to road safety and it helps to relieve traffic congestion around the entrance to their school. Walking routes are designed largely based in road safety considerations, catchment need and the availability of parent support. However, little attention is given to the air pollution exposure experienced by children during their journey to school, despite the commuting microenvironment being an important contributor to a child's daily air pollution exposure. This study aims to quantify the air pollution exposure experienced by children walking to school and those being driven by car. A school was chosen in Bradford, UK. Three adult participants carried out the journey to and from school, each carrying a P-Trak ultrafine particle (UFP) count monitor. One participant travelled the journey to school by car while the other two walked, each on opposite sides of the road for the majority of the journey. Data collection was carried out over a period of two weeks, for a total of five journeys to school in the morning and five on the way home at the end of the school day. Results of the study suggest that car commuters experience lower levels of air pollution dose due to lower exposure and reduced commute times. The largest reductions in exposure for pedestrians can be achieved by avoiding close proximity to traffic queuing up at intersections, and, where possible, walking on the side of the road opposite the traffic, especially during the morning commuting period. Major intersections should also be avoided as they were associated with peak exposures. Steps to ensure that the phasing of lights is optimised to minimise pedestrian waiting time would also help reduce exposure. If possible, busy roads should be avoided altogether. By the careful design of WSB routes, taking into account air pollution, children will be able to experience the benefits that walking to school brings while minimizing their air pollution exposure during their commute to and from school.
Child-targeted fast-food television advertising exposure is linked with fast-food intake among pre-school children.

PubMed

Dalton, Madeline A; Longacre, Meghan R; Drake, Keith M; Cleveland, Lauren P; Harris, Jennifer L; Hendricks, Kristy; Titus, Linda J

2017-06-01

To determine whether exposure to child-targeted fast-food (FF) television (TV) advertising is associated with children's FF intake in a non-experimental setting. Cross-sectional survey conducted April-December 2013. Parents reported their pre-school child's TV viewing time, channels watched and past-week FF consumption. Responses were combined with a list of FF commercials (ads) aired on children's TV channels during the same period to calculate children's exposure to child-targeted TV ads for the following chain FF restaurants: McDonald's, Subway and Wendy's (MSW). Paediatric and Women, Infants, and Children (WIC) clinics in New Hampshire, USA. Parents (n 548) with a child of pre-school age. Children's mean age was 4·4 years; 43·2 % ate MSW in the past week. Among the 40·8 % exposed to MSW ads, 23·3 % had low, 34·2 % moderate and 42·5 % high exposure. McDonald's accounted for over 70 % of children's MSW ad exposure and consumption. Children's MSW consumption was significantly associated with their ad exposure, but not overall TV viewing time. After adjusting for demographics, socio-economic status and other screen time, moderate MSW ad exposure was associated with a 31 % (95 % CI 1·12, 1·53) increase and high MSW ad exposure with a 26 % (95 % CI 1·13, 1·41) increase in the likelihood of consuming MSW in the past week. Further adjustment for parent FF consumption did not change the findings substantially. Exposure to child-targeted FF TV advertising is positively associated with FF consumption among children of pre-school age, highlighting the vulnerability of young children to persuasive advertising and supporting recommendations to limit child-directed FF marketing.
Effect of single-dose albendazole and vitamin A supplementation on the iron status of pre-school children in Sichuan, China.

PubMed

Chen, Ke; Xie, Hu Mina; Tian, Weizheng; Zheng, Xiaoling; Jiang, Alice C

2016-04-01

The aim of this study was to explore the effect of single-dose albendazole and vitamin A intervention on the anaemic status and Fe metabolism of pre-school children. This study was a randomised, placebo-controlled and double-blinded intervention trial. All eligible anaemic pre-school children were randomly divided into three groups: group 1 received no intervention, which served as the control group, group 2 received 400 mg single-dose albendazole administration and group 3 received a 60000 μg vitamin A capsule combined with 400 mg single-dose albendazole at the beginning of the study. The follow-up period was for 6 months. Anthropometry and biochemical index about Fe metabolism were measured before and after intervention. A total of 209 pre-school anaemic children were randomly divided into three intervention groups (sixty-four, sixty-two and sixty for groups 1, 2 and 3, respectively). The mean age of the children in the study was 4·4 (sd 0·7) years and 50·5 % of the children were female (94/186). After a follow-up period of 6 months, the levels of serum retinol, ferritin, transferrin receptor-ferritin index and body total Fe content of children in group 3 were significantly higher compared with children in groups 1 and 2 (P<0·05). Moreover, the proportion of vitamin A deficiency, marginal vitamin A deficiency and Fe deficiency among children in group 3 were markedly lower compared with children in groups 1 and 2 (P<0·05). Albendazole plus vitamin A administration showed more efficacy on the improvement of serum retinol and Fe metabolic status.
Lessons from implementing mass drug administration for soil transmitted helminths among pre-school aged children during school based deworming program at the Kenyan coast.

PubMed

Musuva, Rosemary M; Matey, Elizabeth; Masaku, Janet; Odhiambo, Gladys; Mwende, Faith; Thuita, Isaac; Kihara, Jimmy; Njomo, Doris

2017-06-14

The 2012 London declaration which committed to "sustaining, expanding and extending drug access programmes to ensure the necessary supply of drugs and other interventions to help control soil-transmitted helminths (STH) by 2020" has seen many countries in Africa roll out mass drug administration (MDA) especially among school age children. In Kenya, however, during the National school-based deworming exercise, pre-school aged children (PSAC) have to access treatment at primary schools as the pre-school teachers are not trained to carry out deworming. With studies being conducted on the effectiveness of MDAs, the experiences of key education stakeholders which could improve the programme by giving best practices, and challenges experienced have not been documented. This was a cross-sectional qualitative study using Focus group discussions (FGDs) and Key informant interviews (KIIs). It was conducted in 4 sub-counties with high STH prevalence at the Kenyan coast (Matuga, Malindi, Lunga Lunga and Msambweni) to understand best practices for implementing MDA among PSAC.FGDs categorized by gender were conducted among local community members, whereas KIIs involved pre-school teachers, primary school teachers, community health extension workers (CHEWs) and opinion leaders. Participants were purposefully selected with the saturation model determining the number of interviews and focus groups. Voice data collected was transcribed verbatim then coded and analyzed using ATLAS.Ti version 6. Majority of the primary school teachers and CHEWs reported that they were satisfied with the method of mobilization used and the training tools. This was however not echoed by the pre-school teachers, parents and chiefs who complained of being left out of the process. Best practices mentioned included timely drug delivery, support from pre-school teachers, and management of side effects. Overcrowding during the drug administration day, complexity of the forms (for instance the 'S form') and long distance between schools were mentioned as challenges. There is need to utilize better sensitization methods to include the local administration as well as the parents for better uptake of the drugs. Extending deworming training to pre-school teachers will enhance the national deworming programme.
Cross-sectional study of ethnic differences in physical fitness among children of South Asian, black African–Caribbean and white European origin: the Child Heart and Health Study in England (CHASE)

PubMed Central

Nightingale, C M; Donin, A S; Kerry, S R; Owen, C G; Rudnicka, A R; Brage, S; Westgate, K L; Ekelund, U; Cook, D G; Whincup, P H

2016-01-01

Objective Little is known about levels of physical fitness in children from different ethnic groups in the UK. We therefore studied physical fitness in UK children (aged 9–10 years) of South Asian, black African–Caribbean and white European origin. Design Cross-sectional study. Setting Primary schools in the UK. Participants 1625 children (aged 9–10 years) of South Asian, black African–Caribbean and white European origin in the UK studied between 2006 and 2007. Outcome measures A step test assessed submaximal physical fitness from which estimated VO2 max was derived. Ethnic differences in estimated VO2 max were estimated using multilevel linear regression allowing for clustering at school level and adjusting for age, sex and month as fixed effects. Results The study response rate was 63%. In adjusted analyses, boys had higher levels of estimated VO2 max than girls (mean difference 3.06 mL O2/min/kg, 95% CI 2.66 to 3.47, p<0.0001). Levels of estimated VO2 max were lower in South Asians than those in white Europeans (mean difference −0.79 mL O2/min/kg, 95% CI −1.41 to −0.18, p=0.01); levels of estimated VO2 max in black African–Caribbeans were higher than those in white Europeans (mean difference 0.60 mL O2/min/kg, 95% CI 0.02 to 1.17, p=0.04); these patterns were similar in boys and girls. The lower estimated VO2 max in South Asians, compared to white Europeans, was consistent among Indian, Pakistani and Bangladeshi children and was attenuated by 78% after adjustment for objectively measured physical activity (average daily steps). Conclusions South Asian children have lower levels of physical fitness than white Europeans and black African–Caribbeans in the UK. This ethnic difference in physical fitness is at least partly explained by ethnic differences in physical activity. PMID:27324713
Cross-sectional study of ethnic differences in physical fitness among children of South Asian, black African-Caribbean and white European origin: the Child Heart and Health Study in England (CHASE).

PubMed

Nightingale, C M; Donin, A S; Kerry, S R; Owen, C G; Rudnicka, A R; Brage, S; Westgate, K L; Ekelund, U; Cook, D G; Whincup, P H

2016-06-20

Little is known about levels of physical fitness in children from different ethnic groups in the UK. We therefore studied physical fitness in UK children (aged 9-10 years) of South Asian, black African-Caribbean and white European origin. Cross-sectional study. Primary schools in the UK. 1625 children (aged 9-10 years) of South Asian, black African-Caribbean and white European origin in the UK studied between 2006 and 2007. A step test assessed submaximal physical fitness from which estimated VO2 max was derived. Ethnic differences in estimated VO2 max were estimated using multilevel linear regression allowing for clustering at school level and adjusting for age, sex and month as fixed effects. The study response rate was 63%. In adjusted analyses, boys had higher levels of estimated VO2 max than girls (mean difference 3.06 mL O2/min/kg, 95% CI 2.66 to 3.47, p<0.0001). Levels of estimated VO2 max were lower in South Asians than those in white Europeans (mean difference -0.79 mL O2/min/kg, 95% CI -1.41 to -0.18, p=0.01); levels of estimated VO2 max in black African-Caribbeans were higher than those in white Europeans (mean difference 0.60 mL O2/min/kg, 95% CI 0.02 to 1.17, p=0.04); these patterns were similar in boys and girls. The lower estimated VO2 max in South Asians, compared to white Europeans, was consistent among Indian, Pakistani and Bangladeshi children and was attenuated by 78% after adjustment for objectively measured physical activity (average daily steps). South Asian children have lower levels of physical fitness than white Europeans and black African-Caribbeans in the UK. This ethnic difference in physical fitness is at least partly explained by ethnic differences in physical activity. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
Faith, Phonics and Identity: Reading in Faith Complementary Schools

ERIC Educational Resources Information Center

Rosowsky, Andrey

2013-01-01

Thousands of UK school children spend considerable time during a lengthy period of their youth learning to read, or decode, a 'religious classical', the liturgical language connected to their faith. Drawing on recent theories of reading, identity and literacy practices, this paper briefly describes and seeks to share tentative thoughts about some…
Efficacy of Language Intervention in the Early Years

ERIC Educational Resources Information Center

Fricke, Silke; Bowyer-Crane, Claudine; Haley, Allyson J.; Hulme, Charles; Snowling, Margaret J.

2013-01-01

Background: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension. Methods: In a randomized controlled trial, 180 children from 15 UK nursery schools ("n" = 12 from each setting; M[subscript age] = 4;0) were randomly…
Healthy Eating in Primary Schools

ERIC Educational Resources Information Center

Robinson, Sally

2006-01-01

Across the UK there is a great deal of concern about the quality of children's diets and the growing problem of children's obesity. There is also anxiety about the rise of dieting and eating disorders at younger ages. Both obesity and eating disorders can be treated through educational, medical and therapeutic means with varying degrees of…
Interpersonal Trust Consistency and the Quality of Peer Relationships during Childhood

ERIC Educational Resources Information Center

Rotenberg, Ken J.; Boulton, Michael

2013-01-01

Five hundred five children (267 female) enrolled in school years 5 and 6 in the UK (M = 9 years and 9 months) completed measures of trust beliefs in peers, best friendships, ascriptions of trustworthiness, and trustworthiness toward peers. Children's social disengagement, peer preference, and peer victimization were assessed by sociometric…
Cost-effectiveness of interventions for increasing the possession of functioning smoke alarms in households with pre-school children: a modelling study.

PubMed

Saramago, Pedro; Cooper, Nicola J; Sutton, Alex J; Hayes, Mike; Dunn, Ken; Manca, Andrea; Kendrick, Denise

2014-05-16

The UK has one of the highest rates for deaths from fire and flames in children aged 0-14 years compared to other high income countries. Evidence shows that smoke alarms can reduce the risk of fire-related injury but little exists on their cost-effectiveness. We aimed to compare the cost effectiveness of different interventions for the uptake of 'functioning' smoke alarms and consequently for the prevention of fire-related injuries in children in the UK. We carried out a decision model-based probabilistic cost-effectiveness analysis. We used a hypothetical population of newborns and evaluated the impact of living in a household with or without a functioning smoke alarm during the first 5 years of their life on overall lifetime costs and quality of life from a public health perspective. We compared seven interventions, ranging from usual care to more complex interventions comprising of education, free/low cost equipment giveaway, equipment fitting and/or home safety inspection. Education and free/low cost equipment was the most cost-effective intervention with an estimated incremental cost-effectiveness ratio of £34,200 per QALY gained compared to usual care. This was reduced to approximately £4,500 per QALY gained when 1.8 children under the age of 5 were assumed per household. Assessing cost-effectiveness, as well as effectiveness, is important in a public sector system operating under a fixed budget restraint. As highlighted in this study, the more effective interventions (in this case the more complex interventions) may not necessarily be the ones considered the most cost-effective.
The value of (pre)school playgrounds for children's physical activity level: a systematic review.

PubMed

Broekhuizen, Karen; Scholten, Anne-Marie; de Vries, Sanne I

2014-05-03

The (pre)school environment is an important setting to improve children's health. Especially, the (pre)school playground provides a major opportunity to intervene. This review presents an overview of the existing evidence on the value of both school and preschool playgrounds on children's health in terms of physical activity, cognitive and social outcomes. In addition, we aimed to identify which playground characteristics are the strongest correlates of beneficial effects and for which subgroups of children effects are most distinct. In total, 13 experimental and 17 observational studies have been summarized of which 10 (77%) and 16 (94%) demonstrated moderate to high methodological quality, respectively. Nearly all experimental studies (n = 11) evaluated intervention effects on time spent in different levels of physical activity during recess. Research on the effects of (pre)school playgrounds on cognitive and social outcomes is scarce (n = 2). The experimental studies generated moderate evidence for an effect of the provision of play equipment, inconclusive evidence for an effect of the use of playground markings, allocating play space and for multi-component interventions, and no evidence for an effect of decreasing playground density, the promotion of physical activity by staff and increasing recess duration on children's health. In line with this, observational studies showed positive associations between play equipment and children's physical activity level. In contrast to experimental studies, significant associations were also found between children's physical activity and a decreased playground density and increased recess duration. To confirm the findings of this review, researchers are advised to conduct more experimental studies with a randomized controlled design and to incorporate the assessment of implementation strategies and process evaluations to reveal which intervention strategies and playground characteristics are most effective.
Childhood overweight and obesity among Kenyan pre-school children: association with maternal and early child nutritional factors.

PubMed

Gewa, Constance A

2010-04-01

To report on the prevalence of overweight and obesity among pre-school children in Kenya and examine the associations between childhood overweight and selected maternal and child-related factors. Demographic Health Survey data, multistage stratified cluster sampling methodology. Rural and urban areas of Kenya. A total of 1495 children between the ages of 3 and 5 years in Kenya. Over 30 % of the children were stunted, approximately 16 % were underweight, 4 % were wasted, approximately 18 % were overweight and 4 % were obese; 8 % were both overweight/obese and stunted. Maternal overweight and obesity, higher levels of maternal education, being a large or very large child at birth, and being stunted were each associated with higher odds of overweight and obesity among Kenyan children. Older children and large household size were each associated with lower odds of overweight and obesity among Kenyan children. The analysis demonstrates the presence of under- and overnutrition among Kenyan pre-school children and the importance of focusing on expanding efforts to prevent and treat malnutrition within this population. It also identifies some of the modifiable factors that can be targeted in these efforts.

Intensive Behavioral Intervention for School-Aged Children with Autism: Una Breccia nel Muro (UBM)--A Comprehensive Behavioral Model

ERIC Educational Resources Information Center

Fava, Leonardo; Vicari, Stefano; Valeri, Giovanni; D'Elia, Lidia; Arima, Serena; Strauss, Kristin

2012-01-01

Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it…
THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN. MANUAL OF INSTRUCTIONS FOR ADMINISTERING AND SCORING MOTHER'S ATTITUDES TOWARD CHILD'S BEHAVIOR LEADING TO MASTERY.

ERIC Educational Resources Information Center

HESS, ROBERT D.; AND OTHERS

THIS MANUAL DESCRIBES MEASURES USED IN "THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN" PROJECT AT THE UNIVERSITY OF CHICAGO. THE SAMPLE FOR THE STUDY CONSISTED OF 163 NEGRO MOTHER-CHILD PAIRS SELECTED FROM 3 SOCIOECONOMIC CLASSES BASED ON THE FATHER'S OCCUPATION AND THE PARENTS' EDUCATION. A FOURTH GROUP INCLUDED FATHER-ABSENT…
THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN. MANUAL OF INSTRUCTIONS FOR ADMINISTERING AND SCORING THE EIGHT-BLOCK SORTING TASK.

ERIC Educational Resources Information Center

HESS, ROBERT D.; AND OTHERS

THIS MANUAL DESCRIBES MEASURES USED IN "THE COGNITIVE ENVIRONMENTS OF URBAN PRE-SCHOOL CHILDREN" PROJECT AT THE UNIVERSITY OF CHICAGO. THE SAMPLE FOR THE STUDY CONSISTED OF 163 NEGRO MOTHER-CHILD PAIRS SELECTED FROM 3 SOCIOECONOMIC CLASSES BASED ON THE FATHER'S OCCUPATION AND THE PARENTS' EDUCATION. A FOURTH GROUP INCLUDED FATHER-ABSENT…
Pre-K as School Turnaround Strategy

ERIC Educational Resources Information Center

Buenafe, Anthony Q.

2011-01-01

Both state and local school systems, recognizing the strong and growing evidence of pre-kindergarten's effectiveness in closing achievement gaps, are implementing early learning programs as part of their education reform efforts. In low-performing districts, pre-k has emerged as a promising turnaround strategy, reaching children before they become…
Pennsylvania Pre-K Counts: End of Year Report, 2009-2010

ERIC Educational Resources Information Center

Pennsylvania Department of Education, 2010

2010-01-01

Pennsylvania Pre-K Counts was created to provide research-based, high quality pre-kindergarten opportunities to at-risk children across the commonwealth by leveraging the existing early education services in schools, Keystone STARS child care programs, Head Start, and licensed nursery schools. The standards are high and the accountability…
Disparities in pulmonary function in healthy children across the Indian urban-rural continuum.

PubMed

Sonnappa, Samatha; Lum, Sooky; Kirkby, Jane; Bonner, Rachel; Wade, Angela; Subramanya, Vinita; Lakshman, Padmanabha T; Rajan, Babitha; Nooyi, Shalini C; Stocks, Janet

2015-01-01

Marked socioeconomic health-care disparities are recognized in India, but lung health inequalities between urban and rural children have not been studied. We investigated whether differences exist in spirometric pulmonary function in healthy children across the Indian urban-rural continuum and compared results with those from Indian children living in the UK. Indian children aged 5 to 12 years were recruited from Indian urban, semiurban, and rural schools, and as part of the Size and Lung Function in Children study, London. Anthropometric and spirometric assessments were undertaken. Acceptable spirometric data were obtained from 728 (58% boys) children in India and 311 (50% boys) UK-Indian children. As an entire group, the India-resident children had significantly lower z FEV1 and z FVC than UK-Indian children (P < 0.0005), when expressed using Global Lung Function Initiative-2012 equations. However, when India-resident children were categorized according to residence, there were no differences in z FEV1 and z FVC between Indian-urban and UK-Indian children. There were, however, significant reductions of ∼ 0.5 z scores and 0.9 z scores in both FEV1 and FVC (with no difference in FEV1/FVC) in Indian-semiurban and Indian-rural children, respectively, when compared with Indian-urban children (P < 0.0005). z Body mass index, socioeconomic circumstances, tobacco, and biomass exposure were individually significantly associated with z FEV1 and z FVC (P < 0.0005). The presence of an urban-rural continuum of lung function within a specific ethnic group emphasizes the impact of environmental factors on lung growth in emerging nations such as India, which must be taken into account when developing ethnic-specific reference values or designing studies to optimize lung health.
Evaluating the effectiveness of a road safety education intervention for pre-drivers: an application of the theory of planned behaviour.

PubMed

Poulter, Damian R; McKenna, Frank P

2010-06-01

Young drivers are overrepresented in road traffic fatalities and collisions. Attempts to address this problem with pre-driver education have not met with unambiguous success. However, there is a lack of research on whether pre-driver education can change psychological antecedents to behaviour. The framework of the theory of planned behaviour (TPB) was employed to assess the effectiveness of an educational intervention used across the UK that aims to improve attitudes to road safety in pre-drivers. Secondary school students aged 15-16 years participated in the research, drawn from 12 schools in the UK. A total of 199 students took part in Expt 1 and 430 in Expt 2. Expt 1 employed a within-participants design to measure any changes in road safety beliefs from pre- to post-intervention and 5-month follow-up. Expt 2 used a between-participants design to test whether any changes were genuine or due to experimenter effects. Results of Expt 1 revealed a small, short-term improvement in some pre-driver beliefs immediately following the educational intervention, but no effect on other beliefs, and some evidence of unintended outcomes. The small, significant improvements found in Expt 1 were replicated in Expt 2, which is consistent with there being a genuine effect. Considering evidence from both experiments suggests the effectiveness of road safety education interventions are at best short term, and limited to some but not all psychological factors, with some risk of unintended consequences.
Mental health screening of preschool children: validity and reliability of ABLE.

PubMed

Barbarin, Oscar A

2007-07-01

Children with behavioral, emotional or language problems struggle to do well at school often with limited success. ABLE (Attention, Behavior, Language, and Emotions), a new screening tool, was used to estimate the prevalence and the severity of concerns parents and teachers have about children's school adjustment and evaluate their need for services. Data obtained from the parents and teachers of children randomly selected from public Pre-K classrooms in 6 states (N = 415) and from a mental health screening of rural and urban children (N = 5,577) support the validity and reliability of ABLE. Parents identified severe problems in 18.4% of children and Pre-K teachers identified 10.5%. By kindergarten, the proportion of children identified by their teachers with serious problems more than doubled to 23%. Inattention/overactivity and behavior problems were identified most often. These children were 3.4 times more likely to be certified later for special education services by kindergarten than children not identified with problems by ABLE. However, fewer than 14% of children in public Pre-K identified with serious problems in Pre-K had received mental health services by the end of Kindergarten. ((c) 2007 APA, all rights reserved).
Small-Group Phonological Awareness Training for Pre-Kindergarten Children with Hearing Loss Who Wear Cochlear Implants and/or Hearing Aids

ERIC Educational Resources Information Center

Werfel, Krystal L.; Douglas, Michael; Ackal, Leigh

2016-01-01

This case report details a year-long phonological awareness (PA) intervention for pre-kindergarten children with hearing loss (CHL) who use listening and spoken language. All children wore cochlear implants and/or hearing aids. Intervention occurred for 15 min/day, 4 days per week across the pre-kindergarten school year and was delivered by…
The Proportion of Anemia Associated with Iron Deficiency in Low, Medium, and High Human Development Index Countries: A Systematic Analysis of National Surveys

PubMed Central

Petry, Nicolai; Olofin, Ibironke; Hurrell, Richard F.; Boy, Erick; Wirth, James P.; Moursi, Mourad; Donahue Angel, Moira; Rohner, Fabian

2016-01-01

Iron deficiency is commonly assumed to cause half of all cases of anemias, with hereditary blood disorders and infections such as hookworm and malaria being the other major causes. In countries ranked as low, medium, and high by the Human Development Index, we conducted a systematic review of nationally representative surveys that reported the prevalence of iron deficiency, iron deficiency anemia, and anemia among pre-school children and non-pregnant women of reproductive age. Using random effects meta-analyses techniques, data from 23 countries for pre-school children and non-pregnant women of reproductive age was pooled, and the proportion of anemia attributable to iron deficiency was estimated by region, inflammation exposure, anemia prevalence, and urban/rural setting. For pre-school children and non-pregnant women of reproductive age, the proportion of anemia associated with iron deficiency was 25.0% (95% CI: 18.0, 32.0) and 37.0% (95% CI: 28.0, 46.0), respectively. The proportion of anemia associated with iron deficiency was lower in countries where anemia prevalence was >40%, especially in rural populations (14% for pre-school children; 16% for non-pregnant women of reproductive age), and in countries with very high inflammation exposure (20% for pre-school children; 25% for non-pregnant women of reproductive age). Despite large heterogeneity, our analyses suggest that the proportion of anemia associated with iron deficiency is lower than the previously assumed 50% in countries with low, medium, or high Human Development Index ranking. Anemia-reduction strategies and programs should be based on an analysis of country-specific data, as iron deficiency may not always be the key determinant of anemia. PMID:27827838
The Proportion of Anemia Associated with Iron Deficiency in Low, Medium, and High Human Development Index Countries: A Systematic Analysis of National Surveys.

PubMed

Petry, Nicolai; Olofin, Ibironke; Hurrell, Richard F; Boy, Erick; Wirth, James P; Moursi, Mourad; Donahue Angel, Moira; Rohner, Fabian

2016-11-02

Iron deficiency is commonly assumed to cause half of all cases of anemias, with hereditary blood disorders and infections such as hookworm and malaria being the other major causes. In countries ranked as low, medium, and high by the Human Development Index, we conducted a systematic review of nationally representative surveys that reported the prevalence of iron deficiency, iron deficiency anemia, and anemia among pre-school children and non-pregnant women of reproductive age. Using random effects meta-analyses techniques, data from 23 countries for pre-school children and non-pregnant women of reproductive age was pooled, and the proportion of anemia attributable to iron deficiency was estimated by region, inflammation exposure, anemia prevalence, and urban/rural setting. For pre-school children and non-pregnant women of reproductive age, the proportion of anemia associated with iron deficiency was 25.0% (95% CI: 18.0, 32.0) and 37.0% (95% CI: 28.0, 46.0), respectively. The proportion of anemia associated with iron deficiency was lower in countries where anemia prevalence was >40%, especially in rural populations (14% for pre-school children; 16% for non-pregnant women of reproductive age), and in countries with very high inflammation exposure (20% for pre-school children; 25% for non-pregnant women of reproductive age). Despite large heterogeneity, our analyses suggest that the proportion of anemia associated with iron deficiency is lower than the previously assumed 50% in countries with low, medium, or high Human Development Index ranking. Anemia-reduction strategies and programs should be based on an analysis of country-specific data, as iron deficiency may not always be the key determinant of anemia.
Effects of motivational interviewing to promote weight loss in obese children.

PubMed

Wong, Emmy M Y; Cheng, May M H

2013-09-01

To assess the effects of motivational interviewing for obese children and telephone consultation for parents to promote weight loss in obese children. Childhood obesity is a worldwide health problem that leads to serious metabolic and physiological consequences. An effective intervention to manage obesity is essential. Motivational interviewing is designed to resolve ambivalence, enhance intrinsic motivation and promote confidence in a person's ability to make behaviour changes. It has shown promise in the adult obesity literature as effecting positive health behaviour changes. Motivational interviewing has also been proposed as an effective method for improving the weight loss of obese children. A pre-post quasi-experimental design with repeated measures was used. The study was conducted in four primary schools over an 11-month period in 2010-2011. Obese children (n = 185) were screened from 791 school children studying the equivalent to UK grades 5 and 6 and were divided into three groups: motivational interviewing, motivational interviewing+ and a control group. The motivational interviewing group (n = 70) children were provided with motivational interviewing counselling; the motivational interviewing+ group (n = 66) children were provided with motivational interviewing counselling while telephone consultation was provided for their parents; and the control group did not receive any intervention (n = 49). Children in both the motivational interviewing and motivational interviewing+ groups showed significant improvement in their weight-related behaviour and obesity-related anthropometric measures from the baseline to the end of the 14-week intervention, while the control group had significant deterioration in their anthropometric measures. Motivational interviewing appears to be a promising intervention for promoting weight loss in obese children. Motivational interviewing counselling may be extended to obese children of different age groups. This study indicates that motivational interviewing is a useful method for improving behaviour changes in eating, physical activity and weight loss for obese children, suggesting the benefits of such intervention. © 2013 Blackwell Publishing Ltd.
Overweight and obesity in 4-5-year-old children in New Zealand: results from the first 4 years (2009-2012) of the B4School Check programme.

PubMed

Rajput, Nitin; Tuohy, Pat; Mishra, Suryaprakash; Smith, Ash; Taylor, Barry

2015-03-01

We describe the prevalence of overweight and obesity in four-year-old children in New Zealand, variations with ethnicity and socio-economic status, and changes over the study duration using body mass index (BMI) measurements collected as part of the B4School Check programme. Demographic and BMI data were extracted for all children measured between 2009 and 2012. Overweight and obesity rates were estimated using International Obesity Task Force (IOTF) 2012 standards and the 85th (overweight) and 95th (obese) percentiles for BMI-for-age of the World Health Organization (WHO) 2006, Centers for Disease Control and Prevention 2000 and UK 1990 reference standards. A total of 168,744 BMI measurements were included in the analysis with a coverage rate of 66.5%. Mean BMI was 16.30 kg/m(2) in girls and 16.44 kg/m(2) in boys. Mean BMI z-score (WHO 2006 standards) was 0.601 in girls and 0.785 in boys. Using WHO 2006 standards, 16.9% of girls and 19.6% of boys were overweight and 13.8% of girls and 18.7% of boys were obese. Using IOTF standards, 18.3% of girls and 16.2% of boys were overweight and 5.7% of girls and 4.7% of boys were found obese. Prevalence of overweight and obesity was higher in Pacific and Maori children and those living in more socio-economically deprived areas than other children. No definite time-trends were observed over the study duration. The study reaffirms the high prevalence of overweight and obesity in pre-school children in New Zealand, and demonstrates the variations in prevalence when using different reference standards. © 2014 The Authors. Journal of Paediatrics and Child Health © 2014 Paediatrics and Child Health Division (Royal Australasian College of Physicians).
School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions.

PubMed

Vinen, Zoe; Clark, Megan; Paynter, Jessica; Dissanayake, Cheryl

2018-05-01

This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age.
Multimodal Instruction in Pre-Kindergarten: An Introduction to an Inclusive Early Language Program

ERIC Educational Resources Information Center

Regalla, Michele; Peker, Hilal

2016-01-01

During the 2013-2014 school year, a charter school in Central Florida (which will be given the pseudonym "The Unity School") known for its practice of full inclusion launched an unconventional project. The Unity School, which serves children from preschool through grade five, began offering foreign language to all pre-kindergarten…
Scientific Reasoning in Elementary School: Developmental and Individual Differences.

ERIC Educational Resources Information Center

Bullock, Merry

Pre-adolescent children are generally characterized as incapable of applying scientific reasoning to test a causal relation. This paper describes research on children's scientific reasoning which shows that pre-adolescent children do have some systematic scientific reasoning skills. The subjects of this study were 260 second through fourth grade…
Theory of mind and executive function during middle childhood across cultures.

PubMed

Wang, Zhenlin; Devine, Rory T; Wong, Keri K; Hughes, Claire

2016-09-01

Previous studies with preschoolers have reported "East-West" contrasts in children's executive function (East>West) and theory of mind (East
Gestational age at birth and academic performance: population-based cohort study.

PubMed

Abel, Kathryn; Heuvelman, Hein; Wicks, Susanne; Rai, Dheeraj; Emsley, Richard; Gardner, Renee; Dalman, Christina

2017-02-01

Numerous studies suggest pre-term birth is associated with cognitive deficit. However, less is known about cognitive outcomes following post-term birth, or the influence of weight variations within term or post-term populations. We examined associations between gestational age (GA) and school performance, by weight-for-GA, focusing on extremely pre- and post-term births. Record linkage study of Swedish children born 1973-94 ( n = 2 008 102) with a nested sibling comparison ( n = 439 629). We used restricted cubic regression splines to examine associations between GA and the grade achieved on leaving secondary education, comparing siblings to allow stronger causal inference with regard to associations between GA and school performance. Grade averages of both pre- and post-term children were below those of full-term counterparts and lower for those born small-for-GA. The adjusted grades of extremely pre-term children (at 24 completed weeks), while improving in later study periods, were lower by 0.43 standard deviations (95% confidence interval 0.38-0.49), corresponding with a 21-point reduction (19 to 24) on a 240-point scale. Reductions for extremely post-term children (at 45 completed weeks) were lesser [-0.15 standard deviation (-0.17 to -0.13) or -8 points (-9 to -7)]. Among matched siblings, we observed weaker residual effects of pre-term and post-term GA on school performance. There may be independent effects of fetal maturation and fetal growth on school performance. Associations among matched siblings, although attenuated, remained consistent with causal effects of pre- and post-term birth on school performance. © The Author 2016; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association
A pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills in community pre-schools in Jamaica.

PubMed

Baker-Henningham, H; Walker, S; Powell, C; Gardner, J Meeks

2009-09-01

School-based interventions involving teacher and/or child training have been shown to benefit teacher practices and to prevent conduct problems and improve children's social and emotional competence in developed countries; however, we are aware of no reports from a developing country. We conducted a pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills based on concepts and activities drawn from the Incredible Years Dina Dinosaur Classroom Curriculum to determine if this approach is appropriate for use with Jamaican pre-school teachers and children. Five pre-schools in Kingston, Jamaica were randomly assigned to an intervention (3 pre-schools with 15 classrooms) or control (2 pre-schools with 12 classrooms) condition. Intervention involved seven whole-day teacher workshops using the Incredible Years Teacher Training programme supplemented by 14 child lessons in each class. The project was evaluated through structured observations of four categories of teacher behaviour and four observer ratings: two rating scales of child behaviour and two rating scales of classroom atmosphere. Significant intervention benefits were found to teachers' behaviour with increased positive behaviour [b = 7.9; 95% confidence interval (CI): 3.5, 12.3], reduced negative behaviour (b =-3.5; 95% CI: -6.6, -0.2) and increases in the extent to which teachers promoted children's social and emotional skills (b = 46.4; 95% CI: 11.0, 81.7). The number of teacher commands was not significantly reduced (b =-2.71; 95% CI: -6.01, 0.59). Significant intervention benefits were found to ratings of child behaviour with an increase in children's appropriate behaviour (b = 5.7, 95% CI: 1.0, 10.8) and in children's interest and enthusiasm (b = 7.2, 95% CI: 0.9, 13.5). Intervention also benefited classroom atmosphere with increases in opportunities provided for children to share and help each other (b = 1.3, 95% CI: 0.5, 2.1) and in teacher warmth (b = 1.3, 95% CI: 0.9, 1.8). This is a promising approach for improving the emotional climate of Jamaican pre-school classrooms and for improving child behaviour and participation.
Socio-Economic Segregation of Disadvantaged Children between Schools in Pakistan: Comparing the State and Private Sector

ERIC Educational Resources Information Center

Siddiqui, Nadia

2017-01-01

The distribution of children in different school-types and regions in Pakistan suggests that access and opportunities in education are not evenly accessible for many children. Segregation at school level is an important concern for equity and social justice because the adverse effects of segregation increase the pre-existing gap in opportunities…

LGBTQ Parents: Their Perceptions and Attitudes Regarding Their Ontological Experiences within Their Children's School Environment

ERIC Educational Resources Information Center

Kappus, Becky

2016-01-01

School can be inhospitable for any lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents with children in pre-K-12 classrooms (Kosciw & Diaz, 2008). Some LGBTQ parents feel they must be silent and discreet so their children will not endure any discrimination at school (Fakhrid-Deen & COLAGE, 2010). Some reasons for this silence…
Computer-Related Posture and Discomfort in Primary School Children: The Effects of a School-Based Ergonomic Intervention

ERIC Educational Resources Information Center

Dockrell, Sara; Earle, Deirdre; Galvin, Rose

2010-01-01

This study investigated the effect of a school-based ergonomic intervention on childrens' posture and discomfort while using computers using a pre/post test study design. The sample comprised 23 children age 9 and 10 years. Posture was assessed with Rapid Upper Limb Assessment (RULA) and a workstation assessment was completed using a Visual…
"If There Is a Job Description I Don't Think I've Read One": A Case Study of Programme Leadership in a UK Pre-1992 University

ERIC Educational Resources Information Center

Mitchell, Rafael

2015-01-01

This paper reports on an exploratory study of the role of programme leaders (PLs) in a pre-1992 university, based on interviews with PLs (7) and a survey of taught Masters students (54) in a single school. The study elicits PLs' activities, most of which might be categorised as managerial and administrative, with leadership required…
Technology to Support Parental Engagement in Elementary Education: Lessons Learned from the UK

ERIC Educational Resources Information Center

Lewin, Cathy; Luckin, Rosemary

2010-01-01

This paper compares and contrasts two projects in order to better understand the complex issues surrounding the use of technology to support parental involvement with schools and their children's learning. The Becta-funded ICT Test Bed evaluation (2002-2006) had the intention of saturating schools (in three areas of social deprivation) with a…
School Food and the Pedagogies of Parenting

ERIC Educational Resources Information Center

Pike, Jo; Leahy, Deana

2012-01-01

Over the past decade the issue of food and in particular, food consumed within schools has come to encapsulate a broad range of concerns regarding children and young people's health and wellbeing. In Australia, the UK and more recently the USA, attempts to ameliorate a range of public health concerns have provided the impetus for an unprecedented…
Engaging Parents with Sex and Relationship Education: A UK Primary School Case Study

ERIC Educational Resources Information Center

Alldred, Pam; Fox, Nick; Kulpa, Robert

2016-01-01

Objective: To assess an intervention to familiarise parents with children's books for use in primary (5-11 years) sex and relationship education (SRE) classes. Method: Case study of a 7-week programme in one London primary school, using ethnographic observation, semi-structured interviews and focus groups with parents (n = 7) and key stakeholders…
The National Singing Programme for Primary Schools in England: An Initial Baseline Study

ERIC Educational Resources Information Center

Welch, G. F.; Himonides, E.; Papageorgi, I.; Saunders, J.; Rinta, T.; Stewart, C.; Preti, C.; Lani, J.; Vraka, M.; Hill, J.

2009-01-01

The "Sing Up" National Singing Programme for primary schools in England was launched in November 2007 under the UK government's "Music Manifesto". "Sing Up" is a four-year programme whose overall aim is to raise the status of singing and increase opportunities for children throughout the country to enjoy singing as…
The Love of Sport: An Investigation into the Perceptions and Experiences of Physical Education Amongst Primary School Pupils

ERIC Educational Resources Information Center

Hayes, Deborah

2017-01-01

Inactivity amongst children and adults in the UK is currently of great concern. Attitudes towards physical activity develop during childhood and may influence physical activity patterns in later life. This research investigated the experiences and perceptions of physical education (P.E.) amongst primary school pupils. The study established overall…
Gender, Visible Bodies and Schooling: Cultural Pathologies of Childhood

ERIC Educational Resources Information Center

Paechter, Carrie

2011-01-01

In this paper, I consider two interrelated problems. The first concerns the issues and difficulties involved in studying how children think about their bodies, in the schooling setting. The second involves an attempt to bring together a series of phenomena around which gendered media and social panics are being constructed in the UK and elsewhere.…
The Chemedian Brings Laughter to the Chemistry Classroom

ERIC Educational Resources Information Center

Weitkamp, Emma; Burnet, Frank

2007-01-01

"The Chemedian and the Crazy Football Match" is a comic strip developed by the authors to bring humor to aspects of the UK primary science curriculum. The comic strip was tested in six English primary school classes (years 3-5; ages 7-10); over 150 children participated in the project, together with six teachers. Children found the comic…
Gay Penguins, Sissy Ducklings ... and Beyond? Exploring Gender and Sexuality Diversity through Children's Literature

ERIC Educational Resources Information Center

DePalma, Renée

2016-01-01

From 2006 to 2008 UK-based primary school teachers in the "No Outsiders" project explored possibilities for addressing sexualities equality in their classrooms. What all teachers had in common was a resource pack that included 27 children's books exploring themes of gender and sexuality diversity either directly or indirectly (i.e. by…
Father Involvement in Young Children's Care and Education: Exploring Boundaries and Starting Conversations

ERIC Educational Resources Information Center

Chawla-Duggan, Rita; Milner, Susan

2016-01-01

This paper analyses the impact of a UK local authority initiative--Fathers' Friday--aiming to involve fathers in their children's education, which took place in 20 early years' and primary school settings. Whilst the study involved a range of methods, in this paper interview data associated with practitioners' perspectives of the initiative are…
Participation of Children with Dyslexia in Compulsory Education: Current Public Policy Issues

ERIC Educational Resources Information Center

Konur, Ozcan

2006-01-01

The assessment and placement of children with dyslexia at appropriate schools has been regulated in the UK by a series of laws since 1944. Recent public policy developments such as the introduction of new duties and rights, and the development of law regarding educational negligence have sharpened the public policy debate on the effectiveness of…
Inequality and the Home Learning Environment: Predictions about Seven-Year-Olds' Language and Literacy

ERIC Educational Resources Information Center

Hartas, Dimitra

2012-01-01

Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio-economic background to children's language and literacy at the end of Key Stage 1 (age seven-years-old).…
The Effect of Steiner, Montessori, and National Curriculum Education upon Children's Pretence and Creativity

ERIC Educational Resources Information Center

Kirkham, Julie Ann; Kidd, Evan

2017-01-01

Pretence and creativity are often regarded as ubiquitous characteristics of childhood, yet not all education systems value or promote these attributes to the same extent. Different pedagogies and practices are evident within the UK National Curriculum, Steiner and Montessori schools. In this study, 20 children participated from each of these…
How British-Chinese Parents Support Their Children: A View from the Regions

ERIC Educational Resources Information Center

Gates, Peter; Guo, Xumei

2014-01-01

Although the high level of achievement experienced by British-Chinese pupils in schools is well documented, the Chinese community in the UK is a relatively under-researched ethnic group. There is only patchy information on ways in which British-Chinese parents and children engage with education. It is often presumed the success of Chinese pupils…
Introduction and Evaluation of the Notice Boards Designed for Pre-School Children and Their Parents within the Framework of "Media Literacy" Theme

ERIC Educational Resources Information Center

Arslan Cansever, Belgin; Seyhan, Gamze Bilir

2015-01-01

The aim of this study was to raise the awareness of pre-school teacher candidates within the framework of media literacy the importance of which has been noticed recently in Turkey and which has attracted attention of academic circles as a research topic. In addition, by providing opportunities for pre-school candidates to design materials on this…
‘11 for Health’, a football-based health education programme for children: a two-cohort study in Mauritius and Zimbabwe

PubMed Central

Fuller, Colin W; Junge, Astrid; Dorasami, Cadrivel; DeCelles, Jeff; Dvorak, Jiri

2011-01-01

Objectives To implement and assess Fédération Internationale de Football Association Medical Assessment and Research Centre's ‘11 for Health’ football-based health education programme for children. Design Prospective, 2-cohort study. Setting In-school groups (Mauritius); out-of-school groups (Zimbabwe). Participants Mauritius: 389 children, aged 12–15 years; Zimbabwe: 395 children, aged 10–14 years. Intervention Eleven 90-min sessions, each divided into two 45-min halves of Play Football (focusing on one football skill) and Play Fair (focusing on one health issue). Main outcome measures 30-item questionnaire implemented pre and postintervention to assess children's health knowledge; six-item questionnaire implemented postintervention to assess children's views about the ‘11 for Health’ programme. Results Mean pre and postintervention health knowledge scores were greater in Mauritius (pre: 69.3%; post: 87.1%) than Zimbabwe (pre: 57.8%; post: 76.2%) but the mean gain in health knowledge was greater in Zimbabwe (18.4%) than Mauritius (17.8%). There were few significant differences in the outcomes for boys and girls in both countries. The ‘11 for Health’ programme was received positively by the children in both countries and there were no significant differences in the views of boys and girls in either country. Conclusions The study demonstrated that it was possible to achieve significant increases in children's knowledge for all health messages by implementing the ‘11 for Health’ programme in a school-based setting in collaboration with a national Football Association and in an out-of-school setting in collaboration with a non-government organisation. Based on these positive results, the authors recommend that the programme be widely implemented in Africa in co-operation with government and non-government organisations. PMID:21504962
'11 for Health', a football-based health education programme for children: a two-cohort study in Mauritius and Zimbabwe.

PubMed

Fuller, Colin W; Junge, Astrid; Dorasami, Cadrivel; DeCelles, Jeff; Dvorak, Jiri

2011-06-01

To implement and assess Fédération Internationale de Football Association Medical Assessment and Research Centre's '11 for Health' football-based health education programme for children. Prospective, 2-cohort study. In-school groups (Mauritius); out-of-school groups (Zimbabwe). Mauritius: 389 children, aged 12-15 years; Zimbabwe: 395 children, aged 10-14 years. Eleven 90-min sessions, each divided into two 45-min halves of Play Football (focusing on one football skill) and Play Fair (focusing on one health issue). 30-item questionnaire implemented pre and postintervention to assess children's health knowledge; six-item questionnaire implemented postintervention to assess children's views about the '11 for Health' programme. Mean pre and postintervention health knowledge scores were greater in Mauritius (pre: 69.3%; post: 87.1%) than Zimbabwe (pre: 57.8%; post: 76.2%) but the mean gain in health knowledge was greater in Zimbabwe (18.4%) than Mauritius (17.8%). There were few significant differences in the outcomes for boys and girls in both countries. The '11 for Health' programme was received positively by the children in both countries and there were no significant differences in the views of boys and girls in either country. The study demonstrated that it was possible to achieve significant increases in children's knowledge for all health messages by implementing the '11 for Health' programme in a school-based setting in collaboration with a national Football Association and in an out-of-school setting in collaboration with a non-government organisation. Based on these positive results, the authors recommend that the programme be widely implemented in Africa in co-operation with government and non-government organisations.
The Situated Aspect of Creativity in Communicative Events: How Do Children Design Web Pages Together?

ERIC Educational Resources Information Center

Fernandez-Cardenas, Juan Manuel

2008-01-01

This paper looks at the collaborative construction of web pages in History by a Year-4 group of children in a primary school in the UK. The aim of this paper is to find out: (a) How did children interpret their involvement in this literacy practice? (b) How the construction of web pages was interactionally accomplished? and (c) How can creativity…

Barriers to Parental Involvement in the Pre-Kindergarten Classroom

ERIC Educational Resources Information Center

Savacool, J. Leigh

2011-01-01

Research has shown that parental involvement affects children's achievement more than school procedures especially in the primary years. Researchers have also shown positive effects on children, families, and school when schools and parents continuously support and encourage a child's learning and development. However, there is little research…
Teaching Humility in First-Grade Christian School Children

ERIC Educational Resources Information Center

Yonker, Julie E.; Wielard, Cassie J.; Vos, Carolyn L.; Tudder, Ashley M.

2017-01-01

Four classes of first-grade children at a Christian school took pre- and post-tests measuring humility. Two intervention classes had devotional lessons on humility and two comparison classes did not. For one week, devotional lessons featured humility-related children's literature, cognitively appropriate discussions, writing about humility, and…
(Mis)Conceptions about Geometric Shapes in Pre-Service Primary Teachers

ERIC Educational Resources Information Center

Žilková, Katarína; Guncaga, Ján; Kopácová, Janka

2015-01-01

During the last reform, Slovakia has reduced geometry in curriculum in primary mathematics education. Pre-school education schools devote more time to geometry in curriculum, but this is not mandatory for all the children. In the primary schools, teachers devote very little lessons time to this problem. These lessons are mainly focused on…
Energy and nutrient intake in preschool and school age Mexican children: National Nutrition Survey 1999.

PubMed

Barquera, Simón; Rivera, Juan A; Safdie, Margarita; Flores, Mario; Campos-Nonato, Ismael; Campirano, Fabricio

2003-01-01

To estimate energy and nutrient intake and adequacy in preschool and school age Mexican children, using the National Nutrition Survey 1999 (NNS-1999). Twenty four-h dietary recalls from pre-school (n = 1,309) and school (n = 2,611) children obtained from a representative sub-sample of the NNS-1999 were analyzed. Intakes and adequacies were estimated and compared across four regions, socio-economic strata, and between urban and rural areas, and indigenous vs. non-indigenous children. Median energy intake in pre-school children was 949 kcal and in school children 1,377 kcal, with adequacies < 70% for both groups. Protein adequacy was > 150% in both age groups. The North and Mexico City regions had the highest fat intake and the lowest fiber intake. Children in the South region, indigenous children, and those in the lowest socio-economic stratum had higher fiber and carbohydrate intakes and the lowest fat intake. These children also showed the highest risks of inadequacies for vitamin A, vitamin C, folate, iron, zinc and calcium. Mexico is experiencing a nutrition transition with internal inequalities across regions and socio-economic strata. Food policy must account for these differences in order to optimize resources directed at social programs. The English version of this paper is available too at: http://www.insp.mx/salud/index.html.
Multicultural Children's Literature and Teacher Candidates' Awareness and Attitudes toward Cultural Diversity

ERIC Educational Resources Information Center

Iwai, Yuko

2013-01-01

The purpose of this study was to look at elementary/middle school pre-service teachers' perceptions of multicultural and diversity issues through multicultural children's literature. Nineteen pre-service teachers in a foundation of literacy course explored multicultural children's literature and involved group/class discussions and a project over…
Parental anthropometrics, early growth and the risk of overweight in pre-school children: the Generation R Study.

PubMed

Durmuş, B; Arends, L R; Ay, L; Hokken-Koelega, A C; Raat, H; Hofman, A; Steegers, E A P; Jaddoe, V W V

2013-10-01

There are limited data regarding the associations of both maternal and paternal anthropometrics with longitudinally measured post-natal growth measures in early childhood. To assess the associations of maternal and paternal anthropometrics with growth characteristics and the risk of overweight in pre-school children. Population-based prospective cohort study from early foetal life onwards in the Netherlands. Maternal pre-pregnancy anthropometrics and gestational weight gain, and paternal anthropometrics were related to foetal and post-natal growth measures and the risk of overweight until the age of 4 years. Analyses were based on 5674 mothers, fathers and their children. Both pre-pregnancy maternal and paternal height, weight and body mass index were associated with corresponding foetal and post-natal anthropometric measures. Maternal body mass index had a significantly stronger effect on childhood body mass index than paternal body mass index. As compared to children from parents with normal body mass index, children from two obese parents had an increased risk of overweight at the age of 4 years (odds ratio 6.52 (95% confidence interval 3.44, 12.38). Maternal gestational weight gain was only among mothers with normal body mass index associated with body mass index and the risk of overweight in the children. Maternal and paternal anthropometrics affect early growth in pre-school children differently. Gestational weight gain in mothers without overweight and obesity is related to the risk of overweight in early childhood. © 2012 The Authors. Pediatric Obesity © 2012 International Association for the Study of Obesity.
Enhancing the Transition to Kindergarten: A Randomized Trial to Test the Efficacy of the “Stars” Summer Kindergarten Orientation Program

PubMed Central

Berlin, Lisa J.; Dunning, Rebecca D.; Dodge, Kenneth A.

2010-01-01

This randomized trial tested the efficacy of an intensive, four-week summer program designed to enhance low-income children's transition to kindergarten (n's = 60 program children, 40 controls). Administered in four public schools, the program focused on social competence, pre-literacy and pre-numeracy skills, school routines, and parental involvement. Hierarchical linear modeling indicated that the program significantly improved teachers’ ratings of (a) the transition to the social aspect of kindergarten for girls (but not boys); and (b) the transition to kindergarten routines for the subgroup of children who had the same teacher for kindergarten as for the summer program. Findings are discussed in terms of practices and policies for supporting children's transition to school. PMID:21969767
Pre-sliced fruit in school cafeterias: children's selection and intake.

PubMed

Wansink, Brian; Just, David R; Hanks, Andrew S; Smith, Laura E

2013-05-01

It is often assumed that children avoid fruit in school cafeterias because of higher relative prices and preferences for other foods. Interviews with children reveal that eating whole fresh fruit can be difficult for those with small mouths or braces. Older girls find whole fruits messy and unattractive to eat. To determine the effect of offering pre-sliced fruit in schools on selection and intake. Three of six schools were assigned randomly to serve apples in slices. Three control schools served apples whole. Selection, consumption, and waste of apples were measured prior to and during treatment. Cafeterias in six public middle schools in Wayne County NY in 2011. Participants included all students who purchased lunch on days when data were collected. Treatment schools were provided with a standard commercial fruit slicer, and cafeteria staff members were instructed to use it when students requested apples. Trained researchers recorded how much of each apple was consumed and how much was wasted in both control and treatment schools. Daily apple sales, percentage of an apple serving consumed per student, and percentage of an apple serving wasted per student. Data were analyzed in 2012. Schools that used fruit slicers to pre-slice fruit increased average daily apple sales by 71% compared to control schools (p<0.01). The percentage of students who selected apples and ate more than half increased by 73% (p=0.02) at schools that served pre-sliced fruit, and the percentage that wasted half or more decreased by 48% (p=0.03). Sliced fruit is more appealing to children than whole fruit because it is easier and tidier to eat. This study applies the principle of convenience from behavioral economics and provides an example of a scalable, low-cost environmental change that promotes healthy eating and decreases waste. Copyright © 2013. Published by Elsevier Inc. on behalf of American Journal of Preventive Medicine.
Maternal pre-pregnancy weight and externalising behaviour problems in preschool children: a UK-based twin study.

PubMed

Antoniou, Evangelia E; Fowler, Tom; Reed, Keith; Southwood, Taunton R; McCleery, Joseph P; Zeegers, Maurice P

2014-10-14

To estimate the heritability of child behaviour problems and investigate the association between maternal pre-pregnancy overweight and child behaviour problems in a genetically sensitive design. Observational cross-sectional study. The Twins and Multiple Births Association Heritability Study (TAMBAHS) is an online UK-wide volunteer-based study investigating the development of twins from birth until 5 years of age. A total of 443 (16% of the initial registered members) mothers answered questions on pre-pregnancy weight and their twins' internalising and externalising problems using the Child Behavior Checklist and correcting for important covariates including gestational age, twins' birth weight, age and sex, mother's educational level and smoking (before, during and after pregnancy). The heritability of behaviour problems and their association with maternal pre-pregnancy weight. The genetic analysis suggested that genetic and common environmental factors account for most of the variation in externalising disorders (an ACE model was the most parsimonious with genetic factors (A) explaining 46% (95% CI 33% to 60%) of the variance, common environment (C) explaining 42% (95% CI 27% to 54%) and non-shared environmental factors (E) explaining 13% (95% CI 10% to 16%) of the variance. For internalising problems, a CE model was the most parsimonious model with the common environment explaining 51% (95% CI 44% to 58%) of the variance and non-shared environment explaining 49% (95% CI 42% to 56%) of the variance. Moreover, the regression analysis results suggested that children of overweight mothers showed a trend (OR=1.10, 95% CI 0.58% to 2.06) towards being more aggressive and exhibit externalising behaviours compared to children of normal weight mothers. Maternal pre-pregnancy weight may play a role in children's aggressive behaviour. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
Relationship between anthropometry and motor abilities at pre-school age.

PubMed

De Toia, Daniela; Klein, Daniel; Weber, Sarah; Wessely, Nicolas; Koch, Benjamin; Tokarski, Walter; Dordel, Sigrid; Struder, Heiko; Graf, Christine

2009-01-01

Little is known to date about the relationship between poor motor abilities and overweight or obese pre-school children. Thus, this study examined the association between motor abilities and weight status in 1,228 kindergarten children (45.8% female). Anthropometric data were assessed; age 4.7 + or - 1.0 years; height 108.6 + or - 8.0 cm; weight 19.1 + or - 3.6 kg; BMI 16.1 + or - 1.5 kg/m(2). The modified Karlsruher Motor Ability Screening Test was carried out to determine the motor abilities of speed strength, muscular endurance, coordination, flexibility, and speed. Based on the German BMI reference values, 3.5% of the children were obese, 9.6% overweight, 83.4% normal weight, and 3.5% underweight. During various test tasks, below-average motor abilities were discovered in 44.0-47.3%. In all age groups, overweight and obese children did not differ from their normal and underweight counterparts; except for underweight children which fared worse in flexibility. In contrast to former studies with first graders, overweight or obese pre-school children did not possess worse motor abilities than normal weight children. However, the high number of overweight children and motor deficits suggests that preventive measures should start at this early age. Copyright 2009 S. Karger AG, Basel.
Strengthening Children's Math Skills with Enhanced Instruction: The Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes

ERIC Educational Resources Information Center

Mattera, Shira K.; Jacob, Robin; Morris, Pamela A.

2018-01-01

Early math skills are a strong predictor of later achievement for young children, not only in math, but in other domains as well. Exhibiting strong math skills in elementary school is predictive of later high school completion and college attendance. To that end, the Making Pre-K Count and High 5s studies set out to rigorously assess whether…
More than Just IQ: A Longitudinal Examination of Self-Perceived Abilities as Predictors of Academic Performance in a Large Sample of UK Twins

ERIC Educational Resources Information Center

Chamorro-Premuzic, Tomas; Harlaar, Nicole; Greven, Corina U.; Plomin, Robert

2010-01-01

This paper examines the longitudinal causal relationship between self-perceived abilities (SPA) and academic achievement (Ach) while controlling for cognitive ability (CA). In all, 5957 UK school children were assessed on SPA, Ach and CA at ages 9 and 12. Results indicated that SPA and Ach at age 9 independently affected both SPA and Ach at age…
Early Childhood Precursors and School age Correlates of Different Internalising Problem Trajectories Among Young Children.

PubMed

Parkes, Alison; Sweeting, Helen; Wight, Daniel

2016-10-01

It is unclear why trajectories of internalising problems vary between groups of young children. This is the first attempt in the United Kingdom to identify and explain different trajectories of internalising problems from 46 to 94 months. Using both mother- and child-reported data from the large Growing Up in Scotland (GUS) birth cohort (N = 2901; male N = 1497, female N = 1404), we applied growth mixture modelling and multivariable multinomial regression models. Three trajectories were identified: low-stable, high-decreasing and medium-increasing. There were no gender differences in trajectory shape, membership, or importance of covariates. Children from both elevated trajectories shared several early risk factors (low income, poor maternal mental health, poor partner relationship, pre-school behaviour problems) and school-age covariates (low mother-child warmth and initial school maladjustment) and reported fewer supportive friendships at 94 months. However, there were also differences in covariates between the two elevated trajectories. Minority ethnic status and pre-school conduct problems were more strongly associated with the high-decreasing trajectory; and covariates measured after school entry (behaviour problems, mother-child conflict and school maladjustment) with the medium-increasing trajectory. This suggests a greater burden of early risk for the high-decreasing trajectory, and that children with moderate early problem levels were more vulnerable to influences after school transition. Our findings largely support the sparse existing international evidence and are strengthened by the use of child-reported data. They highlight the need to identify protective factors for children with moderate, as well as high, levels of internalising problems at pre-school age, but suggest different approaches may be required.
Patient-reported quality of life outcomes for children with serious congenital heart defects.

PubMed

Knowles, Rachel L; Day, Thomas; Wade, Angie; Bull, Catherine; Wren, Christopher; Dezateux, Carol

2014-05-01

To compare patient-reported, health-related quality of life (QoL) for children with serious congenital heart defects (CHDs) and unaffected classmates and to investigate the demographic and clinical factors influencing QoL. Retrospective cohort study. UK National Health Service. UK-wide cohort of children with serious CHDs aged 10-14 years requiring cardiac intervention in the first year of life in one of 17 UK paediatric cardiac surgical centres operating during 1992-1995. A comparison group of classmates of similar age and sex was recruited. Child self-report of health-related QoL scores (Pediatric Quality of Life Inventory, PedsQL) and parental report of schooling and social activities. Questionnaires were completed by 477 children with CHDs (56% boys; mean age 12.1 (SD 1.0) years) and 464 classmates (55%; 12.0 (SD 1.1) years). Children with CHDs rated QoL significantly lower than classmates (CHDs: median 78.3 (IQR 65.0-88.6); classmates: 88.0 (80.2-94.6)) and scored lower on physical (CHDs: 84.4; classmates: 93.8; difference 9.4 (7.8 to 10.9)) and psychosocial functioning subscales (CHDs: 76.7, classmates: 85.0; difference 8.3 (6.0 to 10.6)). Cardiac interventions, school absence, regular medications and non-cardiac comorbidities were independently associated with reduced QoL. Participation in sport positively influenced QoL and was associated with higher psychosocial functioning scores. Children with serious CHDs experience lower QoL than unaffected classmates. This appears related to the burden of clinical intervention rather than underlying cardiac diagnosis. Participation in sports activities is positively associated with increased emotional well-being. Child self-report measures of QoL would be a valuable addition to clinical outcome audit in this age group.
Parental knowledge of pre-school child oral health.

PubMed

Prabhu, Anand; Rao, Arun Prasad; Reddy, Venugopal; Ahamed, Syed Shaheed; Muhammad, Shameer; Thayumanavan, Shanmugam

2013-10-01

The dental health of preschool children has extensive implications on the oral heath of the individual as he grows into an adult. Parents/guardians of preschool children play a central role in enforcing proper oral hygiene and preventive regime in these children. This study was conducted with the aim of describing the views of parents/guardians about the dental health of pre-school children. Response was obtained on a 21 point questionnaire from randomly visiting parents of the outpatient section of Rajah Muthiah dental college and Hospital, Annamalainagar, India. The findings of the present study point towards poor awareness among the parents/guardians of preschool children, pertaining to their childs' oral health and this could directly translate to poor oral health among the children in this area.
Development of a database of organ doses for paediatric and young adult CT scans in the United Kingdom

PubMed Central

Kim, K. P.; Berrington de González, A.; Pearce, M. S.; Salotti, J. A.; Parker, L.; McHugh, K.; Craft, A. W.; Lee, C.

2012-01-01

Despite great potential benefits, there are concerns about the possible harm from medical imaging including the risk of radiation-related cancer. There are particular concerns about computed tomography (CT) scans in children because both radiation dose and sensitivity to radiation for children are typically higher than for adults undergoing equivalent procedures. As direct empirical data on the cancer risks from CT scans are lacking, the authors are conducting a retrospective cohort study of over 240 000 children in the UK who underwent CT scans. The main objective of the study is to quantify the magnitude of the cancer risk in relation to the radiation dose from CT scans. In this paper, the methods used to estimate typical organ-specific doses delivered by CT scans to children are described. An organ dose database from Monte Carlo radiation transport-based computer simulations using a series of computational human phantoms from newborn to adults for both male and female was established. Organ doses vary with patient size and sex, examination types and CT technical settings. Therefore, information on patient age, sex and examination type from electronic radiology information systems and technical settings obtained from two national surveys in the UK were used to estimate radiation dose. Absorbed doses to the brain, thyroid, breast and red bone marrow were calculated for reference male and female individuals with the ages of newborns, 1, 5, 10, 15 and 20 y for a total of 17 different scan types in the pre- and post-2001 time periods. In general, estimated organ doses were slightly higher for females than males which might be attributed to the smaller body size of the females. The younger children received higher doses in pre-2001 period when adult CT settings were typically used for children. Paediatric-specific adjustments were assumed to be used more frequently after 2001, since then radiation doses to children have often been smaller than those to adults. The database here is the first detailed organ-specific paediatric CT scan database for the UK. As well as forming the basis for the UK study, the results and description of the methods will also serve as a key resource for paediatric CT scan studies currently underway in other countries. PMID:22228685
Development of a database of organ doses for paediatric and young adult CT scans in the United Kingdom.

PubMed

Kim, K P; Berrington de González, A; Pearce, M S; Salotti, J A; Parker, L; McHugh, K; Craft, A W; Lee, C

2012-07-01

Despite great potential benefits, there are concerns about the possible harm from medical imaging including the risk of radiation-related cancer. There are particular concerns about computed tomography (CT) scans in children because both radiation dose and sensitivity to radiation for children are typically higher than for adults undergoing equivalent procedures. As direct empirical data on the cancer risks from CT scans are lacking, the authors are conducting a retrospective cohort study of over 240,000 children in the UK who underwent CT scans. The main objective of the study is to quantify the magnitude of the cancer risk in relation to the radiation dose from CT scans. In this paper, the methods used to estimate typical organ-specific doses delivered by CT scans to children are described. An organ dose database from Monte Carlo radiation transport-based computer simulations using a series of computational human phantoms from newborn to adults for both male and female was established. Organ doses vary with patient size and sex, examination types and CT technical settings. Therefore, information on patient age, sex and examination type from electronic radiology information systems and technical settings obtained from two national surveys in the UK were used to estimate radiation dose. Absorbed doses to the brain, thyroid, breast and red bone marrow were calculated for reference male and female individuals with the ages of newborns, 1, 5, 10, 15 and 20 y for a total of 17 different scan types in the pre- and post-2001 time periods. In general, estimated organ doses were slightly higher for females than males which might be attributed to the smaller body size of the females. The younger children received higher doses in pre-2001 period when adult CT settings were typically used for children. Paediatric-specific adjustments were assumed to be used more frequently after 2001, since then radiation doses to children have often been smaller than those to adults. The database here is the first detailed organ-specific paediatric CT scan database for the UK. As well as forming the basis for the UK study, the results and description of the methods will also serve as a key resource for paediatric CT scan studies currently underway in other countries.
Learning through English Language in Early Childhood Education: A Case of English Medium Schools in China

ERIC Educational Resources Information Center

Mwalongo, Leopard Jacob

2016-01-01

In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a…
Pre-Service Biology Teachers' and Primary School Students' Attitudes toward and Knowledge about Snakes

ERIC Educational Resources Information Center

Tomazic, Iztok

2011-01-01

Snakes are controversial animals emblazoned by legends, but also endangered as a result of human prejudice and fear. The author investigated gender and age-related differences in attitudes to and knowledge of snakes comparing samples of school children and pre-service teachers. It was found that although pre-service teachers had better knowledge…
Confirmatory Factor Analysis of the "Preschool Behavioral and Emotional Rating Scale" (PreBERS) with Preschool Children with Disabilities

ERIC Educational Resources Information Center

Cress, Cynthia J.; Synhorst, Lori; Epstein, Michael H.; Allen, Elizabeth

2012-01-01

The "Preschool Behavioral and Emotional Rating Scale" (PreBERS) is a standardized, norm-referenced instrument that assesses emotional and behavioral strengths of preschool children. This study investigated whether the PreBERS four-factor structure (i.e., emotional regulation, school readiness, social confidence, and family involvement)…

Brief report: application of the TEACCH program on Chinese pre-school children with autism--Does culture make a difference?

PubMed

Tsang, Sandra K M; Shek, Daniel T L; Lam, Lorinda L; Tang, Florence L Y; Cheung, Penita M P

2007-02-01

A longitudinal study was conducted on 34 children with autism to evaluate the usefulness of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) program for Chinese pre-school children in Hong Kong. Eighteen children received full-time center-based TEACCH program training. The control group included 16 children who received different types of individualized or group training but not TEACCH program training. Instruments validated in Hong Kong were used to assess the children's cognitive, social adaptive functioning and developmental abilities before and during the training at 6-month intervals for 12 months. Children in the experimental group showed better outcomes at posttest. They also showed progress in different developmental domains over time. The study provided initial support for the effectiveness of using the TEACCH program with Chinese children.
[Worrying behaviour in pre-school children aged three to seven years: a factor analysis of the results of a questionnaire].

PubMed

Pilecki, Maciej Wojciech; Kowal, Małgorzata; Woronkowicz, Agnieszka; Sobiecki, Jan; Kryst, Łukasz; Kamińska-Reyman, Jadwiga

2014-01-01

The aims of the study were: 1) the assessment of the interaction between the factors specified for behavioural problems observed in pre-school children based on a factor analysis and 2) the assessment of the relationship the specified factors have with the age and gender of the study group. A factor analysis based on a Principal Component Analysis of the main results of a Disturbing Behaviour Questionnaire (DBQ) completed by pre-school teachers, which includes categories of behaviour observed among pre-school age children that provoke the greatest concern among parents, guardians and educators. Nine-hundred and sixty-one children aged from 2.7 to 7.9 years (mean: 5.4; SD 1.13) from randomly chosen pre-schools in all districts of Krak6w. Based on a screen plot, as well as on a substantive analysis of the results, a decision was taken to employ a four-factor analysis (Lagging behind, Excessive behaviour, Eating-avoidance and Overeating) explaining 68% of the common factor variance. A very high Cronbach's alpha value was returned for the reliability of the individual scales. The conducted analysis of the relationship of the scales with age and gender indicated a greater intensity of disturbing behaviour in boys for the Lagging behind factor, the Excessive behaviour factor and the overall scale for the Disturbing Behaviour Questionnaire (DBQ). These were the scales, along with the Eating-avoidance scale, that were found to be related to age. A greater intensity of disturbing behaviour was found to occur in the younger children. The relationship between the Overeating and Excessive behaviour scales that was found among girls but not among boys indicated that--even at such a young age--the characteristics associated with eating in the context of gender were already present. The authors consider that the coherence of the results obtained and their consistency with other studies ofpre-school age children provide a sound platform for further analyses using the questionnaire described above.
Beyond height and weight: a programme of school nurse assessed skinfold measurements from white British and South Asian origin children aged 4-5 years within the Born in Bradford cohort study.

PubMed

West, Jane; Santorelli, Gillian; Lennon, Laura; O'Connell, Kathy; Corkett, John; Wright, John; Brierley, Shirley; Whincup, Peter; Cameron, Noel; Lawlor, Debbie A

2015-11-26

To describe the feasibility, reliability and additional information gained from collecting additional body fatness measures (beyond height and weight) from UK reception year children. Prospective cohort study. Bradford, UK. 2458 reception year children participating in the Born in Bradford (BiB) cohort study. The feasibility and reliability of subscapular and triceps skinfold measurements and differences in adiposity between ethnic groups. Of those children who were matched to their school, 91% had a subscapular skinfold measurement and 92% had a triceps skinfold measurement recorded. Reliability was generally over 90% for all measurers and both measurements. Pakistani children were slightly taller but weighed less and had lower triceps skinfold thickness (mean difference -1.8 mm, 95% CI -2.1 to -1.4 mm) but higher subscapular (mean difference 0.1 mm, 95% CI -0.1 to 0.4 mm) than white British children. We have shown that it is feasible for school nurses to collect skinfold measurements in a similar way to the height and weight measurements collected from reception year children for the National Child Measurement Programme (NCMP), and that these measurements are reliable. It is important for healthcare practice to acknowledge ethnic-specific risk and these additional measurements can provide important information to examine population-level risk in populations with large proportions of South Asian children. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
Cross-sectional analysis of eating patterns and snacking in the US Feeding Infants and Toddlers Study 2008.

PubMed

Deming, Denise M; Reidy, Kathleen C; Fox, Mary Kay; Briefel, Ronette R; Jacquier, Emma; Eldridge, Alison L

2017-06-01

To explore eating patterns and snacking among US infants, toddlers and pre-school children. The Feeding Infants and Toddlers Study (FITS) 2008 was a cross-sectional national survey of children aged 6-47 months, weighted to reflect US age and racial/ethnic distributions. Dietary data were collected using one multiple-pass 24h recall. Eating occasions were categorized as meals, snacks or other (comprised of all feedings of breast milk and/or infant formula). The percentage of children consuming meals and snacks and their contribution to total energy, the number of snacks consumed per day, energy and nutrients coming from snacks and the most commonly consumed snacks were evaluated by age. A national sample of US infants, toddlers and pre-school children. A total of 2891 children in five age groups: 6-8 months (n 249), 9-11 months (n 256), 12-23 months (n 925), 24-35 months (n 736) and 36-47 months (n 725). Snacks were already consumed by 37 % of infants beginning at 6 months; by 12 months of age, nearly 95 % were consuming at least one snack per day. Snacks provided 25 % of daily energy from the age of 12 months. Approximately 40 % of toddlers and pre-school children consumed fruit and cow's milk during snacks; about 25 % consumed 100 % fruit juice. Cookies were introduced early; by 24 months, 57 % consumed cookies or candy in a given day. Snacking is common, contributing significantly to daily energy and nutrient needs of toddlers and pre-school children. There is room for improvement, however, with many popular snacking choices contributing to excess sugar.
Comparative Investigation of Indicators of Growth and Behavioral Disorders in Children with Normal, Low, and Very Low Birth Weight at Pre-school Age in Isfahan during 2015

PubMed Central

Yousefi, Marzieh; Abdeyazdan, Zahra; Ehsanpour, Soheila

2017-01-01

Introduction: Birth weight is one of the most important indicators of infant's health and could predict their health condition in future. This study was conducted to determine and compare indicators of growth [weight, height, and body mass index (BMI)] and behavioral disorders in children with normal, low, and very low birth weight at pre-school age. Materials and Methods: In this descriptive analytical study, 236 children (126 with normal weight, 100 with low birth weight, and 10 with very low birth weight) at pre-school age were investigated in three groups. Data collection tools were a two-part questionnaire including the Rutter Children Behavior Questionnaire for parents, and parents’ and children's demographic characteristics questionnaire, scale, and stadiometer. Data were analyzed using descriptive statistics, variance analysis, Chi square, and Kruskal–Wallis tests. Results: The mean of weight, height, and BMI at pre-school age in three groups had a significant difference (P = 0.009) and it was lower in the group with very low birth weight than the other two groups; however, the difference between the group with normal birth weight and the group with low birth weight was not significant (P = 0.10). The mean score of behavioral disorder had no significant difference between groups (P = 0.49). Conclusions: Results showed that children with very low birth weight grew less than the other two groups. Therefore, this group needs special attention and long-term follow-up for taking care of them to ensure better growth. It is recommended to conduct more extended studies to evaluate behavioral disorders in these children. PMID:28382052
Comparative Investigation of Indicators of Growth and Behavioral Disorders in Children with Normal, Low, and Very Low Birth Weight at Pre-school Age in Isfahan during 2015.

PubMed

Yousefi, Marzieh; Abdeyazdan, Zahra; Ehsanpour, Soheila

2017-01-01

Birth weight is one of the most important indicators of infant's health and could predict their health condition in future. This study was conducted to determine and compare indicators of growth [weight, height, and body mass index (BMI)] and behavioral disorders in children with normal, low, and very low birth weight at pre-school age. In this descriptive analytical study, 236 children (126 with normal weight, 100 with low birth weight, and 10 with very low birth weight) at pre-school age were investigated in three groups. Data collection tools were a two-part questionnaire including the Rutter Children Behavior Questionnaire for parents, and parents' and children's demographic characteristics questionnaire, scale, and stadiometer. Data were analyzed using descriptive statistics, variance analysis, Chi square, and Kruskal-Wallis tests. The mean of weight, height, and BMI at pre-school age in three groups had a significant difference ( P = 0.009) and it was lower in the group with very low birth weight than the other two groups; however, the difference between the group with normal birth weight and the group with low birth weight was not significant ( P = 0.10). The mean score of behavioral disorder had no significant difference between groups ( P = 0.49). Results showed that children with very low birth weight grew less than the other two groups. Therefore, this group needs special attention and long-term follow-up for taking care of them to ensure better growth. It is recommended to conduct more extended studies to evaluate behavioral disorders in these children.
Identifying play characteristics of pre-school children with developmental coordination disorder via parental questionnaires.

PubMed

Rosenblum, Sara; Waissman, Pola; Diamond, Gary W

2017-06-01

Motor coordination deficits that characterize children with Developmental Coordination Disorder (DCD) affect their quality of participation. The aim of the current study was to identify play characteristics of young children with DCD, compared to those of children with typical development in three dimensions: activity and participation, environmental factors and children's impairments. Sixty-four children, aged four to six years, participated. Thirty were diagnosed as having DCD; the remaining 34 children were age, gender and socioeconomic level matched controls with typical development. The children were evaluated by the M-ABC. In addition, their parents completed a demographic questionnaire, the Children's Activity Scale for Parents (CHAS-P), the Children's Leisure Assessment Scale for preschoolers (CLASS-Pre), and My Child's Play Questionnaire (MCP). Children with DCD performed significantly poorer in each of the four play activity and participation domains: variety, frequency, sociability, and preference (CLASS-Pre). Furthermore, their environmental characteristics were significantly different (MCP). They displayed significantly inferior performance (impairments) in interpersonal interaction and executive functioning during play, in comparison to controls (MCP). Moreover, the children's motor and executive control as reflected in their daily function as well as their activities of daily living (ADL) performance level, contributed to the prediction of their global play participation. The results indicate that the use of both the CLASS-Pre and the MCP questionnaires enables the identification of unique play characteristics of pre-school children with DCD via parents' reports. A better insight into these characteristics may contribute to theoretical knowledge and clinical practice to improve the children's daily participation. Copyright © 2016 Elsevier B.V. All rights reserved.
Chronic fatigue syndrome (CFS) or myalgic encephalomyelitis (ME) is different in children compared to in adults: a study of UK and Dutch clinical cohorts.

PubMed

Collin, Simon M; Nuevo, Roberto; van de Putte, Elise M; Nijhof, Sanne L; Crawley, Esther

2015-10-28

To investigate differences between young children, adolescents and adults with chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME). Comparison of clinical cohorts from 8 paediatric and 27 adult CFS/ME services in the UK and a paediatric randomised controlled trial from the Netherlands. Outcome measures include: fatigue (the UK-Chalder Fatigue Scale); Disability (the UK-SF-36 physical function subscale; the Netherlands-CHQ-CF87); school attendance, pain, anxiety and depression (the UK-Hospital Anxiety & Depression Scale, Spence Children's Anxiety Scale; the Netherlands-Spielberger State-Trait Anxiety Inventory for Children, Children's Depression Inventory); symptoms; time-to-assessment; and body mass index. We used multinomial regression to compare younger (aged <12 years) and older (aged 12-18 years) children with adults, and logistic regression to compare UK and Dutch adolescents. Younger children had a more equal gender balance compared to adolescents and adults. Adults had more disability and fatigue, and had been ill for longer. Younger children were less likely to have cognitive symptoms (OR 0.18 (95% CI 0.13 to 0.25)) and more likely to present with a sore throat (OR 1.42 (1.07 to 1.90). Adolescents were more likely to have headaches (81.1%, OR 1.56 (1.36% to 1.80%)) and less likely to have tender lymph nodes, palpitations, dizziness, general malaise and pain, compared to adults. Adolescents were more likely to have comorbid depression (OR 1.51 (1.33 to 1.72)) and less likely to have anxiety (OR 0.46 (0.41 to 0.53)) compared to adults. Paediatricians need to recognise that children with CFS/ME present differently from adults. Whether these differences reflect an underlying aetiopathology requires further investigation. FITNET trial registration numbers are ISRCTN59878666 and NCT00893438. This paper includes secondary (post-results) analysis of data from this trial, but are unrelated to trial outcomes. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
Developing Mainstream Resource Provision for Pupils with Autism Spectrum Disorder: Staff Perceptions and Satisfaction

ERIC Educational Resources Information Center

Bond, Caroline; Hebron, Judith

2016-01-01

The majority of children and young people with autism spectrum disorder are educated in mainstream schools. The diverse needs of this group of pupils has led to a continuum of provision being promoted in the UK and other countries, and developed at a local level. This continuum includes mainstream schools with resource provision which can offer…
Ants, Apples and the ABCs: The Use of Commercial Phonics Programmes in Prior-to-School Children's Services

ERIC Educational Resources Information Center

Campbell, Stacey; Torr, Jane; Cologon, Kathy

2012-01-01

Commercial phonics programmes (e.g. Jolly Phonics and Letterland) are becoming widely used in the early years of school. These programmes claim to use a systematic explicit approach, considered as the preferred method of phonics instruction for teaching alphabetic code-breaking skills in Australia and the UK in the first years of school…
Designing and Constructing an Exemplar Zero Carbon Primary School in the City of Exeter, United Kingdom

ERIC Educational Resources Information Center

Tatchell, Arthur

2012-01-01

The United Kingdom's (UK) 2008 Budget announced the government's ambition that all new non-domestic buildings should be zero carbon from 2016. In order to take this goal forward, the Department for Children, Schools and Families (DCSF) established the Zero Carbon Task Force (ZCTF); its objective was to advise on how England can achieve this…
The Use and Usefulness of a Parent Questionnaire to Help Schools Identify Disability

ERIC Educational Resources Information Center

Feiler, Anthony; Porter, Jill; Daniels, Harry; Georgeson, Jan; Hacker, Jane; Martin, Sue

2012-01-01

The Equality Act 2010 will be implemented in full in 2011, and schools in the UK will have to provide special aids or services for children with disabilities where this provision is considered reasonable. This paper reports on staff perspectives on the use and usefulness of a parental questionnaire on disability from a sample of 49 schools…
Developing Mainstream Resource Provision for Pupils with Autism Spectrum Disorder: Parent and Pupil Perceptions

ERIC Educational Resources Information Center

Hebron, Judith; Bond, Caroline

2017-01-01

The diverse needs of pupils with autism spectrum disorder (ASD) have led to a continuum of educational provision being promoted in many countries, and which is often developed at a local level. The majority of children and young people with ASD in the UK attend mainstream schools, and resourced mainstream schools are increasingly part of this…
Experiences of parents of children with special needs at school entry: a mixed method approach.

PubMed

Siddiqua, A; Janus, M

2017-07-01

The transition from pre-school to kindergarten can be complex for children who need special assistance due to mental or physical disabilities (children with 'special needs'). We used a convergent mixed method approach to explore parents' experiences with service provision as their children transitioned to school. Parents (including one grandparent) of 37 children aged 4 to 6 years completed measures assessing their perceptions of and satisfaction with services. Semi-structured interviews were also conducted with 10 parents to understand their experience with services. Post transition, parents reported lower perceptions of services and decreased satisfaction than pre-transition. The following themes emerged from the qualitative data: qualities of services and service providers, communication and information transfer, parent advocacy, uncertainty about services, and contrasts and contradictions in satisfaction. The qualitative findings indicate that parents were both satisfied and concerned with aspects of the post-transition service provision. While the quantitative results suggested that parents' experience with services became less positive after their children entered school, the qualitative findings illustrated the variability in parents' experiences and components of service provision that require improvements to facilitate a successful school entry. © 2017 John Wiley & Sons Ltd.
Associations between Peer Bullying and Classroom Concentration: Evidence for Mediation by Perceived Personal Safety and Relationship with Teacher

ERIC Educational Resources Information Center

Boulton, Michael; Woodmansey, Helen; Williams, Emma; Spells, Ruth; Nicholas, Beth; Laxton, Eleanor; Holman, Gemma; Duke, Elizabeth

2012-01-01

Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9-11-year-old children attending seven junior schools in the UK, we tested a model in which children's perceived safety in two contexts (classroom and…
Poverty, Family Resources and Children's Early Educational Attainment: The Mediating Role of Parenting

ERIC Educational Resources Information Center

Kiernan, Kathleen E.; Mensah, Fiona K.

2011-01-01

This study uses longitudinal data from the UK Millennium Cohort Study to show the extent to which episodic and more persistent poverty in early childhood and the lack of other family resources disadvantage children at the start of their school careers in terms of whether they have achieved the target indicator of "good level of…
Better Communication Research Programme: Language and Literacy Attainment of Pupils during Early Years and through KS2: Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Brief. DFE-RB172a

ERIC Educational Resources Information Center

Snowling, Margaret J.; Hulme, Charles; Bailey, Alison M.; Stothard, Susan E.; Lindsay, Geoff

2011-01-01

It is well-established that language skills are amongst the best predictors of educational success. Consistent with this, findings from a population-based longitudinal study of parents and children in the UK indicate that language development at the age of two years predicts children's performance on entering primary school. Moreover, children who…
Foreign Languages at the Pre-School Level.

ERIC Educational Resources Information Center

Eichmann, Raymond; Ford, James F.

French was added to the early childhood curriculum at the New School in Fayetteville, Arkansas, after a review of the literature on the subject indicated potential beneficial effects of teaching foreign languages to young children. Some of the advantages to be gained by the children were greater readiness for school work in general, greater…
Involving Parents in Early Childhood Research as Reliable Assessors

ERIC Educational Resources Information Center

Krieg, Susan; Curtis, David

2017-01-01

This paper reports findings in relation to one aspect of the "I Go to School" research project carried out in South Australia which tracked children attending integrated pre-school/childcare centres as they made their transition to school. Eight centres participated in the study involving 347 children. In order to measure some of the…
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…

Get Fit for Life: Elementary School Group Counseling with a Twist

ERIC Educational Resources Information Center

Springer, Sarah I.

2014-01-01

A significant number of elementary school-aged children participate in some form of athletic activity. As they become pre-teens, the percentage of these children involved in sports lessens, especially as children begin to recognize differences in athletic abilities. Research assessing youth sports suggests that adults and peers can increase…
Prenatal to Preschool: An Integrated Approach to School Readiness for Native Hawaiian Children.

ERIC Educational Resources Information Center

Herman, Hannah; And Others

This report outlines the Pre-kindergarten Educational Program (PREP) of Kamehameha Schools Bishop Estate in Hawaii, an integrated early education program serving families with children from the prenatal stage through age 5. The paper first discusses the program's three components and how they adapt to developmental changes in children and…
Risk Diagnosis for the Development of Social Behaviour Disorders in Pre-school Children.

ERIC Educational Resources Information Center

Butollo, W.

This paper is a summary of a study concerned with identification of risk variables which affect the development of social and emotional behavior in young children. Families with pre-schoolers responded to a questionnaire designed to screen children who might be considered high risk. The screening results were validated with behavior observations…
The impact of the Iowa Children's Water Festival on the children's attitudes and behaviors toward the environment

NASA Astrophysics Data System (ADS)

Kim, Sang-Min

The purpose of this study was to investigate the impact of the Iowa Children's Water Festival on selected Iowa fifth graders' attitudes toward the environment. The researcher evaluated fifth graders' attitudinal/behavioral changes toward the environment before and after their participation in the 2003 Iowa Children's Water Festival. Of the total number of 38 schools participating in the ICWF, 12 schools (participants n = 274) that completed both the pre/posttest Children's Attitudes Toward the Environment Scale (CATES) were assigned to the experimental group. Three of 12 schools (participants n = 42) that did not participate in the ICWF and returned the pretest CATES were assigned to the control group. Participants (n = 274) were compared to non-participants (n = 42) to determine whether there were substantial differences in the general attitudes toward the environment based on several factors (e.g., pre/posttest, gender, locale, and school type). A one-page survey instrument (CATES) was administered two times (pre/posttest) in a three week period for both groups. Descriptive, inferential statistics were used to investigate whether children who participated in the ICWF improved their attitudes toward the environment compared to children who did not participate in the educational event. An analysis of covariance was employed to test the hypothesis. ANCOVA (regression fashion) indicated that there was no difference in posttest CATES scores between those children who attended the ICWF compared to those who did not attend. To explore the long-term impacts of the participants' attitudinal/behavioral changes, a qualitative follow-up interview was conducted six months after the children's attendance at the 2003 ICWF. Six students from a central, rural elementary school that completed both the pre/posttest CATES were interviewed employing open-ended interview questions. The results suggested that not only are such factors as knowledge gain and behavioral changes critical in the continuum of behavioral change, but factors like family involvement, teacher's enthusiasm and role-modeling, student's internal locus of control on environmental issues, and a curriculum that is hands-on are also essential for reaching the ultimate goals of forming environmentally responsible behaviors in younger children.
Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study

ERIC Educational Resources Information Center

Peisner-Feinberg, Ellen; Schaaf, Jennifer; LaForett, Dore

2013-01-01

Georgia has one of the few state-funded universal pre-kindergarten programs in the United States, with the aim of providing pre-k services to all 4-year-olds whose families want their children to participate in the program, regardless of family income level. In the 2011-2012 school year, Georgia's Pre-K Program served a total of over 94,000…
Development of an effective communication strategy for the prevention of burns in children: the PRIUS project

PubMed Central

Cedri, S.; Briguglio, E.; Cedri, C.; Masellis, A.; Crenca, A.; Pitidis, A.

2015-01-01

Summary This study has developed a learning kit for the prevention of domestic burns in childhood. The main objective was to trial an educational package for children (nursery and primary classes), for the prevention of burns, to be implemented through education in schools. The educational kit comprises posters, information leaflets, comic books, and pre and post education evaluation materials for school children, parents and teachers. Recipients of the preliminary study were the students of nine schools in the eight Italian cities where Burn Centers are located. In order to reach the target groups of children, it was necessary to identify the most effective communication strategy to convey the burn prevention message. For nursery school children, it was not possible to use tools with written texts alone, as they were not yet literate. Moreover, even for older children, it was necessary to find an attractive tool to catch their attention and interest, promoting the understanding and memorization of lessons learned. The most suitable means was found to be comic strips, allowing the messages to be conveyed through images as well as words. A total of 370 children (195 from nurseries and 175 from primary schools) participated in the trial of the educational kit. Overall, for every environment represented in the evaluation table, the ability to recognize the dangers among both the pre-school and primary school children increased significantly after the training activity. In conclusion, the educational kit has been positively assessed. PMID:27252606
Development of an effective communication strategy for the prevention of burns in children: the PRIUS project.

PubMed

Cedri, S; Briguglio, E; Cedri, C; Masellis, A; Crenca, A; Pitidis, A

2015-06-30

This study has developed a learning kit for the prevention of domestic burns in childhood. The main objective was to trial an educational package for children (nursery and primary classes), for the prevention of burns, to be implemented through education in schools. The educational kit comprises posters, information leaflets, comic books, and pre and post education evaluation materials for school children, parents and teachers. Recipients of the preliminary study were the students of nine schools in the eight Italian cities where Burn Centers are located. In order to reach the target groups of children, it was necessary to identify the most effective communication strategy to convey the burn prevention message. For nursery school children, it was not possible to use tools with written texts alone, as they were not yet literate. Moreover, even for older children, it was necessary to find an attractive tool to catch their attention and interest, promoting the understanding and memorization of lessons learned. The most suitable means was found to be comic strips, allowing the messages to be conveyed through images as well as words. A total of 370 children (195 from nurseries and 175 from primary schools) participated in the trial of the educational kit. Overall, for every environment represented in the evaluation table, the ability to recognize the dangers among both the pre-school and primary school children increased significantly after the training activity. In conclusion, the educational kit has been positively assessed.
Family Support or School Readiness? Contrasting Models of Public Spending on Children's Early Care and Learning. Evidence Speaks Reports, Vol 1, #16

ERIC Educational Resources Information Center

Whitehurst, Grover J.

2016-01-01

In the United States, public policy and expenditure intended to improve the prospects of children from low-income families have focused on better preparing children for school through Head Start and universal pre-K. This school readiness approach differs from the dominant model of public support for early care and learning in Northern Europe,…
Nutrient intakes among children and adolescents eating usual pizza products in school lunch compared with pizza meeting HealthierUS School Challenge criteria.

PubMed

Hur, In Young; Marquart, Len; Reicks, Marla

2014-05-01

Pizza is a popular food that can contribute to high intakes of saturated fat and sodium among children and adolescents. The objective of this study was to compare daily nutrient intakes when a pizza product meeting the US Department of Agriculture's criteria for competitive food entrées under the HealthierUS School Challenge (HUSSC) was substituted for usual pizza products consumed during foodservice-prepared school lunch. The study used National Health and Nutrition Examination Survey (2005-2008) dietary recall data from a cross-sectional sample of US children and adolescents (age 5 to 18 years, n=337) who ate pizza during school lunch on 1 day of dietary recall. Daily nutrient intakes based on the consumption of usual pizza products for school lunch (pre-modeled) were compared with intakes modeled by substituting nutrient values from an HUSSC whole-grain pizza product (post-modeled). Paired t tests were used to make the comparison. Post-modeled intakes were lower in daily energy, carbohydrate, total fat, saturated fat, cholesterol, and sodium compared with pre-modeled intakes among children and adolescents (P<0.01). Protein, dietary fiber, vitamin A, and potassium intakes were higher in the post-modeled intake condition compared with the pre-modeled condition (P<0.01). Substituting the healthier pizza product for usual pizza products may significantly improve dietary quality of children and adolescents eating pizza for school lunch, indicating that it could be an effective approach to improve the nutritional quality of school lunch programs. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.
Factors associated with the health and cognition of 6-year-old to 8-year-old children in KwaZulu-Natal, South Africa.

PubMed

Ajayi, Oluwakemi R; Matthews, Glenda; Taylor, Myra; Kvalsvig, Jane; Davidson, Leslie L; Kauchali, Shuaib; Mellins, Claude A

2017-05-01

To investigate 6-year-old to 8-year-old children's health, nutritional status and cognitive development in a predominantly rural area of KwaZulu-Natal, South Africa. Cohort study of 1383 children investigating the association of demographic variables (area of residence, sex, pre-school education, HIV status, height for age and haemoglobin level) and family variables (socioeconomic status, maternal and paternal level of education), with children's cognitive performance. The latter was measured using the Grover-Counter Scale of Cognitive Development and subtests of the Kaufman Assessment Battery for Children, second edition (KABC-II). General linear models were used to determine the effect of these predictors. Area of residence and height-for-age were the statistically significant factors affecting cognitive test scores, regardless of attending pre-school. Paternal level of education was also significantly associated with the cognitive test scores of the children for all three cognitive test results, whereas HIV status, sex and their socioeconomic status were not. Children with low cognitive scores tended to be stunted (low height-for-age scores), lacked pre-school education and were younger. Area of residence and their parents' educational level also influenced their cognition. © 2017 John Wiley & Sons Ltd.
"Get off the sofa and go and play": Family and socioeconomic influences on the physical activity of 10–11 year old children

PubMed Central

Brockman, Rowan; Jago, Russell; Fox, Kenneth R; Thompson, Janice L; Cartwright, Kim; Page, Angie S

2009-01-01

Background Physical activity declines as children approach puberty. Research has focussed on psychosocial, environmental, and demographic determinants. This paper explores how family and socioeconomic factors are related to children's physical activity. Methods Seventeen focus groups were conducted with 113, 10–11 year old children from 11 primary schools in Bristol, UK. Focus groups examined: 1) the way parents encourage their children to be physically active; 2) the extent to which physical activity is engaged in as a family; and 3) the types of non-family based physical activities Year 6 children commonly participate in. Results Participants from all socioeconomic (SES) groups reported that parents encouraged them to be physically active. However approaches differed. Children from middle/high SES schools were assisted through actions such as logistical and financial support, co-participation and modelling. Parents of children from low SES schools mainly restricted their input to verbal encouragement and demands. Participation in family-based activities was reported to be higher in children from middle/high SES schools than children from low SES schools. All SES groups reported time to be a limiting factor in family-based activity participation. Cost was reported as a significant barrier by children from low SES schools. Children from middle/high SES schools reported engaging in more sports clubs and organised activities than children from low SES schools, who reported participating in more unstructured activities or 'free play' with friends. Conclusion The family is important for encouraging children to be physically active, but families from different socioeconomic backgrounds support their children in different ways. This research suggests that the design of physical activity interventions, which might include working with families, requires tailoring to groups from different socio-economic backgrounds. PMID:19622143
Maternal pre-pregnancy obesity and neuropsychological development in pre-school children: a prospective cohort study.

PubMed

Casas, Maribel; Forns, Joan; Martínez, David; Guxens, Mònica; Fernandez-Somoano, Ana; Ibarluzea, Jesus; Lertxundi, Nerea; Murcia, Mario; Rebagliato, Marisa; Tardon, Adonina; Sunyer, Jordi; Vrijheid, Martine

2017-10-01

BackgroundMaternal pre-pregnancy obesity may impair infant neuropsychological development, but it is unclear whether intrauterine or confounding factors drive this association.MethodsWe assessed whether maternal pre-pregnancy obesity was associated with neuropsychological development in 1,827 Spanish children. At 5 years, cognitive and psychomotor development was assessed using McCarthy Scales of Children's Abilities, attention deficit hyperactivity disorder (ADHD) symptoms using the Criteria of Diagnostic and Statistical Manual of Mental Disorders, and autism spectrum disorder symptoms using the Childhood Asperger Syndrome Test. Models were adjusted for sociodemographic factors and maternal intelligence quotient. We used paternal obesity as negative control exposure as it involves the same source of confounding than maternal obesity.ResultsThe percentage of obese mothers and fathers was 8% and 12%, respectively. In unadjusted models, children of obese mothers had lower scores than children of normal weight mothers in all McCarthy subscales. After adjustment, only the verbal subscale remained statistically significantly reduced (β: -2.8; 95% confidence interval: -5.3, -0.2). No associations were observed among obese fathers. Maternal and paternal obesity were associated with an increase in ADHD-related symptoms. Parental obesity was not associated with autism symptoms.ConclusionMaternal pre-pregnancy obesity was associated with a reduction in offspring verbal scores at pre-school age.
Cultural Socialization and School Readiness of African American and Latino Preschoolers

PubMed Central

Caughy, Margaret O’Brien; Owen, Margaret Tresch

2014-01-01

Cultural socialization practices are common among ethnic minority parents and important for ethnic minority child development. However, little research has examined these practices among parents of very young children. In this study, we report on cultural socialization practices among a sample of parents of low income, African American (n = 179) and Latino (n = 220) preschool-age children in relation to children’s school readiness. Cultural socialization was assessed when children were 2½ years old, and child outcomes assessed one year later included pre-academic skills, receptive language, and child behavior. Children who experienced more frequent cultural socialization displayed greater pre-academic skills, better receptive language, and fewer behavior problems. This association did not differ by child gender or ethnicity. The implications of these findings for the development of parent interventions to support school readiness are discussed. PMID:25364832
New Mexico PreK Program Annual Report for School Year 2015-2016

ERIC Educational Resources Information Center

Jacobsen, Monique; Skandera, Hanna

2017-01-01

The purpose of the PreK Annual Report is to comply with statute and inform stakeholders regarding the Children, Youth and Families Department's (CYFD) and the Public Education Department's (PED) efforts and how these are connected to the State's current PreK initiatives. This funding was continued for the 2015-16 school year. In addition, CYFD…
Effects of Group and Situational Factors on Pre-Adolescent Children's Attitudes to School Bullying

ERIC Educational Resources Information Center

Nesdale, Drew; Scarlett, Michael

2004-01-01

This study examined the effect on pre-adolescent children's attitudes to bullying of one group-based variable (group status) and two situational variables (rule legitimacy and rule consistency). Pre-adolescent boys (n = 229) read a story about a group of boys who had high or low (handball) status. The legitimacy (high versus low) of the rules…
Evaluating the Efficacy of a Pre-Kindergarten Program: Transitional Needs of Young Children between Systems of Care and Public Education

ERIC Educational Resources Information Center

Lausch, John Michael

2012-01-01

The purpose of this study was to determine the efficacy of a South Central Pennsylvania public school's pre-kindergarten program in preparing young children for the transition to kindergarten. Despite the growing interest in pre-kindergarten education, no researcher had yet seriously examined the efficacy of providing a minimal amount of…
Spatial complexity of character-based writing systems and arithmetic in primary school: a longitudinal study

PubMed Central

Rodic, Maja; Tikhomirova, Tatiana; Kolienko, Tatiana; Malykh, Sergey; Bogdanova, Olga; Zueva, Dina Y.; Gynku, Elena I.; Wan, Sirui; Zhou, Xinlin; Kovas, Yulia

2015-01-01

Previous research has consistently found an association between spatial and mathematical abilities. We hypothesized that this link may partially explain the consistently observed advantage in mathematics demonstrated by East Asian children. Spatial complexity of the character-based writing systems may reflect or lead to a cognitive advantage relevant to mathematics. Seven hundered and twenty one 6–9-year old children from the UK and Russia were assessed on a battery of cognitive skills and arithmetic. The Russian children were recruited from specialist linguistic schools and divided into four different language groups, based on the second language they were learning (i.e., English, Spanish, Chinese, and Japanese). The UK children attended regular schools and were not learning any second language. The testing took place twice across the school year, once at the beginning, before the start of the second language acquisition, and once at the end of the year. The study had two aims: (1) to test whether spatial ability predicts mathematical ability in 7–9 year-old children across the samples; (2) to test whether acquisition and usage of a character-based writing system leads to an advantage in performance in arithmetic and related cognitive tasks. The longitudinal link from spatial ability to mathematics was found only in the Russian sample. The effect of second language acquisition on mathematics or other cognitive skills was negligible, although some effect of Chinese language on mathematical reasoning was suggested. Overall, the findings suggest that although spatial ability is related to mathematics at this age, one academic year of exposure to spatially complex writing systems is not enough to provide a mathematical advantage. Other educational and socio-cultural factors might play a greater role in explaining individual and cross-cultural differences in arithmetic at this age. PMID:25859235
Spatial complexity of character-based writing systems and arithmetic in primary school: a longitudinal study.

PubMed

Rodic, Maja; Tikhomirova, Tatiana; Kolienko, Tatiana; Malykh, Sergey; Bogdanova, Olga; Zueva, Dina Y; Gynku, Elena I; Wan, Sirui; Zhou, Xinlin; Kovas, Yulia

2015-01-01

Previous research has consistently found an association between spatial and mathematical abilities. We hypothesized that this link may partially explain the consistently observed advantage in mathematics demonstrated by East Asian children. Spatial complexity of the character-based writing systems may reflect or lead to a cognitive advantage relevant to mathematics. Seven hundered and twenty one 6-9-year old children from the UK and Russia were assessed on a battery of cognitive skills and arithmetic. The Russian children were recruited from specialist linguistic schools and divided into four different language groups, based on the second language they were learning (i.e., English, Spanish, Chinese, and Japanese). The UK children attended regular schools and were not learning any second language. The testing took place twice across the school year, once at the beginning, before the start of the second language acquisition, and once at the end of the year. The study had two aims: (1) to test whether spatial ability predicts mathematical ability in 7-9 year-old children across the samples; (2) to test whether acquisition and usage of a character-based writing system leads to an advantage in performance in arithmetic and related cognitive tasks. The longitudinal link from spatial ability to mathematics was found only in the Russian sample. The effect of second language acquisition on mathematics or other cognitive skills was negligible, although some effect of Chinese language on mathematical reasoning was suggested. Overall, the findings suggest that although spatial ability is related to mathematics at this age, one academic year of exposure to spatially complex writing systems is not enough to provide a mathematical advantage. Other educational and socio-cultural factors might play a greater role in explaining individual and cross-cultural differences in arithmetic at this age.
The use of theatre time for paediatric dentistry under general anaesthesia.

PubMed

Foley, Jennifer; Soldani, Francesca

2007-01-01

The aim of this paper was to determine the use of theatre time for all procedures performed under general anaesthetic on a paediatric dental list. A prospective study of paediatric dental general anaesthetic procedures was undertaken at Ninewells Hospital and Medical School, NHS Tayside, Dundee, UK. Data were collected prospectively for 71 operating lists over a 3-year period from April 2003 to March 2006. Both operator status and the procedure being undertaken were recorded. In addition, pre-anaesthetic, anaesthetic, operating and disconnection times were recorded. Of the 71 lists examined, 61 either finished early or on time, with a median unused time of 32.50 min (interquartile range = 19.50, 50.00 min), whilst 10 lists finished late with a median overrun time of 30.50 min (interquartile range = 9.25, 45.50 min). Comparing lists which finished late with those which were completed within time, the median pre-anaesthetic time was significantly longer (Mann-Whitney U-test, W = 20.05, P = 0.048). Overall, the theatre was in use for 78.22% of time combining pre-anaesthetic, anaesthetic, operating and disconnection times; hence, there was poor time utilization of theatre for 21.78% of the total theatre time. Overall, 85.9% of theatre sessions for dental procedures under general anaesthetic in children finished early or on time. Where lists finished late, the duration of the pre-anaesthetic time appeared to be the significant factor.
Speech and language delay in two children: an unusual presentation of hyperthyroidism.

PubMed

Sohal, Aman P S; Dasarathi, Madhuri; Lodh, Rajib; Cheetham, Tim; Devlin, Anita M

2013-01-01

Hyperthyroidism is rare in pre-school children. Untreated, it can have a profound effect on normal growth and development, particularly in the first 2 years of life. Although neurological manifestations of dysthyroid states are well known, specific expressive speech and language disorder as a presentation of hyperthyroidism is rarely documented. Case reports of two children with hyperthyroidism presenting with speech and language delay. We report two pre-school children with hyperthyroidism, who presented with expressive speech and language delay, and demonstrated a significant improvement in their language skills following treatment with anti-thyroid medication. Hyperthyroidism must be considered in all children presenting with speech and language difficulties, particularly expressive speech delay. Prompt recognition and early treatment are likely to improve outcome.

Why are children still having preventable extractions under general anaesthetic? A service evaluation of the views of parents of a high caries risk group of children.

PubMed

Olley, R C; Hosey, M T; Renton, T; Gallagher, J

2011-04-23

Introduction Despite overall improvements in oral health, the number of children admitted to hospital for extraction of teeth due to caries under general anaesthesia (GA) has been reported as increasing dramatically in England. The new UK government plans to transform NHS dentistry by improving oral health.Aim To evaluate the dental care received by children who required caries-related extractions under GA and obtain the views of their parents or guardians on their experiences of oral health services and the support they would like to improve their child's oral health, to inform future planning.Method An interview questionnaire was designed and piloted to collect data from a consecutive sample of 100 parents or guardians during their child's pre-operative assessment appointment. This took place at one London dental hospital between November 2009 and February 2010.Results Most children were either white (43%) or black British (41%); the average age was seven years (range 2-15, SD 3.1, SE 0.31) and the female:male ratio was 6:5. Most (84%) had experienced dental pain and 66% were referred by a general dental practitioner (GDP). A large proportion of parents or guardians (47%) reported previous dental treatment under GA in their children or child's sibling/s. Challenges discussed by parents in supporting their child's oral health included parenting skills, child behaviour, peer pressure, insufficient time, the dental system and no plans for continuing care for their child. Three out of four parents (74%) reported that they would like support for their child's oral health. Sixty percent of all parents supported school/nursery programmes and 55% supported an oral health programme during their pre-assessment clinic.Discussion These findings suggest that the oral health support received by high caries risk children is low. Health promotion programmes tailored to this cohort are necessary and our findings suggest that they would be welcomed by parents.
Correlates of compliance with recommended levels of physical activity in children.

PubMed

Gomes, Thayse Natacha; Katzmarzyk, Peter T; Hedeker, Donald; Fogelholm, Mikael; Standage, Martyn; Onywera, Vincent; Lambert, Estelle V; Tremblay, Mark S; Chaput, Jean-Philippe; Tudor-Locke, Catrine; Sarmiento, Olga; Matsudo, Victor; Kurpad, Anura; Kuriyan, Rebecca; Zhao, Pei; Hu, Gang; Olds, Timothy; Maher, Carol; Maia, José

2017-11-28

The purpose of this study was to describe children's daily compliance with moderate-to-vigorous physical activity (MVPA) recommendations across a week in different parts of the world, and to identify individual- and school-level correlates that may explain differences in daily MVPA compliance. The sample included 6553 children aged 9-11 years from 12 countries, and multilevel statistical analyses were used, including both child- and school-level variables. Most children did not comply with the MVPA guidelines on a daily basis: Chinese children complied the least, whereas Finnish, Australian, Colombian, UK, and Kenyan children complied the most. Boys (rate ratio [RR] = 1.47) and children with higher unhealthy diet scores (RR = 1.08) complied more, but overweight/obese children (RR = 0.81), earlier maturing children (RR = 0.93), and those who spent more time in screen activities (RR = 0.98) and sleeping (RR = 0.96) had the lowest compliance. At the school level, children with access to playground or sport equipment (RR = 0.88, for both) tended to comply less, whereas those with access to a gymnasium outside the school hours complied more with the MVPA guidelines (RR = 1.14). Significant between-country differences in children's daily MVPA compliance were observed, reflecting not only site characteristics, but also the importance of individual traits and local school contexts.
Effectiveness of a Pre-treatment Snack on the Uptake of Mass Treatment for Schistosomiasis in Uganda: A Cluster Randomized Trial

PubMed Central

Muhumuza, Simon; Olsen, Annette; Katahoire, Anne; Kiragga, Agnes N.; Nuwaha, Fred

2014-01-01

Background School-based mass treatment with praziquantel is the cornerstone for schistosomiasis control in school-aged children. However, uptake of treatment among school-age children in Uganda is low in some areas. The objective of the study was to examine the effectiveness of a pre-treatment snack on uptake of mass treatment. Methods and Findings In a cluster randomized trial carried out in Jinja district, Uganda, 12 primary schools were randomized into two groups; one received education messages for schistosomiasis prevention for two months prior to mass treatment, while the other, in addition to the education messages, received a pre-treatment snack shortly before mass treatment. Four weeks after mass treatment, uptake of praziquantel was assessed among a random sample of 595 children in the snack schools and 689 children in the non-snack schools as the primary outcome. The occurrence of side effects and the prevalence and mean intensity of Schistosoma mansoni infection were determined as the secondary outcomes. Uptake of praziquantel was higher in the snack schools, 93.9% (95% CI 91.7%–95.7%), compared to that in the non-snack schools, 78.7% (95% CI 75.4%–81.7%) (p = 0.002). The occurrence of side effects was lower in the snack schools, 34.4% (95% CI 31.5%–39.8%), compared to that in the non-snack schools, 46.9% (95% CI 42.2%–50.7%) (p = 0.041). Prevalence and mean intensity of S. mansoni infection was lower in the snack schools, 1.3% (95% CI 0.6%–2.6%) and 38.3 eggs per gram of stool (epg) (95% CI 21.8–67.2), compared to that in the non-snack schools, 14.1% (95% CI 11.6%–16.9%) (p = 0.001) and 78.4 epg (95% CI 60.6–101.5) (p = 0.001), respectively. Conclusions Our results suggest that provision of a pre-treatment snack combined with education messages achieves a higher uptake compared to the education messages alone. The use a pre-treatment snack was associated with reduced side effects as well as decreased prevalence and intensity of S. mansoni infection. Trial registration www.ClinicalTrials.gov NCT01869465 Please see later in the article for the Editors' Summary PMID:24824051
Head in the Cloud, Feet on the Ground!

ERIC Educational Resources Information Center

Smith, Malcolm; Howard, Dave; Hoath, Leigh

2011-01-01

Cloud software enables children to engage with their work across and within subjects, not least in science. Bradford College in the UK and the University of Aveiro in Portugal were funded by an Anglo-Portuguese research programme, "The treaty of Windsor", to look at how new web-based technologies are embedded within pre-service and…
Samling pa mattan: En utvardering av integrerad skolbarnsomsorg (SKOBO) inom Finspangs Kommun (Integration of Pre-School and School Children).

ERIC Educational Resources Information Center

Bergeling, Ann-Sofie; Gustavsson, Maria

This study evaluated a project for integrating preschool- and school-age children in a joint educational program. The integration project (SKOBO) has been implemented in all education units in the investigated municipality. Each school has, however, had a considerable degree of freedom in carrying out the program with the potential to find its…
AN EVALUATION OF A PRESCHOOL TRAINING PROGRAM FOR CULTURALLY DEPRIVED CHILDREN. FINAL REPORT.

ERIC Educational Resources Information Center

TAMMINEN, ARMAS W.; AND OTHERS

TO FIND OUT IF CULTURALLY DEPRIVED CHILDREN SHOW CHANGE IN ACADEMIC READINESS AS A RESULT OF SPECIAL PRESCHOOL PROGRAMS, 3 GROUPS OF CHILDREN (14 TO 17 IN EACH) IN 3 DULUTH SCHOOL AREAS WERE PRE- AND POSTTESTED WITH THE STANFORD-BINET AND SRA PRIMARY MENTAL ABILITIES TESTS. A CONTROL GROUP OF 30 CHILDREN FROM THE SAME 3 SCHOOL AREAS WERE GIVEN THE…
Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study. Executive Summary

ERIC Educational Resources Information Center

Peisner-Feinberg, Ellen; Schaaf, Jennifer; LaForett, Dore

2013-01-01

Georgia has one of the few state-funded universal pre-kindergarten programs in the United States, with the aim of providing pre-k services to all 4-year-olds whose families want their children to participate in the program, regardless of family income level. In the 2011-2012 school year, Georgia's Pre-K Program served a total of over 94,000…
Where has all the chocolate gone? A national survey assesses the effects of recent legislation to improve the nutritional quality of English secondary-school vending.

PubMed

Matthews, Anne; Nelson, Michael; Kaur, Asha; Rayner, Mike; Kelly, Paul; Cowburn, Gill

2011-08-01

Obesity levels are rising in almost all parts of the world, including the UK. School food offers children in Great Britain between 25 % and 33 % of their total daily energy, with vending typically offering products high in fat, salt or sugar. Government legislation of 2007 to improve the quality of school food now restricts what English schools can vend. In assessing the effect of this legislation on the quality of English secondary-school vending provision, the response of schools to these effects is explored through qualitative data. A longitudinal postal and visit-based inventory survey of schools collected vending data during the academic year 2006-2007 (pre-legislation), 2007-2008 and 2008-2009 (both post-legislation). Interviews with school staff explored issues of compliance. Product categorisation and analysis were carried out by product type, nutrient profiling and by categories of foods allowed or prohibited by the legislation. English secondary schools. A representative sample of 279 schools including sixty-two researcher-visited inventory schools participated in the research. School vending seems to have moved towards compliance with the new standards - now drinks vending predominates and is largely compliant, whereas food vending is significantly reduced and is mostly non-compliant. Sixth form vending takes a disproportionate share of non-compliance. Vending has declined overall, as some schools now perceive food vending as uneconomic. Schools adopting a 'whole-school' approach appeared the most successful in implementing the new standards. Government legislation has achieved significant change towards improving the quality of English school vending, with the unintended consequence of reducing provision.
Universal Free School Breakfast: A Qualitative Model for Breakfast Behaviors

PubMed Central

Harvey-Golding, Louise; Donkin, Lynn Margaret; Blackledge, John; Defeyter, Margaret Anne

2015-01-01

In recent years, the provision of school breakfast has increased significantly in the UK. However, research examining the effectiveness of school breakfast is still within relative stages of infancy, and findings to date have been rather mixed. Moreover, previous evaluations of school breakfast schemes have been predominantly quantitative in their methodologies. Currently, there are few qualitative studies examining the subjective perceptions and experiences of stakeholders, and thereby an absence of knowledge regarding the sociocultural impacts of school breakfast. The purpose of this study was to investigate the beliefs, views and attitudes, and breakfast consumption behaviors, among key stakeholders, served by a council-wide universal free school breakfast initiative, within the North West of England, UK. A sample of children, parents, and school staff were recruited from three primary schools, participating in the universal free school breakfast scheme, to partake in semi-structured interviews and small focus groups. A Grounded Theory analysis of the data collected identified a theoretical model of breakfast behaviors, underpinned by the subjective perceptions and experiences of these key stakeholders. The model comprises of three domains relating to breakfast behaviors, and the internal and external factors that are perceived to influence breakfast behaviors, among children, parents, and school staff. Findings were validated using triangulation methods, member checks, and inter-rater reliability measures. In presenting this theoretically grounded model for breakfast behaviors, this paper provides a unique qualitative insight into the breakfast consumption behaviors and barriers to breakfast consumption, within a socioeconomically deprived community, participating in a universal free school breakfast intervention program. PMID:26125017
Professional Identity in Early Childhood Care and Education: Perspectives of Pre-School and Infant Teachers

ERIC Educational Resources Information Center

Moloney, Mary

2010-01-01

This paper explores perceptions of professional identity in the early childhood care and educations sector (ECCE) in the Republic of Ireland (ROI). It is concerned with the status, salary and conditions of those working with children aged four to six in pre-school and primary school settings. Using qualitative methodology, the study garnered…
Games for Engaged Learning of Middle School Children with Special Learning Needs

ERIC Educational Resources Information Center

Ke, Fengfeng; Abras, Tatiana

2013-01-01

In this paper, we describe an in situ study that examined the diverse design features and effects of three pre-algebra games for middle school children who have either challenges with learning or different language backgrounds. Data were collected through in-field observation, artifact analysis, school performance report and knowledge test during…
Leading Kids to Books through Crafts.

ERIC Educational Resources Information Center

Bauer, Caroline Feller

Third in the Mighty Easy Motivators series, this book is a hands-on guide to crafts for pre-school and grade school children to engage in during the literature program, after-school activities, or playtime. The programs in the book meet two objectives: introducing children to exciting new stories and poems and helping them create a story-related…
Including Children with Disabilities in State Pre-K Programs. Pre-K Policy Brief Series

ERIC Educational Resources Information Center

Boylan, Ellen; Goldman, Dan

2010-01-01

States and local school districts are required by federal law to educate preschool age children with disabilities in typical early childhood programs alongside children who do not have disabilities to the maximum extent appropriate. This policy brief provides an overview of the law and sets forth a list of policy recommendations that can help…
Developing Basic Mathematical Skills of Pre-School Children by Using Plasticized Clay

ERIC Educational Resources Information Center

Chumark, Charung; Puncreobutr, Vichian

2016-01-01

The main objective of this research was to study the development of basic mathematical skills in preschool children by using plasticized clay. A pre-test and post-test design was adopted for the study to compare the difference before and after the art activity. The experimental group of 15 preschool children of 3-4 years old, attending…
Nutritional status of pre-school children in northwest Ethiopia.

PubMed

Yusuf, M E

2000-08-01

To determine the nutritional status of pre-school children of the farmers and to examine factors associated with malnutrition. A cross-sectional study with descriptive and analytical components. Dera Woreda, north west Ethiopia. Three hundred seventy six children below five years of age. Land size, economic income. The nutritional status of the pre-school children was assessed by using the indicators weight for age (W/A), weight for height (W/H), and height for age (HA) and 2SD as a cut-off point of the NCHS reference standard. The overall malnutrition rate was found to be very high, 51.9%, 12.5% and 55.9% W/A, W/H and H/A, respectively. The mean land size per household was 2.4 ha; and the mean annual income was 673 Ethiopia Birr. Income was the most important factor in determining nutritional status. Since the means of income in farming families is the amount of land available to each family, the land size available to each farming family is decisive. Knowledge of parents on how to prepare food and feed their children and the allocation of budget for food of the households should also be considered.
Physical Activity and Music to Support Pre-School Children's Mathematics Learning

ERIC Educational Resources Information Center

Elofsson, Jessica; Englund Bohm, Anna; Jeppsson, Catarina; Samuelsson, Joakim

2018-01-01

In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physical activity and music, and common numerical activities. Children (28 girls, 25 boys) were…
Decision-Making Process of Parents Choosing a Voluntary Pre-Kindergarten Program

ERIC Educational Resources Information Center

Pullen, Barksdale McPherson, III.

2012-01-01

Across the spectrum of educational choices, from preschool to college, parents find themselves in a position of making the appropriate school choice for their children. The implications for those choices can be far reaching, not only for the children, but also for the family itself. How do parents select a particular school for their children?…
School Holiday Food Provision in the UK: A Qualitative Investigation of Needs, Benefits, and Potential for Development

PubMed Central

Graham, Pamela Louise; Crilley, Eilish; Stretesky, Paul B.; Long, Michael A.; Palmer, Katie Jane; Steinbock, Eileen; Defeyter, Margaret Anne

2016-01-01

Access to an adequate supply of nutritious food has been recognized as a basic human right. However, many families across the UK face food insecurity, which is thought to be exacerbated during school holidays. To address this issue, some schools and community groups have chosen to roll out holiday clubs, though research into the effectiveness of such interventions is limited and no studies to date have evaluated holiday clubs being organized through schools. In an effort to address some of the limitations in the research literature, the current qualitative investigation utilized semi-structured interviews with staff involved in holiday clubs in school and community venues with the aim of gaging their views on the need for and benefits of holiday food provision in addition to potential areas for development. The investigation revealed that staff perceived many families to be facing food insecurity and isolation during the school holidays, which may be alleviated through holiday club provision. Holiday clubs were viewed as a valuable source of support for children and adults, providing food, activities, and learning experiences. Staff were keen to see them implemented on a wider scale in future but suggested some areas that require attention in any future development of such provision. Findings are discussed in relation to current research, policy, and practice surrounding the health and wellbeing of children and families. PMID:27597938
The effect of three different educational approaches on children's drawing ability: Steiner, Montessori and traditional.

PubMed

Cox, M V; Rowlands, A

2000-12-01

Although there is a national curriculum for art education in the UK there are also alternative approaches in the private sector. This paper addresses the issue of the effect of these approaches on children's drawing ability. To compare the drawing ability in three drawing tasks of children in Steiner, Montessori and traditional schools. The participants were 60 school children between the ages of 5;11 and 7;2. Twenty children were tested in each type of school. Each child completed three drawings: a free drawing, a scene and an observational drawing. As predicted, the free and scene drawings of children in the Steiner school were rated more highly than those of children in Montessori and traditional schools. Steiner children's use of colour was also rated more highly, although they did not use more colours than the other children. Steiner children used significantly more fantasy topics in their free drawings. Further observation indicated that the Steiner children were better at using the whole page and organising their drawings into a scene; their drawings were also more detailed. Contrary to previous research Montessori children did not draw more inanimate objects and geometrical shapes or fewer people than other children. Also, contrary to the prediction, Steiner children were significantly better rather than worse than other children at observational drawing. The results suggest that the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of colour but also to more accurate and detailed observational drawings.
Reliability and Validity Study for the Coloured Progressive Matrices Test between the Ages of 3-9 for Determining Gifted Children in the Pre-School Period

ERIC Educational Resources Information Center

Bildiren, Ahmet

2017-01-01

The objective of the study was to test the Coloured Progressive Matrices Test with regard to reliability and validity for the 3-9 age sample group because of the lack of diagnostic tools for the pre-school period. The sample group of the study was comprised of a total of 925 children with 433 girls (46.8%) and 492 boys (53.2%). Coloured…

"I Used to Copy What the Teachers at School Would Do". Cross-Cultural Fusion: The Role of Older Children in Community Literacy Practices

ERIC Educational Resources Information Center

Rosowsky, Andrey

2006-01-01

This paper is derived from a wider study of literacy practice that examines and explores the role played by Qur'anic literacy in the lives of men, women and children in a UK Muslim community. It also draws on the significant body of theoretical work being developed by Gregory and others on the role of siblings and older children in literacy…
The teaching of fixed partial dentures in undergraduate dental schools in Ireland and the United Kingdom.

PubMed

Lynch, C D; Singhrao, H; Addy, L D; Gilmour, A S M

2010-12-01

All areas of the practice of dentistry are evolving at a considerable pace. One area in particular which has seen a rapid revolution is the oral rehabilitation of partially dentate adults. The aim of this study was to describe the contemporary teaching of fixed partial dentures (FPDs) in dental schools in Ireland and the United Kingdom. An online questionnaire which sought information in relation to the current teaching of FPDs was developed and distributed to 15 Irish and UK dental schools with undergraduate teaching programmes in Spring 2009. Responses were received from 12 schools (response rate=80%). All schools offer teaching programmes in relation to FPDs. The number of hours devoted to pre-clinical/phantom head teaching of FPDs ranged from 3 to 42h (mean: 16h). The staff/student ratio for pre-clinical teaching courses in FPDs ranged from 1:6 to 1:18 (mode: 1:12). Cantilever resin-retained FPDs were the most popular type of FPD provided clinically (average=0·83 per school; range=1-2). Five schools (42%) report that they have requirements (e.g. targets, quotas, competencies) which students must complete prior to graduation in relation to FPDs. Fixed partial dentures form an important part of the undergraduate teaching programme in UK and Irish dental schools. While this teaching is subjected to contemporary pressures such as lack of curriculum time and a lack of available clinical facilities and teachers, there is evidence that teaching programmes in this area are evolving and are sensitive to current clinical practice trends and evidence-based practice. © 2010 Blackwell Publishing Ltd.
The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits.

PubMed

Gooding, Lori F

2011-01-01

Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.
Psychiatric disorders and symptoms severity in pre-school children with cow's milk allergy.

PubMed

Topal, E; Catal, F; Soylu, N; Ozcan, O O; Celiksoy, M H; Babayiğit, A; Erge, D; Karakoç, H T E; Sancak, R

2016-01-01

Psychiatric disorders are seen frequently in atopic diseases. The present study aims to evaluate the frequency of psychiatric disorders and the severity of psychiatric symptoms in pre-school children with cow's milk allergy. The parents of the pre-school children with cow's milk allergy were interviewed in person and asked to fill out the Early Childhood Inventory-4 form. The cow's milk allergy group included 40 children (27 male, 13 female) with mean age, 44.5±14.7 months, and the control group included 41 children (25 male, 16 female) with mean age, 47.6±15.2 months. It was established that 65% of the group with cow's milk allergy received at least one psychiatric diagnosis, while 36.6% of the control group received at least one psychiatric diagnosis, with a statistically significant difference (p=0.02). Within the psychiatric disorders, attention deficit hyperactivity disorders (odds ratio: 4.9, 95% CI: 1.472-16.856, p=0.006), oppositional defiant disorder (odds ratio: 5.6, 95% CI: 1.139-28.128, p=0.026), and attachment disorder (odds ratio: 4.8, 95% CI: 1.747-13.506, p=0.004) were found significantly higher compared with the healthy control group. When the groups were compared in terms of psychiatric symptom severity scores, calculated by using the Early Childhood Inventory-4 form, attention deficit hyperactivity disorders severity (p=0.006) and oppositional defiant disorder severity (p=0.037) were found to be higher in the cow's milk allergy group. Psychiatric disorders are frequent and severe in pre-school children with cow's milk allergy. Copyright © 2016 SEICAP. Published by Elsevier España, S.L.U. All rights reserved.
Perceptions of School Children of Using Social Media for Learning

ERIC Educational Resources Information Center

Blair, Robert; Millard, David; Woollard, John

2017-01-01

Social media is lauded as a powerful tool for informal learning, and a tool of choice for teenagers. This paper reports on the findings of a survey of 384 secondary school pupils in the UK (aged 11-17) over a 12 week period. Our findings indicate a pervasiveness of social media usage amongst this age group, but variety in the types of engagement…
Addressing the "Elephant in the Room". The Role of the Primary School Practitioner in Supporting Children's Mental Well-Being

ERIC Educational Resources Information Center

Danby, Gillian; Hamilton, Paula

2016-01-01

The enthusiasm regarding the school as a place for mental health promotion is powered by a large body of research demonstrating the links between mental health and well-being, academic success and future life opportunities. Despite on-going commitment to mental well-being in the U.K., statistics suggest mental health issues are increasing among…
"A stressful and frightening experience"? Children's nurses' perceived readiness to care for children with cancer following pre-registration nurse education: A qualitative study.

PubMed

Jestico, Elizabeth; Finlay, Teresa

2017-01-01

In the UK children with cancer are cared for by children's nurses in a variety of settings, specialist and non-specialist. Whilst post-registration specialist education is available to some nurses, many nurses rely solely on pre-registration education to competently care for these children. This study explores whether nurses perceive that this adequately prepares them. To explore the extent to which qualified nurses perceive that pre-registration nurse education prepares them to care for children with cancer; to consider the implications for children's nursing pre-registration curricula. A small-scale qualitative study was undertaken using an interpretivist approach. Semi-structured interviews were conducted with six qualified children's nurses in two clinical areas - a specialist children's cancer inpatient ward, and a general children's ward where inpatients included children with cancer. Findings are discussed in relation to three emergent themes: Learning in Theory and Practice, Care of the Child and Family, and Resilience. Participants attached significance to the quantity and quality of practice experience. They reflected on barriers to specific and transferable theoretical learning and stressed the importance of integrating theory and practice. Understanding of family-centred care formed a significant part of their preparation. Preconceptions, communication with families and the emotional impact of this speciality were stressful. Improved pre-registration preparation may have developed participants' resilience. The complexities of caring for children with cancer and their families require well-prepared nurses. Participants' perceptions of preparedness were influenced by aspects of pre-registration education. Their experiences suggest that curricula should be practice-focused and include a range of placements. Specialist theoretical content must be integrated with practice and transferability of knowledge and skills made explicit. Reflection and problem-based learning may foster coping mechanisms and resilience that will equip them to care for children with cancer. Crown Copyright Â© 2016. Published by Elsevier Ltd. All rights reserved.
The Influence of Socio-Economic Status and Ethnicity on Speech and Language Development

ERIC Educational Resources Information Center

Basit, Tehmina N.; Hughes, Amanda; Iqbal, Zafar; Cooper, Janet

2015-01-01

A number of factors influence the speech and language development of young children. Delays in the development of speech and language can have repercussions for school attainment and life chances. This paper is based on a survey of 3- to 4-year-old children in the city of Stoke-on-Trent in the UK. It analyses the data collected from 255 children…
How Silent Is the "Silent Period" for Young Bilinguals in Early Years Settings in England?

ERIC Educational Resources Information Center

Drury, Rose

2013-01-01

During the first decade of the twenty-first century there have been increasing numbers of bilingual children entering early years settings, many of whom are new to English. Twelve percent of school children in the UK are identified as having a mother tongue other than English and this number rises to 50% in urban areas such as inner London. In…
Measures of Intelligence on Southwest Indian Students

ERIC Educational Resources Information Center

Cundick, Bert P.

1970-01-01

IQ scores were obtained for Indian Children attending the same public elementary school by means of: Wechsler Pre-School and Primary Scale of Intelligence (WPPSI), Wechsler Intelligence Scale for Children (WISC), Peabody Picture Vocabulary Tests (PPVT), and the Goodenough-Harris Draw-a-Man Test (DAM). (SE)
Child, Teacher and Parent Perceptions of the FRIENDS Classroom-Based Universal Anxiety Prevention Programme: A Qualitative Study.

PubMed

Skryabina, Elena; Morris, Joanna; Byrne, Danielle; Harkin, Nicola; Rook, Sarah; Stallard, Paul

2016-01-01

School-based mental health prevention programmes can be effective but their adoption within schools will depend on their social acceptability. We report a qualitative evaluation summarising the views of children (115), parents (20) and school staff (47) about a universal school-based anxiety prevention programme FRIENDS. This study was conducted as part of a large scale randomised controlled trial ( n = 1362) involving 40 schools in the UK providing primary education to children aged 7-11. Reported overall experience of the programme was very positive, with all three major components of the cognitive behaviour therapy programme (emotional, cognitive, and behavioural) being accepted well and understood by children. The programme was considered to be enjoyable and valuable in teaching children important skills, particularly emotional regulation and coping. Children provided examples of using the skills learned during FRIENDS to manage their emotions and solve problems. However, teachers were concerned that the programme overlapped with the current school curriculum, required additional time and almost half were unable to identify any tangible changes in the children's behaviour. Whilst this paper provides evidence to support the social validity of the FRIENDS anxiety prevention programme, the concerns raised by teachers question the longer-term sustainability of the programme.
LOOK: Examining the Concept of Learning to Look at Print

ERIC Educational Resources Information Center

Hovland, Michelle R.; Gapp, Susan C.; Theis, Becky L.

2011-01-01

The purpose of this observation case study was to understand pre-school and kindergarten teachers' perceptions of what "distinguishing the characteristics of print" means and to identify strategies pre-school and kindergarten teachers employ to assist young children in learning to distinguish the characteristics. This study used…
Hilton College Farm School, Natal, South Africa.

ERIC Educational Resources Information Center

Beveridge, Sue

1989-01-01

The Hilton College Farm School is a primary school providing for the educational needs of children in a rural area of Natal, South Africa. Described are the school's historical development, funding sources, staffing, and development of an affiliated pre-primary school. (JDD)
DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

The Albuquerque Operations Office through the Pinellas Plant Area Office is involved in a joint venture to establish a Partnership School and a Day Care Facility at the Plant. The venture is unique in that it is based on a partnership with the local county school system. The county school system will provide the teachers, supplies and classroom furnishings for the operation of the school for pre-kindergarten, kindergarten, first and second grade during regular school hours. The Government will provide the facility and its normal operating and maintenance costs. A Day Care Facility will also be available for children frommore » infancy through the second grade for outside school hours. The day care will be operated as a non-profit corporation. Fees paid by parents with children in the day care center will cove the cost of staff, food, supplies and liability insurance. Again, the government will provide the facility and its normal operating and maintenance costs. Between 75 and 90 children are expected in the first year of operation. The Partnership School will consist of one class each for pre-kindergarten, kindergarten and first grade. Second grade will be added in 1990. The total estimated number of children for both the Child Care and Partnership School should not exceed 200 children. Expected benefits include reduced absenteeism, tardiness and turnover and thus increased productivity. The program will be an asset in recruiting and retaining the best workforce. Other benefits include improved education for the children.« less
Quality of pre-school children's pretend play and subsequent development of semantic organization and narrative re-telling skills.

PubMed

Stagnitti, Karen; Lewis, Fiona M

2015-04-01

This study investigated if the quality of pre-school children's pretend play predicted their semantic organization and narrative re-telling ability when they were in early primary school. It was hypothesized that the elaborateness of a child's play and the child's use of symbols in play were predictors of their semantic organization and narrative re-tell scores of the School Age Oral Language Assessment. Forty-eight children were assessed using the Child-Initiated Pretend Play Assessment when they were aged 4-5 years. Three-to-five years after this assessment their semantic organization and narrative re-telling skills were assessed. Results indicate that the elaborateness of a child's play and their ability to use symbols was predictive of semantic organization skills. Use of symbols in play was the strongest play predictor of narrative re-telling skills. The quality of a pre-school child's ability to elaborate complex sequences in pretend play and use symbols predicted up to 20% of a child's semantic organization and narrative re-telling skills up to 5 years later. The study provides evidence that the quality of pretend play in 4-5 year olds is important for semantic organization and narrative re-telling abilities in the school-aged child.
[The Role of Internet Parenting for the Internet use of Children in Pre-, Primary and Secondary School].

PubMed

Festl, Ruth; Langmeyer, Alexandra N

2018-02-01

The Role of Internet Parenting for the Internet use of Children in Pre-, Primary and Secondary School The present study analyzes the relationship between mothers' and fathers' Internet parenting and children's Internet use across different age groups (1-15 years). Especially, we looked at the influencing factors of parental mediation strategies and the interplay of mothers' and fathers' Internet parenting. Based on data of the DJI-survey "Growing up in Germany" (Aufwachsen in Deutschland: Alltagswelten, AID:A II 2015, N = 1,196), dyadic structural equation models have shown that across all age groups shared parent-child online activities were important influencing factors of regulating the children's Internet use. Also, the self-perceived Internet education competence of mothers and fathers has been confirmed as a relevant factor influencing a more intense use of parental mediation strategies for school-aged children. While the amount of Internet use among young children (1-6 years) was exclusively influenced by features and strategies of mothers' Internet parenting, the transition to elementary school not only marked changes in the frequency of children's Internet use, but also in the ICT parenting of mothers and fathers. For school-aged children, we indeed found an influence of fathers as well as, in case of the oldest age group, a reduced use of parental mediation strategies. However, parents' attitudes, competences and strategies regarding Internet parenting still stayed important during adolescence.
The association between parental mental health and behavioral disorders in pre-school children

PubMed Central

Karimzadeh, Mansoureh; Rostami, Mohammad; Teymouri, Robab; Moazzen, Zahra; Tahmasebi, Siyamak

2017-01-01

Background and Aim Behavioral disorders among children reflect psychological problems of parents, as mental illness of either parent would increase the likelihood of mental disorder in the child. In view of the negative relationship between parents’ and children’s illness, the current study intended to determine the correlation between mental health of parents and behavioral disorders of pre-school children. Methods The present descriptive-correlational research studied 80 children registered at pre-school centers in Pardis Township, Tehran, Iran during 2014–2015 using convenience sampling. The research tools included General Health Questionnaire (GHQ) and Preschool Behavior Questionnaire (PBQ). The resulted data were analyzed using Pearson Product-moment Correlation Coefficient and regression analysis in SPSS 21. Results The research results showed that there was a significant positive correlation between all dimensions of mental health of parents with general behavioral disorders (p<0.001). The results of the regression analysis showed that parents’ depression was the first and the only predictive variable of behavioral disorders in children with 26.8% predictive strength. Conclusion Given the strong relationship between children’s behavioral disorders and parents’ general health, and the significant role of parents’ depression in children’s behavioral disorders, it seems necessary to take measures to decrease the impact of parents’ disorders on children. PMID:28848622
[Video electroencephalographic diagnosis of epileptic and non-epileptic paroxysmal episodes in infants and children at the pre-school age].

PubMed

Pérez-Jiménez, Angeles; García-Fernández, Marta; Santiago, M del Mar; Fournier-Del Castillo, M Concepción

2012-05-21

The main usefulness of video electroencephalographic (video-EEG) monitoring lies in the fact that it allows proper classification of the type of epileptic seizure and epileptic syndrome, identification of minor seizures, location of the epileptogenic zone and differentiation between epileptic seizures and non-epileptic paroxysmal manifestations (NEPM). In infants and pre-school age children, the clinical signs with which epileptic seizures are expressed differ to those of older children, seizures with bilateral motor signs such as epileptic spasms, tonic and myoclonic seizures predominate, and seizures with interruption of activity or hypomotor seizures, and no prominent automatisms are observed. In children with focal epilepsies, focal and generalised signs are often superposed, both clinically and in the EEG. NEPM may be benign transitory disorders or they can be episodic symptoms of different neurological or psychopathological disorders. NEPM are often observed in children with mental retardation, neurological compromise or autism spectrum disorders, who present epileptic seizures and epileptiform abnormalities in the baseline EEG. It then becomes necessary to determine which episodes correspond to epileptic seizures and which do not. The NEPM that are most frequently registered in the video-EEG in infants and pre-school age children are unexpected sudden motor contractions ('spasms'), introspective tendencies, motor stereotypic movements and paroxysmal sleep disorders.
Is perceived failure in school performance a trigger of physical injury? A case-crossover study of children in Stockholm County

PubMed Central

Laflamme, L; Engstrom, K; Moller, J; Hallqvist, J

2004-01-01

Objectives: To investigate whether perceived failure in school performance increases the potential for children to be physically injured. Subjects: Children aged 10–15 years residing in the Stockholm County and hospitalised or called back for a medical check up because of a physical injury during the school years 2000–2001 and 2001–2002 (n = 592). Methods: A case-crossover design was used and information on potential injury triggers was gathered by interview. Information about family socioeconomic circumstances was gathered by a questionnaire filled in by parents during the child interview (response rate 87%). Results: Perceived failure in school performance has the potential to trigger injury within up to 10 hours subsequent to exposure (relative risk = 2.70; 95% confidence intervals = 1.2 to 5.8). The risk is significantly higher among pre-adolescents and among children from families at a higher education level. Conclusions: Experiencing feelings of failure may affect children's physical safety, in particular among pre-adolescents. Possible mechanisms are perceptual deficits and response changes occasioned by the stress experienced after exposure. PMID:15082740
Malnutrition and soil-transmitted helminthic infection among Orang Asli pre-school children in Gua Musang, Kelantan, Malaysia

NASA Astrophysics Data System (ADS)

Geik, Oui Pek; Sidek, Razalee

2015-09-01

Malnutrition and soil-transmitted helminthic (STH) infection is still a major concern among Orang Asli pre-school children in Malaysia. The objective of this study was to determine the prevalence of malnutrition and STH infection. Besides, this study was also to identify the association between malnutrition and STH. A total of 256 Orang Asli (131 males and 125 females) from Temiar sub-tribes pre-school children aged one to six years from 19 villages in three Orang Asli settlements of Pos Hendrop, Pos Balar and Pos Tohoi located in Gua Musang, Kelantan had participated in this cross-sectional study between September to December 2014. A face-to-face interview was carried out using pre-tested questionnaires on socio-demographic. Children were measured on their body weight and height. The collected stool samples were examined using direct wet smear method for the presence of STH parasite. The results showed the prevalence of underweight and stunting among the children were 45.3% and 76.2% respectively. A total of 161 (62.9%) subjects were positively infected by at least one species of STH. The overall parasite infections were Ascaris lumbricoides (41.0%), Trichuris trichiura (28.5%) and hookworm (2.0%). From the total infected children, 8.6% of them were infected by two species of STH. This research revealed that gender and age group showed statistically significance with stunted with (p=0.003, p=0.049) respectively. Gender and age groups also reported significant association to STH infection among the subjects with (p=0.013, p=0.001) respectively. However, our results indicated that there was no significant association between STH infection with underweight and stunted. Our study reported that the prevalence of malnutrition and STH are still a major concern for the public health and a threat among Orang Asli pre-school children in Kelantan. Immediate action and innovative intervention should be taken by the Government to overcome the problems as these children are the future generations of the country.

Managing atopic eczema in childhood: the health visitor and school nurse role.

PubMed

Robinson, Jean

2008-06-01

Atopic eczema affects up to 20% of children in the UK. It is a disease of varying severity, and health visitors and school nurses have a vital role in educating and supporting children and their parents and carers in its management. Diagnosis and assessment needs to consider atopic eczema severity, effect on quality of life and contributing trigger factors. Treatment should be tailored to the individual child and should include education on emollient therapy, the use of topical corticosteroids and other measures. A case study is included to highlight practical issues and the support of the child and family in coping with atopic eczema at home and in school.
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 within the home setting. Parental cognitive factors at the interpersonal level were of particular relevance. These findings suggest that interventions aiming to foster appropriate screen time habits in pre-school children may be most effective if they target parents for behavioral change. PMID:22823887
Adenotonsillar Hypertrophy in Pre-School Children with Sickle Cell Disease and Diagnostic Accuracy of the Sleep Disturbance Scale for Children

PubMed Central

Góis, Carlos Rodolfo Tavares de; D'Ávila, Jeferson Sampaio; Cipolotti, Rosana; Lira, Amanda da Silva; Silva, Ana Letícia Leite

2018-01-01

Introduction Adenotonsillar hypertrophy is more common in children with sickle cell disease, and can lead to sleep-disordered breathing. Objectives To determine the frequency of adenotonsillar hypertrophy in pre-school children with sickle cell disease and assess the diagnostic accuracy of the sleep-disordered breathing subscale in the Sleep Disturbance Scale for Children. Method Observational study with a group of 48 children with sickle cell disease and a control group of 35 children without the disease. The children underwent oropharingoscopy and video nasal endoscopy. The parents and/or guardians answered the questions of the subscale. Results Adenotonsillar hypertrophy was observed in 25% of the children in the study group, and in 20% of the children in the control group, with no statistical difference between the groups. The subscale score ranged from 3 to 11 in both groups. There was a statistical significance in the study group. The average was 4.79 (standard deviation [SD] ± 2.50), with 4.19 (SD ± 1.72) among the children without adenotonsillar hypertrophy, and 6.5 (SD ± 3.40) among the children with adenotonsillar hypertrophy. There was also a statistical significance in the control group. The average was 5.23 (SD ± 2.81), with 4.44 (SD ± 2.2) among the children without adenotonsillar hypertrophy, and 7.87 (SD ± 2.89) among the children with adenotonsillar hypertrophy. Conclusion Adenotonsillar hypertrophy was not associated with sickle cell disease in pre-school children. The subscale of sleep-disordered breathing in the Sleep Disturbance Scale for Children was a useful tool for the diagnostic suspicion of adenotonsillar hypertrophy in children in this age group. PMID:29371899
"I'm on it 24/7 at the moment": A qualitative examination of multi-screen viewing behaviours among UK 10-11 year olds

PubMed Central

2011-01-01

Background Screen-viewing has been associated with increased body mass, increased risk of metabolic syndrome and lower psychological well-being among children and adolescents. There is a shortage of information about the nature of contemporary screen-viewing amongst children especially given the rapid advances in screen-viewing equipment technology and their widespread availability. Anecdotal evidence suggests that large numbers of children embrace the multi-functionality of current devices to engage in multiple forms of screen-viewing at the same time. In this paper we used qualitative methods to assess the nature and extent of multiple forms of screen-viewing in UK children. Methods Focus groups were conducted with 10-11 year old children (n = 63) who were recruited from five primary schools in Bristol, UK. Topics included the types of screen-viewing in which the participants engaged; whether the participants ever engaged in more than one form of screen-viewing at any time and if so the nature of this multiple viewing; reasons for engaging in multi-screen-viewing; the room within the house where multi-screen-viewing took place and the reasons for selecting that room. All focus groups were transcribed verbatim, anonymised and thematically analysed. Results Multi-screen viewing was a common behaviour. Although multi-screen viewing often involved watching TV, TV viewing was often the background behaviour with attention focussed towards a laptop, handheld device or smart-phone. There were three main reasons for engaging in multi-screen viewing: 1) tempering impatience that was associated with a programme loading; 2) multi-screen facilitated filtering out unwanted content such as advertisements; and 3) multi-screen viewing was perceived to be enjoyable. Multi-screen viewing occurred either in the child's bedroom or in the main living area of the home. There was considerable variability in the level and timing of viewing and this appeared to be a function of whether the participants attended after-school clubs. Conclusions UK children regularly engage in two or more forms of screen-viewing at the same time. There are currently no means of assessing multi-screen viewing nor any interventions that specifically focus on reducing multi-screen viewing. To reduce children's overall screen-viewing we need to understand and then develop approaches to reduce multi-screen viewing among children. PMID:21812945
"I'm on it 24/7 at the moment": a qualitative examination of multi-screen viewing behaviours among UK 10-11 year olds.

PubMed

Jago, Russell; Sebire, Simon J; Gorely, Trish; Cillero, Itziar Hoyos; Biddle, Stuart J H

2011-08-03

Screen-viewing has been associated with increased body mass, increased risk of metabolic syndrome and lower psychological well-being among children and adolescents. There is a shortage of information about the nature of contemporary screen-viewing amongst children especially given the rapid advances in screen-viewing equipment technology and their widespread availability. Anecdotal evidence suggests that large numbers of children embrace the multi-functionality of current devices to engage in multiple forms of screen-viewing at the same time. In this paper we used qualitative methods to assess the nature and extent of multiple forms of screen-viewing in UK children. Focus groups were conducted with 10-11 year old children (n = 63) who were recruited from five primary schools in Bristol, UK. Topics included the types of screen-viewing in which the participants engaged; whether the participants ever engaged in more than one form of screen-viewing at any time and if so the nature of this multiple viewing; reasons for engaging in multi-screen-viewing; the room within the house where multi-screen-viewing took place and the reasons for selecting that room. All focus groups were transcribed verbatim, anonymised and thematically analysed. Multi-screen viewing was a common behaviour. Although multi-screen viewing often involved watching TV, TV viewing was often the background behaviour with attention focussed towards a laptop, handheld device or smart-phone. There were three main reasons for engaging in multi-screen viewing: 1) tempering impatience that was associated with a programme loading; 2) multi-screen facilitated filtering out unwanted content such as advertisements; and 3) multi-screen viewing was perceived to be enjoyable. Multi-screen viewing occurred either in the child's bedroom or in the main living area of the home. There was considerable variability in the level and timing of viewing and this appeared to be a function of whether the participants attended after-school clubs. UK children regularly engage in two or more forms of screen-viewing at the same time. There are currently no means of assessing multi-screen viewing nor any interventions that specifically focus on reducing multi-screen viewing. To reduce children's overall screen-viewing we need to understand and then develop approaches to reduce multi-screen viewing among children.
The effects of environmental and classroom noise on the academic attainments of primary school children.

PubMed

Shield, Bridget M; Dockrell, Julie E

2008-01-01

While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children's performance at school, including reduced memory, motivation, and reading ability. In England and Wales, children's academic performance is assessed using standardized tests of literacy, mathematics, and science. A study has been conducted to examine the impact, if any, of chronic exposure to external and internal noise on the test results of children aged 7 and 11 in London (UK) primary schools. External noise was found to have a significant negative impact upon performance, the effect being greater for the older children. The analysis suggested that children are particularly affected by the noise of individual external events. Test scores were also affected by internal classroom noise, background levels being significantly related to test results. Negative relationships between performance and noise levels were maintained when the data were corrected for socio-economic factors relating to social deprivation, language, and special educational needs. Linear regression analysis has been used to estimate the maximum levels of external and internal noise which allow the schools surveyed to achieve required standards of literacy and numeracy.
A qualitative study of teacher's perceptions of an intervention to prevent conduct problems in Jamaican pre-schools.

PubMed

Baker-Henningham, H; Walker, S

2009-09-01

There is a growing evidence base showing the efficacy of school-based interventions to prevent conduct problems but few evaluations have addressed teachers' perceptions of these programmes. Teachers' views on the acceptability, feasibility and usefulness of an intervention will influence implementation fidelity and programme sustainability and can help further our understanding of how the intervention works and how it may be improved. A pilot study of the Incredible Years Teacher Training Programme supplemented by a curriculum unit on social and emotional skills was conducted in inner-city pre-schools in Kingston, Jamaica. Three pre-schools comprising 15 classrooms participated in the intervention which involved seven monthly teacher workshops and 14 weekly child lessons in each class. At the end of the intervention in-depth individual interviews were conducted with each intervention teacher. Teachers reported benefits to their own teaching skills and professional development, to their relationships with children and to the behaviour, social-emotional competence and school readiness skills of the children in their class. Teachers also reported benefits to teacher-parent relationships and to children's behaviour at home. A hypothesis representing the teachers' perceptions of how the intervention achieved these benefits was developed. The hypothesis suggests that intervention effects were due to teachers' gains in skills and knowledge in three main areas: (1) a deeper understanding of young children's needs and abilities; (2) increased use of positive and proactive strategies; and (3) explicitly teaching social and emotional skills. These changes then led to the variety of benefits reported for teachers, children and parents. Teachers reported few difficulties in implementing the majority of strategies and strongly recommended wider dissemination of the intervention. The intervention was valued by Jamaican pre-school teachers and teachers felt they were able to successfully integrate the strategies learned into their regular practice.
Assessing the accuracy and feasibility of a refractive error screening program conducted by school teachers in pre-primary and primary schools in Thailand.

PubMed

Teerawattananon, Kanlaya; Myint, Chaw-Yin; Wongkittirux, Kwanjai; Teerawattananon, Yot; Chinkulkitnivat, Bunyong; Orprayoon, Surapong; Kusakul, Suwat; Tengtrisorn, Supaporn; Jenchitr, Watanee

2014-01-01

As part of the development of a system for the screening of refractive error in Thai children, this study describes the accuracy and feasibility of establishing a program conducted by teachers. To assess the accuracy and feasibility of screening by teachers. A cross-sectional descriptive and analytical study was conducted in 17 schools in four provinces representing four geographic regions in Thailand. A two-staged cluster sampling was employed to compare the detection rate of refractive error among eligible students between trained teachers and health professionals. Serial focus group discussions were held for teachers and parents in order to understand their attitude towards refractive error screening at schools and the potential success factors and barriers. The detection rate of refractive error screening by teachers among pre-primary school children is relatively low (21%) for mild visual impairment but higher for moderate visual impairment (44%). The detection rate for primary school children is high for both levels of visual impairment (52% for mild and 74% for moderate). The focus group discussions reveal that both teachers and parents would benefit from further education regarding refractive errors and that the vast majority of teachers are willing to conduct a school-based screening program. Refractive error screening by health professionals in pre-primary and primary school children is not currently implemented in Thailand due to resource limitations. However, evidence suggests that a refractive error screening program conducted in schools by teachers in the country is reasonable and feasible because the detection and treatment of refractive error in very young generations is important and the screening program can be implemented and conducted with relatively low costs.
Oral Health Knowledge, Attitude, and Approaches of Pre-Primary and Primary School Teachers in Mumbai, India.

PubMed

Mota, Ankita; Oswal, Kunal C; Sajnani, Dipti A; Sajnani, Anand K

2016-01-01

Background. School teachers have an internationally recognized potential role in school-based dental education and considerable importance has therefore been attributed to their dental knowledge. The objectives of this study were to determine the oral health related knowledge, attitudes, and approaches of pre-primary and primary school teachers in the city of Mumbai. Methods. The descriptive cross-sectional study was conducted in the suburban regions of Mumbai using a self-administered questionnaire and involved 511 teachers. Results. Teachers demonstrated inappropriate or incomplete knowledge regarding children's oral health. Only 53.2% knew that an individual has two sets of dentition. Moreover, only 45.4% of the teachers knew that a primary dentition consists of 20 teeth. Only 56.9% of the teachers asked their children to clean their mouth after snacking during school hours. 45.0% of the teachers were unaware of fluoridated tooth pastes whilst 78.9% of them were unaware of school water fluoridation programmes. Also, 54.8% of the teachers never discussed the oral health of children with their parents during parents meet. Conclusions. The studied school teachers demonstrated incomplete oral health knowledge, inappropriate oral practices, and unfavourable approaches to children's oral health. There is a definite and immediate need for organized training of school teachers on basic oral health knowledge.
School-Based Intervention for Test Anxiety

ERIC Educational Resources Information Center

Yeo, Lay See; Goh, Valerie Grace; Liem, Gregory Arief D.

2016-01-01

Background: With children today being tested at younger ages, test anxiety has an earlier onset age. There is relatively limited research on test anxiety management programs with elementary school children. The theoretical basis for this nonrandomized pre-post intervention study is grounded in cognitive and behavioral interventions for test…
Ethnic differences in blood lipids and dietary intake between UK children of black African, black Caribbean, South Asian, and white European origin: the Child Heart and Health Study in England (CHASE).

PubMed

Donin, Angela S; Nightingale, Claire M; Owen, Christopher G; Rudnicka, Alicja R; McNamara, Mary C; Prynne, Celia J; Stephen, Alison M; Cook, Derek G; Whincup, Peter H

2010-10-01

Ischemic heart disease (IHD) rates are lower in UK black Africans and black Caribbeans and higher in South Asians when compared with white Europeans. Ethnic differences in lipid concentrations may play a part in these differences. The objective was to investigate blood lipid and dietary patterns in UK children from different ethnic groups. This was a cross-sectional study in 2026 UK children (including 285 black Africans, 188 black Caribbeans, 534 South Asians, and 512 white Europeans) attending primary schools in London, Birmingham, and Leicester. We measured fasting blood lipid concentrations and collected 24-h dietary recalls. In comparison with white Europeans, black African children had lower total cholesterol (-0.14 mmol/L; 95% CI: -0.25, -0.04 mmol/L), LDL-cholesterol (-0.10 mmol/L; 95% CI: -0.20, -0.01 mmol/L), and triglyceride concentrations (proportional difference: -0.11 mmol/L; 95% CI: -0.16, -0.06 mmol/L); HDL-cholesterol concentrations were similar. Lower saturated fat intakes (-1.4%; 95% CI: -1.9%, -0.9%) explained the differences between total and LDL cholesterol. Black Caribbean children had total, LDL-cholesterol, HDL-cholesterol, and triglyceride concentrations similar to those for white Europeans, with slightly lower saturated fat intakes. South Asian children had total and LDL-cholesterol concentrations similar to those for white Europeans, lower HDL-cholesterol concentrations (-0.7 mmol/L; 95% CI: -0.11, -0.03 mmol/L), and elevated triglyceride concentrations (proportional difference: 0.14 mmol/L; 95% CI: 0.09, 0.20 mmol/L); higher polyunsaturated and monounsaturated fat intakes did not explain these lipid differences. Only black African children had a blood lipid profile and associated dietary pattern likely to protect against future IHD. The loss of historically lower LDL-cholesterol concentrations among UK black Caribbeans and South Asians may have important adverse consequences for future IHD risk in these groups.
Knowledge, practices and perceptions of geo-helminthes infection among parents of pre-school age children of coastal region, Kenya.

PubMed

Masaku, Janet; Mwende, Faith; Odhiambo, Gladys; Musuva, Rosemary; Matey, Elizabeth; Kihara, Jimmy H; Thuita, Isaac G; Njomo, Doris W

2017-03-01

Soil-transmitted helminthes (STHs) are common human parasitic diseases in most of the developing world particularly in Kenya. The ongoing National School-Based Deworming Programme (NSBDP) was launched in 2012 and is currently targeting 28 of the 47 endemic Counties. In an effort to improve treatment intervention strategies among Pre-School Age Children (PSAC) attending Early Childhood Development Centres (ECDC), we sought to assess parents' knowledge, perceptions and practices on worm infection. We conducted a qualitative cross-sectional study in four endemic sub-counties of two counties of coastal region of Kenya. A total of 20 focus group discussions (FGDs) categorized by gender were conducted among parents of pre-school age children. Participants were purposively selected based on homogenous characteristics with the saturation model determining the number of focus group discussions conducted. The data collected was analyzed manually by study themes. The majority of the parents had knowledge on worms and modes of transmission of the parasitic infections among the pre-school children. Also, most of the participants knew the causes of worm infection and the pre- disposing factors mentioned included poor hygiene and sanitation practices. Due to poor knowledge of signs and symptoms, misconceptions about the drugs administered during the NSBDP were common with a large majority of the parents indicating that the drugs were ineffective in worm control. The findings also indicated that most of the participants sought medical care on the onset of the signs and symptoms of worm infestation and preferred services provided at public health facilities as opposed to private health facilities or buying drugs from the local market citing mistrust of such services. Cultural beliefs, high cost of building and availability of vast pieces of land for human waste disposal were factors that contributed to low or lack of latrine ownership and usage by a large majority of the respondents. Our results show that to a large extent the parents of the pre-school age children have information on worm infections. However, some cultural beliefs and practices on the pathology and mode of transmission mentioned could be a hindrance to prevention and control efforts. There is need to implement health promotion campaigns to strengthen the impact of control strategies and reduce infection.
Knowledge, practices and perceptions of geo-helminthes infection among parents of pre-school age children of coastal region, Kenya

PubMed Central

Mwende, Faith; Odhiambo, Gladys; Musuva, Rosemary; Matey, Elizabeth; Kihara, Jimmy H.; Thuita, Isaac G.; Njomo, Doris W.

2017-01-01

Background Soil-transmitted helminthes (STHs) are common human parasitic diseases in most of the developing world particularly in Kenya. The ongoing National School-Based Deworming Programme (NSBDP) was launched in 2012 and is currently targeting 28 of the 47 endemic Counties. In an effort to improve treatment intervention strategies among Pre-School Age Children (PSAC) attending Early Childhood Development Centres (ECDC), we sought to assess parents’ knowledge, perceptions and practices on worm infection. Methodology We conducted a qualitative cross-sectional study in four endemic sub-counties of two counties of coastal region of Kenya. A total of 20 focus group discussions (FGDs) categorized by gender were conducted among parents of pre-school age children. Participants were purposively selected based on homogenous characteristics with the saturation model determining the number of focus group discussions conducted. The data collected was analyzed manually by study themes. Findings The majority of the parents had knowledge on worms and modes of transmission of the parasitic infections among the pre-school children. Also, most of the participants knew the causes of worm infection and the pre- disposing factors mentioned included poor hygiene and sanitation practices. Due to poor knowledge of signs and symptoms, misconceptions about the drugs administered during the NSBDP were common with a large majority of the parents indicating that the drugs were ineffective in worm control. The findings also indicated that most of the participants sought medical care on the onset of the signs and symptoms of worm infestation and preferred services provided at public health facilities as opposed to private health facilities or buying drugs from the local market citing mistrust of such services. Cultural beliefs, high cost of building and availability of vast pieces of land for human waste disposal were factors that contributed to low or lack of latrine ownership and usage by a large majority of the respondents. Conclusions Our results show that to a large extent the parents of the pre-school age children have information on worm infections. However, some cultural beliefs and practices on the pathology and mode of transmission mentioned could be a hindrance to prevention and control efforts. There is need to implement health promotion campaigns to strengthen the impact of control strategies and reduce infection. PMID:28358802
Pre discovery R band limits for SN 2017aew

NASA Astrophysics Data System (ADS)

Steele, I. A.; Newsam, A. M.

2017-05-01

A 90 second R band image of the galaxy NGC6948 was obtained on 2017 May 06 at 04:13UT using the 2.0m Liverpool Telescope, La Palma. The image was obtained by the National Schools Observatory on behalf of St Anne's Catholic School, Southampton, UK. Inspection of the image shows no source visible at the co-ordinates of SN 2017aew (ATel #10381) down to a limit of R=21.2 (photometry calibrated with respect to the nearby USNO object 1501-0283085).
Investigation of the Effects of Brain Teasers on Attention Spans of Pre-School Children

ERIC Educational Resources Information Center

Altun, Meryem; Hazar, Muhsin; Hazar, Zekihan

2016-01-01

The purpose of this study is to investigate the effects of brain teasers on attention spans of preschool children of age six. The study was conducted using an experimental design with a control group and pre-test/post-test. The sample of the study is children of age six selected via random appointment among ones who were enrolled in the Merkez…
Comparing the Effectiveness of Head Start and State Pre-K Using a Propensity-Score Matching Regression Discontinuity Design

ERIC Educational Resources Information Center

Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J.; Burchinal, Margaret; Vandell, Deborah Lowe

2014-01-01

This study is a secondary data analysis of data collected on preschool and kindergarten-aged children in Tulsa, Oklahoma in the fall of 2006 to study the effects of school and community-based public early learning programs on children's cognitive and social-emotional outcomes. Children in the study participated in the state-funded pre-k program,…
[Spirometry interpretation feasibility among pre-school children according to the European Respiratory Society and American Thoracic Society Guidelines].

PubMed

Donaire, Roberto M; González, Scarlett A; Moya, Ana I; Fierro, Laura T; Brockmann, Pablo V; Caussade, Solange L

2015-01-01

Spirometry is the most used test to evaluate pulmonary function. Guidelines that defined acceptability and repeatability criteria for its implementation and interpretation among preschoolers were published in 2007. Our objective was to quantify the actual compliance with these criteria among pre-school patients. A review was performed on the baseline spirometry measured in patients aged 2 to 5 years in the Pediatric Respiratory Laboratory of the Pontificia Universidad Católica de Chile, who were admitted due to recurrent or persistent coughing or wheezing. Only those results obtained in patients who took the test for the first time were considered. They were analyzed by international standards. A total of 93 spirometry results (mean age 57.4 ± 8.6 months, 48 males) were obtained, of which 44 (47%) met all acceptable criteria, 87 (93%) obtained expiratory time of ≥ 0.5seconds, and 67 (72%) of the patients had an end-expiratory flow of ≤10% from peak flow. The variation in the measurement of forced vital capacity (FVC) and forced expiratory volume in one second (FEV1) was very low (intraclass correlation coefficient > 0.9). It was possible to meet the acceptability and repeatability criteria for spirometry among pre-school children in our Center, which was similar to previous reports. As in older children, this test is fully recommended for pre-school children who require lung function studies. Copyright © 2015. Publicado por Elsevier España, S.L.U.
Friendships and social interactions of school-aged children with migraine.

PubMed

Vannatta, K; Getzoff, E A; Gilman, D K; Noll, R B; Gerhardt, C A; Powers, S W; Hershey, A D

2008-07-01

We set out to evaluate the friendships and social behaviour of school-aged children with migraine. Concern exists regarding the impact of paediatric migraine on daily activities and quality of life. We hypothesized that children with migraine would have fewer friends and be identified as more socially sensitive and isolated than comparison peers. Sixty-nine children with migraine participated in a school-based study of social functioning. A comparison sample without migraine included classmates matched for gender, race and age. Children with migraine had fewer friends at school; however, this effect was limited to those in elementary school. Behavioural difficulties were not found. Middle-school students with migraine were identified by peers as displaying higher levels of leadership and popularity than comparison peers. Concern may be warranted about the social functioning of pre-adolescent children with migraine; however, older children with migraine may function as well as or better than their peers.
Particularities of Speech Readiness for Schooling in Pre-School Children Having General Speech Underdevelopment: A Social and Pedagogical Aspect

ERIC Educational Resources Information Center

Emelyanova, Irina A.; Borisova, Elena A.; Shapovalova, Olga E.; Karynbaeva, Olga V.; Vorotilkina, Irina M.

2018-01-01

The relevance of the research is due to the necessity of creating the pedagogical conditions for correction and development of speech in children having the general speech underdevelopment. For them, difficulties generating a coherent utterance are characteristic, which prevents a sufficient speech readiness for schooling forming in them as well…
An Exploration of Life Skills Programme on Pre-School Children in Embu West, Kenya

ERIC Educational Resources Information Center

Gatumu, Jane Ciumwari; Kathuri, Wilfred Njeru

2018-01-01

The Life Skills Programme, which is one of the newest programmes in the Kenya Preschool educational system was explored to establish the impact it had on the lives of preschool children in Embu West, Kenya. A primary school that is perceived as having well-disciplined children was purposively selected. The sample consisted of 39 students, 43…

School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions

ERIC Educational Resources Information Center

Vinen, Zoe; Clark, Megan; Paynter, Jessica; Dissanayake, Cheryl

2018-01-01

This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of…
Self-Management Training for Chinese Obese Children at Risk for Metabolic Syndrome: Effectiveness and Implications for School Health

ERIC Educational Resources Information Center

Ling, Jiying; Anderson, Laura M.; Ji, Hong

2015-01-01

This article reviews the results of a school-based self-management intervention for Chinese obese children at risk for metabolic syndrome. Twenty-eight Chinese obese children (M age?=?10 years) and their parents participated in the study. Metabolic syndrome risk factors were measured pre- and post-intervention. The risk factors included Body Mass…
Conduct Problems in Children Attending Pre-Primary Schools in Rural Areas of Pakistan

ERIC Educational Resources Information Center

Bhamani, Shelina; Ayub, Nadia

2014-01-01

The aim of this study was to explore the conduct problems faced by school going children in the rural areas of Pakistan. Two hypotheses were formulated to explore the significant differences between the intervention and non-intervention groups and gender on the variables of conduct and internalization. The data of a total 386 young children were…
Select Caribbean Teachers' Perspectives on the Socio-Emotional Skills Children Need to Successfully Transition to Primary School

ERIC Educational Resources Information Center

Kinkead-Clark, Zoyah

2017-01-01

Children's transition to primary school is affected by numerous factors. Many teachers, expect that children will have the academic and socioemotional competencies to negotiate and deal with new experiences they may encounter in a new learning environment. With an aim of contextualising our understanding of the transitory period from pre-primary…
The impact of food and nutrient-based standards on primary school children's lunch and total dietary intake: a natural experimental evaluation of government policy in England.

PubMed

Spence, Suzanne; Delve, Jennifer; Stamp, Elaine; Matthews, John N S; White, Martin; Adamson, Ashley J

2013-01-01

In 2005, the nutritional content of children's school lunches in England was widely criticised, leading to a major policy change in 2006. Food and nutrient-based standards were reintroduced requiring primary schools to comply by September 2008. We aimed to determine the effect of the policy on the nutritional content at lunchtime and in children's total diet. We undertook a natural experimental evaluation, analysing data from cross-sectional surveys in 12 primary schools in North East England, pre and post policy. Dietary data were collected on four consecutive days from children aged 4-7 years (n = 385 in 2003-4; n = 632 in 2008-9). We used linear mixed effect models to analyse the effects of gender, year, and lunch type on children's mean total daily intake. Both pre- and post-implementation, children who ate a school lunch consumed less sodium (mean change -128 mg, 95% CI: -183 to -73 mg) in their total diet than children eating home-packed lunches. Post-implementation, children eating school lunches consumed a lower % energy from fat (-1.8%, -2.8 to -0.9) and saturated fat (-1.0%; -1.6 to -0.5) than children eating packed lunches. Children eating school lunches post implementation consumed significantly more carbohydrate (16.4 g, 5.3 to 27.6), protein (3.6 g, 1.1 to 6.0), non-starch polysaccharides (1.5 g, 0.5 to 1.9), vitamin C (0.7 mg, 0.6 to 0.8), and folate (12.3 µg, 9.7 to 20.4) in their total diet than children eating packed lunches. Implementation of school food policy standards was associated with significant improvements in the nutritional content of school lunches; this was reflected in children's total diet. School food- and nutrient-based standards can play an important role in promoting dietary health and may contribute to tackling childhood obesity. Similar policy measures should be considered for other environments influencing children's diet.
Seeing Disadvantage in Schools: Exploring Student Teachers' Perceptions of Poverty and Disadvantage Using Visual Pedagogy

ERIC Educational Resources Information Center

White, M. L.; Murray, Jean

2016-01-01

This paper describes exploratory research into the development of innovative visual pedagogies for investigating how pre-service student-teachers articulate their views about the effects of poverty on educational attainment. Social class emerges as the strongest factor in poverty and educational disadvantage in the UK. The resulting issues are…
[Nutritional assessment of the menus served in municipal nursery schools in Granada].

PubMed

Seiquer, Isabel; Haro, Ana; Cabrera-Vique, Carmen; Muñoz-Hoyos, Antonio; Galdó, Gabriel

2016-10-01

The school canteen plays today an essential role in child nutrition and for consolidating appropriate eating habits. In Spain, the guidelines for school meals have been established by the NAOS strategy and the Perseus program, and are especially aimed at school children of 6-10 years. However, there is a lack of information on menus offered in pre-school education centres, which take in children of pre-school age. The aim of this study was to evaluate the composition and the food supplied in pre-schools of the province of Granada. A study was conducted on the menus offered in public pre-schools in Granada, with a population of 420 children aged 2-6 years old. A total of 20 menus were analysed, and details were collected including direct information on the ingredients used, the proportion of these in each dish, and the form of preparation. The daily intake of energy and nutrients, as well as the frequency of weekly supply of the different food groups were studied. The average energy content of the menus was 512.5kcal, distributed into protein (17.3%), carbohydrates (48.8%), and lipids (33.9%). A suitable supply of fibre (7.8g/day) was observed, but content of calcium and zinc did not reach recommended levels. The supply of vegetables was adequate, with a daily presence of salad, as well as vegetables, meat, fish and fruit. Menus evaluated represent an adequate content of energy, and proper supply of the different groups of foods, especially vegetables, fruits and salads. A great effort is observed in the centres to adapt meals to nutritional recommendations. Copyright © 2015 Asociación Española de Pediatría. Publicado por Elsevier España, S.L.U. All rights reserved.
Parental Involvement in Language and Literacy Acquisition: A Bilingual Journaling Approach

ERIC Educational Resources Information Center

Caesar, Lena G.; Nelson, Nickola Wolf

2014-01-01

This pilot study examined the feasibility of a home-school partnership for improving emergent literacy skills in Spanish-speaking pre-school children of migrant farmworkers. Parents were requested to send labeled drawings of family activities to their children's classroom for supplementing bilingual language and literacy instruction. Participants…
Communicative Approach to Inclusive Education in Pre-School

ERIC Educational Resources Information Center

Kraukle, Sandra

2015-01-01

The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs,…
Inside PreK Classrooms: A School Leader's Guide to Effective Instruction

ERIC Educational Resources Information Center

Schickedanz, Judith A.; Marchant, Catherine

2018-01-01

"Inside PreK Classrooms" provides school leaders with much-needed guidance and knowledge to ensure quality instruction for their youngest students. Based on their extensive experience working with children and educators, the authors bring readers inside real classrooms, where teachers are grappling with the "big ideas" that lie…
Towards a Pre-Teen Typology of Digital Media

ERIC Educational Resources Information Center

Grimley, Mick; Allan, Mary

2010-01-01

Whilst prior research has identified children as avid users of new technologies, insufficient studies have explored their patterns of use. This paper investigates how New Zealand pre-teens use technology out of school and identifies a typology of technology use. Two hundred and twenty four children between 10 and 12 years of age completed a…
Out of School, out of Mind: What Happens to Children Who Spend Long Periods Away from Formal Education

ERIC Educational Resources Information Center

Khan, John

2004-01-01

It is recognised that getting a good education is one of the most important determinants of a child's future, but missing at least some education remains a common occurrence for many children and young people in the United Kingdom. Over recent years, education has been placed high on the political agenda in the UK. Among other things, a wide range…
Classification of Horn of Africa School Children: Is It Appropriate for the Educational Authorities in England to Refer to Them as Refugees?

ERIC Educational Resources Information Center

Kuyok, Kuyok Abol

2010-01-01

Drawing on evidence from a PhD study, this paper raises questions about the appropriateness of English educational authorities to continue to refer to the Horn of Africa children, most of them born in the UK, as refugees. The word refugee, in its broad definition, seemingly masks fundamental differences and may reinforce stereotypical perceptions…
Strategies for Crisis Intervention and Prevention-Revised as a Current Proposal in Care of Individuals with Intellectual Disabilities and Challenging Behaviours

ERIC Educational Resources Information Center

West, Sara C.; Kaniok, Przemyslaw

2009-01-01

The article relates to the author's former experiences gained during the work with individuals with developmental disabilities at the Association for the Help of Retarded Children, Nassau Chapter in New York State in the United States (US), as well as with autistic children at the Loddon School in Hampshire County in the United Kingdom (UK).…
Editorial: Dissociation in Pre-School Children.

ERIC Educational Resources Information Center

Jones, David P. H.

2001-01-01

This editorial comments on a study that compared the self-development of 43 typical preschool children and 155 preschool children who had been maltreated. It found sexually abused, physically abused, and neglected preschool children showed more dissociation than did the typical children. Clinically identifiable dissociation was particularly…
Research on pre-scientific concept of light in children's cognitive activity

NASA Astrophysics Data System (ADS)

Lan, Zhigao; Yu, Yang; Yan, Dan; Yang, Shulin

2017-08-01

Based on the theory of Ausubel's meaningful learning and cognitive characteristic of childens pre-scientific concept, two students of Huang Gang Middle School have been interviewed continuously about cognition of interaction between light and matter. Comprehension degree of childens pre-scientific concept about interaction between light and matter has been deeply understood, formation of strategy of childens pre-scientific concept has been discussed. Several influence factors related to formation of childens pre-scientific concept have been analyzed, such as sex, family environment, and learning experience of kindergarten and primary school.
An Investigation on the Effectiveness of Chess Training on Creativity and Theory of Mind Development at Early Childhood

ERIC Educational Resources Information Center

Sigirtmac, Ayperi Dikici

2016-01-01

In recent years, chess training is offered as a compulsory elective course in some pre-schools, whereas it is not offered in some other pre-schools. There are children who attend chess clubs outside of schools. Chess is considered to be a game of intelligence, and its effects on individuals have been the subject of many researches. This study was…
Midwest Child-Parent Center (CPC) PreK-3rd Grade School Reform Model: Impacts on Child and Family Outcomes over Time

ERIC Educational Resources Information Center

Gaylor, Erika; Spiker, Donna; Wei, Xin; Lease, Erin; Reynolds, Arthur

2015-01-01

This presentation reports on the goals and preliminary outcomes of the Child-Parent Centers (CPC) Expansion Project, which is a PreK to 3rd grade school reform model aimed at improving the short- and long-term outcomes of participating children and families. The model provides continuous education and family support services to schools serving a…
Oral language skills intervention in pre-school-a cautionary tale.

PubMed

Haley, Allyson; Hulme, Charles; Bowyer-Crane, Claudine; Snowling, Margaret J; Fricke, Silke

2017-01-01

While practitioners are increasingly asked to be mindful of the evidence base of intervention programmes, evidence from rigorous trials for the effectiveness of interventions that promote oral language abilities in the early years is sparse. To evaluate the effectiveness of a language intervention programme for children identified as having poor oral language skills in preschool classes. A randomized controlled trial was carried out in 13 UK nursery schools. In each nursery, eight children (N = 104, mean age = 3 years 11 months) with the poorest performance on standardized language measures were selected to take part. All but one child were randomly allocated to either an intervention (N = 52) or a waiting control group (N = 51). The intervention group received a 15-week oral language programme in addition to their standard nursery curriculum. The programme was delivered by trained teaching assistants and aimed to foster vocabulary knowledge, narrative and listening skills. Initial results revealed significant differences between the intervention and control group on measures of taught vocabulary. No group differences were found on any standardized language measure; however, there were gains of moderate effect size in listening comprehension. The study suggests that an intervention, of moderate duration and intensity, for small groups of preschool children successfully builds vocabulary knowledge, but does not generalize to non-taught areas of language. The findings strike a note of caution about implementing language interventions of moderate duration in preschool settings. The findings also highlight the importance of including a control group in intervention studies. © 2016 Royal College of Speech and Language Therapists.
Parental education and physical activity in pre-school children.

PubMed

Vale, S; Ricardo, N; Soares-Miranda, L; Santos, R; Moreira, C; Mota, J

2014-05-01

The purpose of this study was to objectively assess pre-school children's total physical activity (TPA) patterns and compliance with guidelines and to examine differences relative to parental education. The sample consisted on 509 healthy pre-school children, aged 3-6 years recruited from kindergartens located in the metropolitan area of Porto, Portugal. The PA was assessed for 7 consecutive days by accelerometry. For TPA, we followed the guidelines of the National Association for Sport and Physical Education (NASPE) (children who spent at least >120 min per day in active play). For TPA, we calculated the proportion of children who spent at least >120 min per day in active play and moderate-to-vigorous physical activity (MVPA), we calculated the proportion of children who spent at least >60 min per day in active play. Parental education was analysed according to the Portuguese education system. Children with parents in the highest education level were less active than children from low and middle education level (P ≤ 0.001) in all patterns of PA (week and weekend). Regarding TPA during the week we found that the majority of children from low and middle parental education meet the NASPE guidelines. On the other hand, more than half the children from high parental education did not meet these recommendations (P ≤ 0.001) and MVPA recommendations (P ≤ 0.05). In both recommendations, children from low parental education were twice more likely to meet the recommendations compared with children belonging to high parental education. Parent education was negatively associated with children's daily physical activity patterns and compliance with guidelines. © 2013 John Wiley & Sons Ltd.

'Hello, my name is Gabriel, I am the house officer, may I examine you?' or the Objective Santa Christmas Examination (OSCE).

PubMed

Wood, D; Roberts, T; Bradley, P; Lloyd, D; O'Neill, P

1999-12-01

To design a clinical examination of high content validity suitable for use as a formative assessment tool with pre-registration house officers (PRHO'S) towards the end of their first house officer post. A multicentre collaboration between four UK medical schools who offer undergraduate curricula which are problem-based, systems-based, patient-orientated, student-centred, jargon-laden and utterly staff-bewildering. An objective structured clinical examination (OSCE) which is suitable for use with graduates of UK medical schools. It assesses the knowledge, skills and attitudes essential for future careers in a hierarchical system where protecting the senior staff from all forms of irritation is paramount. PRHO'S who excel in this examination get better references. The OSCE format can be used to provide 'real-life' scenarios appropriate to the season.
Auditory processing, speech perception and phonological ability in pre-school children at high-risk for dyslexia: a longitudinal study of the auditory temporal processing theory.

PubMed

Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquière, Pol

2007-04-09

This study investigates whether the core bottleneck of literacy-impairment should be situated at the phonological level or at a more basic sensory level, as postulated by supporters of the auditory temporal processing theory. Phonological ability, speech perception and low-level auditory processing were assessed in a group of 5-year-old pre-school children at high-family risk for dyslexia, compared to a group of well-matched low-risk control children. Based on family risk status and first grade literacy achievement children were categorized in groups and pre-school data were retrospectively reanalyzed. On average, children showing both increased family risk and literacy-impairment at the end of first grade, presented significant pre-school deficits in phonological awareness, rapid automatized naming, speech-in-noise perception and frequency modulation detection. The concurrent presence of these deficits before receiving any formal reading instruction, might suggest a causal relation with problematic literacy development. However, a closer inspection of the individual data indicates that the core of the literacy problem is situated at the level of higher-order phonological processing. Although auditory and speech perception problems are relatively over-represented in literacy-impaired subjects and might possibly aggravate the phonological and literacy problem, it is unlikely that they would be at the basis of these problems. At a neurobiological level, results are interpreted as evidence for dysfunctional processing along the auditory-to-articulation stream that is implied in phonological processing, in combination with a relatively intact or inconsistently impaired functioning of the auditory-to-meaning stream that subserves auditory processing and speech perception.
Counting on Early Math Skills: Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs

ERIC Educational Resources Information Center

Mattera, Shira; Morris, Pamela

2017-01-01

Early math ability is one of the best predictors of children's math and reading skills into late elementary school. Children with stronger math proficiency in elementary school, in turn, are more likely to graduate from high school and attend college. However, early math skills have not historically been a major focus of instruction in preschool…
Giocampus school: a "learning through playing" approach to deliver nutritional education to children.

PubMed

Rosi, Alice; Brighenti, Furio; Finistrella, Viviana; Ingrosso, Lisa; Monti, Giorgia; Vanelli, Maurizio; Vitale, Marco; Volta, Elio; Scazzina, Francesca

2016-01-01

To improve nutritional knowledge of children, single-group educational interventions with pre/post knowledge assessment were performed in primary schools in Parma, Italy, participating to the Giocampus Program. A total of 8165 children (8-11 years old) of 3rd, 4th and 5th grades of primary school were involved in 3 hours per class nutritional lessons, with specifically designed games and activities for each school grade. To evaluate children learning, a questionnaire was administered before and after three months of educational intervention. A total of 16330 questionnaires were analysed. Children nutritional knowledge significantly increased (p< 0.001) in all school grades. The integrated "learning through playing" approach, including the educational figures, tools and games, was successful in improving children's nutritional knowledge. A stable integration of this method in primary school settings could prepare a new generation of citizens, better educated on health-promotion lifestyles.
The clinical utility of lung clearance index in early cystic fibrosis lung disease is not impacted by the number of multiple-breath washout trials

PubMed Central

Foong, Rachel E.; Harper, Alana J.; King, Louise; Turkovic, Lidija; Davis, Miriam; Clem, Charles C.; Davis, Stephanie D.; Ranganathan, Sarath; Hall, Graham L.

2018-01-01

The lung clearance index (LCI) from the multiple-breath washout (MBW) test is a promising surveillance tool for pre-school children with cystic fibrosis (CF). Current guidelines for MBW testing recommend that three acceptable trials are required. However, success rates to achieve these criteria are low in children aged <7 years and feasibility may improve with modified pre-school criteria that accepts tests with two acceptable trials. This study aimed to determine if relationships between LCI and clinical outcomes of CF lung disease differ when only two acceptable MBW trials are assessed. Healthy children and children with CF aged 3–6 years were recruited for MBW testing. Children with CF also underwent bronchoalveolar lavage fluid collection and a chest computed tomography scan. MBW feasibility increased from 46% to 75% when tests with two trials were deemed acceptable compared with tests where three acceptable trials were required. Relationships between MBW outcomes and markers of pulmonary inflammation, infection and structural lung disease were not different between tests with three acceptable trials compared with tests with two acceptable trials. This study indicates that pre-school MBW data from two acceptable trials may provide sufficient information on ventilation distribution if three acceptable trials are not possible. PMID:29707562
Lower urinary tract dysfunction in children. What do pre-school teachers know about it?

PubMed

Lordelo, Patricia; Maron, Fabio; Barros, Daniela G; Barroso, Danilo V; Bessa, Jose; Barroso, Ubirajara

2007-01-01

To evaluate the basic knowledge of pre-school teachers who deal with children between the ages of 4 and 7 years, who present signs of lower urinary tract dysfunction (LUTD). We performed a survey with 50 teachers from 9 private schools working with pre-school children. The criteria for selection were if teachers were certified or non-certified elementary school teachers - NCEST and the amount of professional experience. Thirty-three teachers considered that the normal daily urinary frequency should be from 4 to 7 times. Two of the 50 teachers considered it normal to urinate less than 4 times per day and 15 teachers considered more than 7 times per day as normal. There was no difference between the 2 categories of certified or NCEST nor between those with more or less than five years of professional experience. Thirty-three percent believed that to urinate more than 4 times during a class period (4-5 hours) could indicate a urinary problem. There was a statistically significant difference among the certified and NCEST but not in terms of time of professional experience. If during this period the child would not ask to urinate, only 18% considered that as an indication of urinary problem. When asked about the symptoms that would indicate urinary urgency and urge incontinence, only 24% of the teachers connected it with urinary problem. There was no difference in terms of professional background or professional experience in these 2 last analyses. Our data shows evidences that private pre-schools teachers are not well informed of the clinical manifestation of LUTD.
Epidemiological features and control of an outbreak of scarlet fever in a Perth primary school.

PubMed

Feeney, Kynan T; Dowse, Gary K; Keil, Anthony D; Mackaay, Christine; McLellan, Duncan

2005-01-01

Scarlet fever was associated with feared outbreaks and mortality in the 19th Century. It occurs sporadically in modern society and infection is readily treated with antibiotics. We report on a scarlet fever outbreak in children attending a primary school in Perth, Western Australia, in late 2003. A total of 13 cases were identified over a five week period. Six of the cases were pre-primary children (ages 4 to 5) from the same class of 26 children (attack rate 23.1%). Three of the remaining seven cases were older siblings of pre-primary cases who developed scarlet fever after their younger siblings. Screening of the children and teachers from the two pre-primary classes at the school yielded 12 positive pharyngeal swabs for group A Streptococcus. Emm-typing of the screening isolates indicated that a common strain was circulating within the outbreak pre-primary class, with four of six isolates identified as emm-type 3. The overall group A Streptococcus carriage rate in screened students in this class was 31.6 per cent and the carriage rate for emm-type 3 was 21.1 per cent. Carriers were treated with oral penicillin V to eradicate carriage and control the outbreak. No further cases of scarlet fever were reported after the treatment of pharyngeal carriers. Outbreaks of scarlet fever still occur in young children and identification and treatment of carriers may still be valuable.
Cultural responses to pain in UK children of primary school age: a mixed-methods study.

PubMed

Azize, Pary M; Endacott, Ruth; Cattani, Allegra; Humphreys, Ann

2014-06-01

Pain-measurement tools are often criticized for not addressing the influence of culture and ethnicity on pain. This study examined how children who speak English as a primary or additional language discuss pain. Two methods were used in six focus group interviews with 34 children aged 4-7 years: (i) use of drawings from the Pediatric Pain Inventory to capture the language used by children to describe pain; and (ii) observation of the children's placing of pain drawings on red/amber/green paper to denote perceived severity of pain. The findings demonstrated that children with English as an additional language used less elaborate language when talking about pain, but tended to talk about the pictures prior to deciding where they should be placed. For these children, there was a positive significant relationship between language, age, and length of stay in the UK. The children's placement of pain drawings varied according to language background, sex, and age. The findings emphasize the need for sufficient time to assess pain adequately in children who do not speak English as a first language. © 2013 Wiley Publishing Asia Pty Ltd.
Docosahexaenoic acid for reading, cognition and behavior in children aged 7-9 years: a randomized, controlled trial (the DOLAB Study).

PubMed

Richardson, Alexandra J; Burton, Jennifer R; Sewell, Richard P; Spreckelsen, Thees F; Montgomery, Paul

2012-01-01

Omega-3 fatty acids are dietary essentials, and the current low intakes in most modern developed countries are believed to contribute to a wide variety of physical and mental health problems. Evidence from clinical trials indicates that dietary supplementation with long-chain omega-3 may improve child behavior and learning, although most previous trials have involved children with neurodevelopmental disorders such as attention-deficit/hyperactivity disorder (ADHD) or developmental coordination disorder (DCD). Here we investigated whether such benefits might extend to the general child population. To determine the effects of dietary supplementation with the long-chain omega-3 docosahexaenoic acid (DHA) on the reading, working memory, and behavior of healthy schoolchildren. Parallel group, fixed-dose, randomized, double-blind, placebo-controlled trial (RCT). Mainstream primary schools in Oxfordshire, UK (n = 74). Healthy children aged 7-9 years initially underperforming in reading (≤ 33(rd) centile). 1376 invited, 362 met study criteria. 600 mg/day DHA (from algal oil), or taste/color matched corn/soybean oil placebo. Age-standardized measures of reading, working memory, and parent- and teacher-rated behavior. ITT analyses showed no effect of DHA on reading in the full sample, but significant effects in the pre-planned subgroup of 224 children whose initial reading performance was ≤ 20(th) centile (the target population in our original study design). Parent-rated behavior problems (ADHD-type symptoms) were significantly reduced by active treatment, but little or no effects were seen for either teacher-rated behaviour or working memory. DHA supplementation appears to offer a safe and effective way to improve reading and behavior in healthy but underperforming children from mainstream schools. Replication studies are clearly warranted, as such children are known to be at risk of low educational and occupational outcomes in later life. ClinicalTrials.gov NCT01066182 and Controlled-Trials.com ISRCTN99771026.
Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study. Wave 3 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2009-3016

ERIC Educational Resources Information Center

Carlson, Elaine; Daley, Tamara; Bitterman, Amy; Heinzen, Harriotte; Keller, Brad; Markowitz, Joy; Riley, Jarnee

2009-01-01

The Pre-Elementary Education Longitudinal Study (PEELS), funded by the U.S. Department of Education, is examining the characteristics of children receiving preschool special education, the services they receive, their transitions across educational levels, and their performance over time on assessments of academic and adaptive skills. PEELS…
Added value measures in education show genetic as well as environmental influence.

PubMed

Haworth, Claire M A; Asbury, Kathryn; Dale, Philip S; Plomin, Robert

2011-02-02

Does achievement independent of ability or previous attainment provide a purer measure of the added value of school? In a study of 4000 pairs of 12-year-old twins in the UK, we measured achievement with year-long teacher assessments as well as tests. Raw achievement shows moderate heritability (about 50%) and modest shared environmental influences (25%). Unexpectedly, we show that for indices of the added value of school, genetic influences remain moderate (around 50%), and the shared (school) environment is less important (about 12%). The pervasiveness of genetic influence in how and how much children learn is compatible with an active view of learning in which children create their own educational experiences in part on the basis of their genetic propensities.
Striving for a good standard of maths for potential student nurses.

PubMed

Roberts, Sheila; Campbell, Anne

2017-01-12

This article explores some of the issues surrounding numerical competence for potential pre-registration children's nursing students, with examples of success and failure, at the University of Hertfordshire. With poor numerical ability causing concern in the UK, and the effect of low competence on patient safety when calculating drug dosages in healthcare, this article considers some of the literature surrounding numerical ability, confidence and anxiety, along with considering whether a 'C' grade at GCSE is a suitable marker for assessing numerical competence before starting a pre-registration nursing programme.
Mirror writing in pre-school children: a pilot study.

PubMed

Cubelli, Roberto; Della Sala, Sergio

2009-05-01

Mirror writing refers to the production of individual letters, whole words or sentences in reverse direction. Unintentional mirror writing has been observed in young children learning to write and interpreted as the manifestation of different cognitive impairments. We report on mirror writing instances in a sample of 108 pre-school children. Results showed MW to be age-related but independent from handedness and left-right discrimination abilities. We propose an account of mirror writing as reflecting dissociation between acquired motor programmes for letter shape composition and unspecified spatial direction of hand movements. Before learning to write, the child's directional cognitive system is assumed to be dichotomous, thus inducing the production of randomly oriented asymmetrical letters.
Vision Care and the Nation's Children.

ERIC Educational Resources Information Center

American Optometric Association, St. Louis, MO.

Aspects of vision and vision care considered are the following: extent and types of vision defects of American children; importance of vision care in pre-school years, elementary, and secondary school and beyond; and manpower resources in vision care today, the extent of vision testing and care, special problem areas, and governmental support.…
Hearing Aid Selection and Evaluation for Pre-school Children.

ERIC Educational Resources Information Center

Tachiiri, Hajime

1996-01-01

Focuses upon the selection and fitting of hearing aids for young children in Japan. Explains fitting methods and their evaluation. Suggests that although most of the schools for the deaf are making serious efforts to establish binaural fitting and use of residual hearing, lack of professional training hinders those efforts. (AA)
Soil-Transmitted Helminths in Pre-School-Aged and School-Aged Children in an Urban Slum: A Cross-Sectional Study of Prevalence, Distribution, and Associated Exposures

PubMed Central

Davis, Stephanie M.; Worrell, Caitlin M.; Wiegand, Ryan E.; Odero, Kennedy O.; Suchdev, Parminder S.; Ruth, Laird J.; Lopez, Gerard; Cosmas, Leonard; Neatherlin, John; Njenga, Sammy M.; Montgomery, Joel M.; Fox, LeAnne M.

2014-01-01

Soil-transmitted helminths (STHs) are controlled by regular mass drug administration. Current practice targets school-age children (SAC) preferentially over pre-school age children (PSAC) and treats large areas as having uniform prevalence. We assessed infection prevalence in SAC and PSAC and spatial infection heterogeneity, using a cross-sectional study in two slum villages in Kibera, Nairobi. Nairobi has low reported STH prevalence. The SAC and PSAC were randomly selected from the International Emerging Infections Program's surveillance platform. Data included residence location and three stools tested by Kato-Katz for STHs. Prevalences among 692 analyzable children were any STH: PSAC 40.5%, SAC 40.7%; Ascaris: PSAC 24.1%, SAC 22.7%; Trichuris: PSAC 24.0%, SAC 28.8%; hookworm < 0.1%. The STH infection prevalence ranged from 22% to 71% between sub-village sectors. The PSAC have similar STH prevalences to SAC and should receive deworming. Small areas can contain heterogeneous prevalences; determinants of STH infection should be characterized and slums should be assessed separately in STH mapping. PMID:25157123
A novel school-based intervention to improve nutrition knowledge in children: cluster randomised controlled trial

PubMed Central

2010-01-01

Background Improving nutrition knowledge among children may help them to make healthier food choices. The aim of this study was to assess the effectiveness and acceptability of a novel educational intervention to increase nutrition knowledge among primary school children. Methods We developed a card game 'Top Grub' and a 'healthy eating' curriculum for use in primary schools. Thirty-eight state primary schools comprising 2519 children in years 5 and 6 (aged 9-11 years) were recruited in a pragmatic cluster randomised controlled trial. The main outcome measures were change in nutrition knowledge scores, attitudes to healthy eating and acceptability of the intervention by children and teachers. Results Twelve intervention and 13 control schools (comprising 1133 children) completed the trial. The main reason for non-completion was time pressure of the school curriculum. Mean total nutrition knowledge score increased by 1.1 in intervention (baseline to follow-up: 28.3 to 29.2) and 0.3 in control schools (27.3 to 27.6). Total nutrition knowledge score at follow-up, adjusted for baseline score, deprivation, and school size, was higher in intervention than in control schools (mean difference = 1.1; 95% CI: 0.05 to 2.16; p = 0.042). At follow-up, more children in the intervention schools said they 'are currently eating a healthy diet' (39.6%) or 'would try to eat a healthy diet' (35.7%) than in control schools (34.4% and 31.7% respectively; chi-square test p < 0.001). Most children (75.5%) enjoyed playing the game and teachers considered it a useful resource. Conclusions The 'Top Grub' card game facilitated the enjoyable delivery of nutrition education in a sample of UK primary school age children. Further studies should determine whether improvements in nutrition knowledge are sustained and lead to changes in dietary behaviour. PMID:20219104
Creating a Bilingual Pre-School Classroom: The Multilayered Discourses of a Bilingual Teacher

ERIC Educational Resources Information Center

Palviainen, Åsa; Mård-Miettinen, Karita

2015-01-01

Teachers have an agentive role as they interpret, evaluate and develop language policies and practices. In the current study we interviewed a bilingual pre-school teacher in Finland during the first year of implementing a new way of working bilingually with a class of monolingual children. Applying nexus analysis, we explored the teacher…
The Wheels on the Bot Go Round and Round: Robotics Curriculum in Pre-Kindergarten

ERIC Educational Resources Information Center

Sullivan, Amanda; Kazakoff, Elizabeth R.; Bers, Marina Umashi

2013-01-01

This paper qualitatively examines the implementation of an intensive weeklong robotics curriculum in three Pre-Kindergarten classrooms (N = 37) at an early childhood STEM (science, technology, engineering, and math) focused magnet school in the Harlem area of New York City. Children at the school spent one week participating in computer…
Pre-Service Teacher Education for Mental Health and Inclusion in Schools

ERIC Educational Resources Information Center

Atkins, Melanie-Anne; Rodger, Susan

2016-01-01

Pre-service teacher education in mental health and mental health literacy is essential to creating the conditions necessary to support the mental health and wellness of children and youth in schools. Many teachers report never having received any education about mental health, but recognize the importance of this knowledge in meeting the needs of…

Pandemic influenza A (H1N1) 2009 vaccination in children: a UK perspective.

PubMed

de Whalley, Philip C S; Pollard, Andrew J

2013-03-01

Pandemic H1N1 influenza infection was common in the UK in 2009 and children were particularly vulnerable. Most cases were mild or subclinical, but there was significant mortality, predominantly in those with pre-existing disease. Despite the rapid development of monovalent pandemic vaccines, and the fast-tracked approval process, these products were not available for large-scale use until the end of the second wave of infection. Vaccine uptake was relatively low, both among children and health-care workers. The monovalent pandemic vaccines and the 2010/2011 trivalent seasonal influenza vaccines were immunogenic and effective, and they probably reduced the impact of the third wave of infection. Vaccines containing novel adjuvants enabled antigen sparing, but safety concerns could limit the future use of these adjuvanted influenza vaccines in children. Public perceptions that the threat of the pandemic was exaggerated by the authorities, and concerns about vaccine safety, might prompt an inadequate response to the next influenza pandemic, potentially compromising public health. © 2012 The Authors. Journal of Paediatrics and Child Health © 2012 Paediatrics and Child Health Division (Royal Australasian College of Physicians).
Rationale and Guidelines for a Pre-Crisis Curriculum to Prepare Healthy Preschool Children for Hospitalization.

ERIC Educational Resources Information Center

Poster, Elizabeth C.

Questions associated with an alternative approach to preparing nursery and elementary school children for hospitalization are addressed, and the basic components of a pre-crisis curriculum are outlined in this paper. Questions broached focus on (1) the effectiveness of a general curriculum approach as opposed to a crisis approach to preparing…
Pre-Adoption Adversity and Self-Reported Behavior Problems in 7 Year-Old International Adoptees

ERIC Educational Resources Information Center

Gagnon-Oosterwaal, Noemi; Cossette, Louise; Smolla, Nicole; Pomerleau, Andree; Malcuit, Gerard; Chicoine, Jean-Francois; Jeliu, Gloria; Belhumeur, Celine; Berthiaume, Claude

2012-01-01

To further investigate the long-term impact of pre-adoption adversity on international adoptees, externalizing and internalizing symptoms were assessed using a self-report measure at school-age in addition to mothers' reports. The sample consisted of 95 adopted children and their mothers. Children's health and developmental status were assessed…
Service-Learning: Implications for Empathy and Community Engagement in Elementary School Children

ERIC Educational Resources Information Center

Scott, Katharine E.; Graham, James A.

2015-01-01

The literature on service-learning outcomes in pre-adolescent children is relatively sparse. Empathy (i.e., overall, cognitive, affective) and community engagement (i.e., connection to the community, civic awareness, civic efficacy) were assessed in 155 first, second, and fifth graders (n = 79 males; n = 76 females) using a pre/post design for a…
Associations between Problem Behaviors and Early Vocabulary Skills among Hispanic Dual-Language Learners in Pre-K

ERIC Educational Resources Information Center

Hagan-Burke, Shanna; Soares, Denise A.; Gonzalez, Jorge E.; Zhu, Leina; Davis, Heather S.; Kwok, Oi-man; Pollard-Durodola, Sharolyn D.; Saenz, Laura M.; Resendez, Nora M.

2016-01-01

This study examined the relations between problem behaviors and early learning outcomes among 138 children in dual-language pre-K programs who were identified at the beginning of the school year to be at risk for difficulties in early language and literacy development. Children's expressive and receptive vocabulary, listening comprehension, and…
Self-efficacy and enjoyment of middle school children performing the progressive aerobic cardiovascular endurance run (PACER).

PubMed

Kane, Irene; Robertson, Robert J; Fertman, Carl I; Nagle, Elizabeth F; McConnaha, Wendell R; Rabin, Bruce S

2013-10-01

Self-efficacy and enjoyment were examined among 34 middle school children (M age = 12.5 yr.) performing the Progressive Aerobic Cardiovascular Endurance Run (PACER). Exercise self-efficacy (running) and physical activity enjoyment were measured after viewing a video illustrating the PACER, and subsequently following a PACER test. Significantly greater pre- than post-exercise self-efficacy was reported; enjoyment scores did not differ. Ratings of self-efficacy were higher before exercise than after, but enjoyment scores were not significantly different. A significant correlation was found between post-exercise self-efficacy and enjoyment, but not between pre-exercise self-efficacy and enjoyment. Although positive correlations were found between PACER laps and pre-/post-exercise self-efficacy, correlations with ratings of enjoyment were not significant. Exercise self-efficacy was associated with children's beliefs about the task-specific PACER aerobic exercise; however, exercise enjoyment was stable. Children's self-efficacy and enjoyment beliefs should be considered when developing interventional strategies to promote aerobic exercise participation.
Professional Identities of Middle Managers: A Case Study in the Faculty of Health and Social Care

ERIC Educational Resources Information Center

Thomas-Gregory, Annette

2014-01-01

This article presents and discusses the findings of a recent study on the professional identities of middle managers in a school of healthcare in a selected Chartered (pre-1992) UK university. Attention focuses on the career backgrounds of the middle managers, perception of identity and the interactional balance between the professional, academic…
Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial

PubMed Central

Burgoyne, Kelly; Duff, Fiona J; Clarke, Paula J; Buckley, Sue; Snowling, Margaret J; Hulme, Charles

2012-01-01

Background This study evaluates the effects of a language and literacy intervention for children with Down syndrome. Methods Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two UK locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. Results After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. Conclusions A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. PMID:22533801
"Touch" in Educational and Child Care Settings: Dilemmas and Responses

ERIC Educational Resources Information Center

Piper, Heather; Smith, Hannah

2003-01-01

This article considers the touching, or rather, not touching, of children and young people in professional settings. Some have argued that many schools and other childcare environments are becoming "no touch" zones. Formal guidelines in the UK are centrally concerned with "child protection" issues, and "force and…
Children Go Bonkers about Bugs

ERIC Educational Resources Information Center

Fielding, Sue; Jones, Meriel

2014-01-01

Learning outside the classroom is an objective in primary education in the UK and an ideal way to introduce science. School grounds, allotments, community farms and sports areas, parks, nature reserves and community woodlands can be accessed in both urban and rural areas. These provide accessible spaces that can be used inexpensively throughout…
Siblings as Mediators of Literacy in Linguistic Minority Communities.

ERIC Educational Resources Information Center

Gregory, Eve

1998-01-01

Argues for need to move beyond model of "parental" involvement in reading, which presently informs home/school reading programmes for linguistic-minority children in UK. First examines literature informing current model showing marked absence of studies on role played by siblings as mediators of literacy in new linguistic and cultural…
The Impact of Ebooks on the Reading Motivation and Reading Skills of Children and Young People: A Study of Schools Using RM Books. Final Report

ERIC Educational Resources Information Center

Picton, Irene; Clark, Christina

2015-01-01

The National Literacy Trust is a national charity dedicated to raising literacy levels in the UK. Their research and analysis make them the leading authority on literacy. They run projects in the poorest communities, campaign to make literacy a priority for politicians and parents, and support schools. RM Books is a market-leading ebooks platform…
A Study into the Impact of the Reading Education Assistance Dogs Scheme on Reading Engagement and Motivation to Read among Early Years Foundation-Stage Children

ERIC Educational Resources Information Center

Noble, Olivia; Holt, Nicole

2018-01-01

This research explores the impact of the Reading Education Assistance Dogs (READ) scheme on reading engagement and motivation among Early Years Foundation-Stage children using a case study approach at a primary school in the English Midlands. There is a notable lack of UK-based research into the READ scheme, which offers a potential alternative…
Impact of Long-Term Treatment with Ivermectin on the Prevalence and Intensity of Soil-Transmitted Helminth Infections

PubMed Central

Moncayo, Ana Lucia; Vaca, Maritza; Amorim, Leila; Rodriguez, Alejandro; Erazo, Silvia; Oviedo, Gisela; Quinzo, Isabel; Padilla, Margarita; Chico, Martha; Lovato, Raquel; Gomez, Eduardo; Barreto, Mauricio L.; Cooper, Philip J.

2008-01-01

Background Control of soil-transmitted helminth (STH) infections relies on the periodic and long-term administration of anthelmintic drugs to high-risk groups, particularly school-age children living in endemic areas. There is limited data on the effectiveness of long-term periodic anthelmintic treatment on the prevalence of STHs, particularly from operational programmes. The current study investigated the impact of 15 to 17 years of treatment with the broad-spectrum anthelmintic ivermectin, used for the control of onchocerciasis, on STH prevalence and intensity in school-age and pre-school children. Methods and Findings A cross-sectional study was conducted in communities that had received annual or twice-annual ivermectin treatments and geographically adjacent communities that had not received treatment in two districts of Esmeraldas Province in Ecuador. Stool samples were collected from school-age children and examined for STH infection using the Kato-Katz and formol-ether concentration methods. Samples were collected also from pre-school children and examined by the formol-ether concentration method. Data on risk factors for STH infection were collected by parental questionnaire. We sampled a total of 3,705 school-age children (6–16 years) from 31 treated and 27 non-treated communities, and 1,701 pre-school children aged 0–5 years from 18 treated and 18 non-treated communities. Among school-age children, ivermectin treatment had significant effects on the prevalence (adjusted OR = 0.06, 95% CI 0.03–0.14) and intensity of Trichuris trichiura infection (adjusted RR = 0.28, 95% CI 0.11–0.70), but appeared to have no impact on Ascaris lumbricoides or hookworm infection. Reduced prevalence and intensities of T. trichiura infection were observed among children not eligible to receive ivermectina, providing some evidence of reduced transmission of T. trichiura infection in communities receiving mass ivermectin treatments. Conclusion Annual and twice-annual treatments with ivermectin over a period of up to 17 years may have had a significant impact on T. trichiura infection. The present data indicate that the long-term control of onchocerciasis with ivermectin may provide additional health benefits by reducing infections with trichuriasis. The addition of a second anthelmintic drug such as albendazole may be useful for a long-term effect on A. lumbricoides infection. PMID:18820741
Aetiology of paediatric pneumonia after the introduction of pneumococcal conjugate vaccine

PubMed Central

Elemraid, Mohamed A.; Sails, Andrew D.; Eltringham, Gary J.A.; Perry, John D.; Rushton, Stephen P.; Spencer, David A.; Thomas, Matthew F.; Eastham, Katherine M.; Hampton, Fiona; Gennery, Andrew R.; Clark, Julia E.

2013-01-01

We describe the aetiology of community-acquired pneumonia in children before and after the introduction of the pneumococcal conjugate vaccination (PCV) programme in 2006. Prospective studies were conducted in 2001–2002 (pre-vaccine) and 2009–2011 (post-vaccine) of children aged 0–16 years with radiologically confirmed pneumonia seen in hospital. Investigations included culture, serology, immunofluorescence antibody and urine antigen testing, with an increased use of PCR assays and expanded panels of pathogens in the post-vaccine study. 241 and 160 children were enrolled in the pre- and post-vaccine studies, respectively (73% aged <5 years). Identification of a causative pathogen was higher post-vaccination (61%) than pre-vaccination (48.5%) (p=0.019). Rates of bacterial infections were not different between post- and pre-vaccine studies (17.5% versus 24%, p=0.258). Viral (31%) and mixed (12.5%) infections were found more often post-vaccination (19.5%, p=0.021) than pre-vaccination (5%, p=0.015). Rates of identified pneumococcal infections were comparable between pre- and post-vaccine studies (14.7% versus 17.4%, p=0.557). Diagnosis of pneumococcal infection post-vaccination improved when PCR was used compared to culture (21.6% versus 6%, p=0.0004). Serotypes included in PCV13 but not PCV7 were identified in 75% (18 out of 24) post-vaccination. Infection with nonvaccine pneumococcal serotypes continues to be a significant cause of pneumonia in children in the UK. PMID:23598951
Examining the relationship between obesity and math performance among Canadian school children: a prospective analysis.

PubMed

Carter, Megan Ann; Dubois, Lise; Ramsay, Tim

2010-10-01

To determine whether obesity during the pre-school to primary school years was related to math performance, independently of other factors, in a large representative sample of Canadian children. Our main hypothesis was that obese children would obtain lower overall math scores than their non-obese peers. Participants of the National Longitudinal Survey of Children and Youth comprised the sample for our analysis (n = 4 664). Obesity was based on mother-reported height and weight and IOTF age- and sex-specific body mass index cut-offs, and was assessed when the cohort was aged 2-5 years and 8-11 years. Children were classified as 'never obese', 'grew out of obesity', 'developed obesity' or 'always obese', depending on their obesity status at these two time points. The outcome was performance on a standardized math test that was administered when the cohort was aged 8-11 years. Statistical analysis was conducted using multivariate linear regression methods. Children who 'grew out of obesity' scored on average 11 points higher on the math test (p<0.0001) than children who were 'never obese.' Children who were 'always obese' and those that 'developed obesity' performed no differently on the math test than children who were 'never obese'. No interactions between sex and obesity status were found. Childhood obesity in this study did not lead to poor math performance. Being obese in the pre-school years and normal weight in primary school, however, was associated with improved math performance. This finding points to a potential nutritional window for early child development.
Protecting children from rabies with education and pre-exposure prophylaxis: A school-based campaign in El Nido, Palawan, Philippines

PubMed Central

Deray, Raffy; Rivera, Cesar; Gripon, Shiela; Ulanday, Corazon; Roces, Maria Concepcion; Attlan, Michael; Demont, Clarisse; Kieffer, Alexia; Miranda, Mary Elizabeth

2018-01-01

Background Rabies remains endemic in the Philippines. A study was conducted in El Nido, Palawan, Philippines to: (i) detect the true incidence of animal bites in school children aged 5–14 years using active surveillance and compare these data to estimates from the existing passive surveillance system, (ii) evaluate the impact of rabies prevention education and pre-exposure prophylaxis (PrEP) on animal bite incidence, and (iii) assess the health economic impact of the interventions. Methodology and principal findings A cohort of 4,700 school children was followed-up for any suspect rabies exposures between January 2011 and December 2012. Data on animal bite incidence from the study cohort were compared to that obtained from a review of consultation records at the Animal Bite Treatment Center (ABTC). PrEP was offered to children in all 27 public elementary schools in El Nido (in January to February 2012). Teachers were given a manual for integrating rabies in the public elementary school curriculum during the school year 2012–13. Active surveillance of the cohort revealed a higher incidence of suspect rabies exposures than that from passive surveillance. Despite a decrease in the number of Category III bites, there was no significant decrease in overall bite incidence as a result of the interventions. However, there was an increase in rabies awareness among school children in all grade levels. There was also a high level of acceptability of PrEP. Children who received PrEP and subsequently were bitten only needed two booster doses for post-exposure prophylaxis, resulting in substantial cost-savings. Conclusions/significance The true burden of animal bites remains underestimated in ABTC records. PrEP is advantageous in selected population groups, i.e. school-aged children in rabies endemic areas with limited access to animal and human rabies prevention services. Educating school children is beneficial. Strengthening veterinary interventions to target the disease at source is important. PMID:29293571
Protecting children from rabies with education and pre-exposure prophylaxis: A school-based campaign in El Nido, Palawan, Philippines.

PubMed

Deray, Raffy; Rivera, Cesar; Gripon, Shiela; Ulanday, Corazon; Roces, Maria Concepcion; Amparo, Anna Charinna; Attlan, Michael; Demont, Clarisse; Kieffer, Alexia; Miranda, Mary Elizabeth

2018-01-01

Rabies remains endemic in the Philippines. A study was conducted in El Nido, Palawan, Philippines to: (i) detect the true incidence of animal bites in school children aged 5-14 years using active surveillance and compare these data to estimates from the existing passive surveillance system, (ii) evaluate the impact of rabies prevention education and pre-exposure prophylaxis (PrEP) on animal bite incidence, and (iii) assess the health economic impact of the interventions. A cohort of 4,700 school children was followed-up for any suspect rabies exposures between January 2011 and December 2012. Data on animal bite incidence from the study cohort were compared to that obtained from a review of consultation records at the Animal Bite Treatment Center (ABTC). PrEP was offered to children in all 27 public elementary schools in El Nido (in January to February 2012). Teachers were given a manual for integrating rabies in the public elementary school curriculum during the school year 2012-13. Active surveillance of the cohort revealed a higher incidence of suspect rabies exposures than that from passive surveillance. Despite a decrease in the number of Category III bites, there was no significant decrease in overall bite incidence as a result of the interventions. However, there was an increase in rabies awareness among school children in all grade levels. There was also a high level of acceptability of PrEP. Children who received PrEP and subsequently were bitten only needed two booster doses for post-exposure prophylaxis, resulting in substantial cost-savings. The true burden of animal bites remains underestimated in ABTC records. PrEP is advantageous in selected population groups, i.e. school-aged children in rabies endemic areas with limited access to animal and human rabies prevention services. Educating school children is beneficial. Strengthening veterinary interventions to target the disease at source is important.
What Mothers Do: Everyday Routines and Rituals and Their Impact upon Young Children's Use of Drawing for Meaning Making

ERIC Educational Resources Information Center

Ring, Kathy

2006-01-01

This paper draws upon evidence from a three-year longitudinal study of young children drawing across home, pre-school and school. The study shows how the belief systems of significant adults and more able peers/siblings impact upon the child's access to, use of and beliefs about drawing. Concentrating upon the children when in the Foundation Stage…
Visual impairment in urban school children of low-income families in Kolkata, India.

PubMed

Ghosh, Sambuddha; Mukhopadhyay, Udayaditya; Maji, Dipankar; Bhaduri, Gautam

2012-01-01

To evaluate pattern of visual impairment in school children from low-income families in Kolkata, India, an institutional cross-sectional study was conducted among 2570 children of 10 primary schools. Ocular examination including refraction was done and pattern of visual impairment and refractive error was studied. The age range was 6-14 years. Refractive error was seen in 14.7%. Only 4 children were already wearing correction. Myopia and hypermetropia was present in 307 (11.9%) and 65 (2.5%) children, respectively. Visual acuity of less than 6/12 in better eye was present in 109 (4.2%) and 5 (0.2%) children pre- and post-correction, respectively. Eighteen children had amblyopia. Although prevalence of refractive error in this group is less compared to school children of all income categories reported from other cities of India, it is more compared to school children of all income categories from the same city. Refractive error mostly remains uncorrected in this group.

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